Prepared by:

Marites M. Roh
  are the content or information conveyed
within a course.
 include the lectures, readings, textbooks,
multimedia components, and other resources
in a course.
 can be used in both face-to-face and online
Instructional classrooms; however, some must be modified
materials or redesigned to be effective for the online
environment.
 The best instructional materials are aligned
with all other elements in the course, including
the learning objectives, assessments, and
activities.

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  They provide the core information that students will
experience, learn, and apply during a course.
 They hold the power to either engage or demotivate
students.
(This is especially true for online courses, which rely on a
thoughtful and complete collection of instructional materials
Why are that students will access, explore, absorb, and reference as
instructional they proceed in a course.)
materials  Therefore, such materials must be carefully planned,
important? selected, organized, refined, and used in a course for
the maximum effect. The planning and selection of
instructional materials should take into consideration
both the breadth and depth of content so that student
learning is optimized.

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 Informative (informs the learner about
the target language)
Instructional (guides the learner in
practicing the language)
Experiential (provides the learner with
Materials can be: experience of the language in use)
Eliciting (encourages the learner to use
the language)
Exploratory (helps the learner to make
discoveries about the language).
 must focus on helping
learners to motivate
1. Purpose
them in the learning
process.
  must contribute to the growth &
2. Meaningfulness development of learners by
providing purposive activities.
 should encompass all
3. Breadth round development of
varying group of learners.
  must respond to the needs and
4.Responsiveness
demands of the society.
5.Usefulness/
must aid the learners to
Utility learn the subject matter.
  must be of good value, where the benefits
and usage are worth at least what is
paid/spent in IM development.
6. Cost
Effectiveness  The cost per student of media
presentation diminishes as the number of
students using it increases.
  should catch the interest of the
users.

 should stimulate curiosity or satisfy

7.Interest the need to know.

 should encourage creativity and

imaginative response among users.
  must be varied to develop and
8.Variety/ maintain interest of diverse
diversity
students.
  must be simple but inspiring for the
learners
9.Simplicity  should not be confusing
 must be simple but shows creativity
  must present accurate up to
10. Authenticity
date dependable information.
  Correct facts or information must
11.Correctness be in the materials for a better
learning process.
  must be presented at the right
12. Presentation
time and at the right way.
 must be handy for the
13.Portability teachers and students to
handle it well.
 Must be further revised for
14. Assessment
improvements.
Prepared by:
Marites M. Roh
 a. Materials should be clearly linked
to the curriculum they serve.
b. Materials should be authentic in
terms of text and task.
c. Materials should stimulate
interaction.
d. Materials should allow learners to
Penaflorida focus on formal aspects of the
language.
(1995:172-179) as e. Materials should encourage
identified by learners to develop learning skills,
and skills in learning
Nunan (1988) f. Materials should encourage
learners to apply their developing
skills to the world beyond the
classroom.
  requires matching the materials to
the learners’ abilities and prior
knowledge.

 are suited to the level of the

1. Understanding students.

 must provide for background

lessons and check-up activities and
exercises to assess students’
understanding
  involves organizing the material so that it is clear to the
students.

 Is most important when introducing a new topic/lesson.

2.Structuring  Is evident in the presence of:

1. Clear directions, objectives, and main ideas
/Clarifying 2. Internal and final summaries of the lesson.
3. Organized use of transition between main ideas.
4. Understandable writing .
5. Sufficient examples.
6. Definitions of terms.
7.Adequate practice and review assignments.
  arrangement of the materials to provide for continuous
and cumulative learning where complex concepts are
taken only after prerequisite skills and concepts have
been mastered.

How?

3. Sequencing 1.Simple to complex

2.Parts to whole

3.Whole to parts
4.Chronological arrangements
 a. Vertical

4. Balancing Refers to building of content and

experiences in the lesson, unit and
course level.

Fourth grade language concepts are

built on third grade concepts.
 b. Horizontal

4. Balancing Establishes a multidisciplinary and

unified view of different subjects.

The content of the social studies

course is related to English and
science.
  It refers to the way headings, terms,
illustrations, and summary exercises are
integrated with the content.
 It answers positively the following:
1. Does the example illustrate major
concepts?
5. Explaining 2. Are the major ideas identified in the
chapter objectives and overview?
3. Do the headings outline a logical
development of content?
4. Do the materials show relationships
among topics, events, facts to present an
in-depth view of major concepts?
  refers to how much and how quickly the
lessons in the textbooks are presented.
 should not overwhelm students in terms
of its volume/length.

6. Pacing
As students get older, the amount of materials can
increase, the presentation can be longer and more
complex and the breadth and depth can be
expanded.
  refers to the extent to which the
material allows students to link new
ideas to old concepts in the form of
a review

7. Reviewing High-achieving and older students can

tolerate more rapid pacing than low-
achieving and younger students, thus less
proficient learners would need more
review or linking than the more proficient
ones.
  Provides opportunities for students
to transform information from
one form to another, and to apply
new information to new
8.Elaborating knowledge – by using various
techniques such as comparing and
contrasting, drawing inferences,
paraphrasing, summarizing and
predicting.
  means the use of previously
acquired knowledge and skills in
9. Transfer new learning or problem-solving
situations.
of Learning
 maybe concept-related, inquiry-
related, learner or utilization-
related
 Mode Details
1. Concept-related • draws heavily on structure of knowledge,
the concepts, principles, or the theories of
the subject.
9. Transfer
2. Inquiry-related • is derived from critical thinking skills
of Learning and procedures employed by learning
theorists or scholars in the field.

3. Utilization-related •shows how people can use or proceed

with them in real life situations.

• is related to the needs, interest or

4. Learner-related experiences of the students.
  Is the process of designing a
“design or frame for a unit in a
What are
frameworks in textbook” which can “serve as
IM a formulae which the author
Development? can use in writing the book
(Richards ,1995:102-103).
 What are
frameworks in
IM
Development?
 What are
frameworks in
IM
Development?

(Flores, 1995)
 What are
frameworks in
IM
Development?

Jolly and Bolitho (1998)

 What are
frameworks in
IM
Development?

Hutchinson and Waters (1984) as reported by

Rozul (1995, p. 213)
 Listening with Understanding

Using Grammar in Oral Interaction

What are
frameworks in Reading for Understanding

IM
Development? Writing

Literature

Fortez (1995, p. 74)

Figure 1. Cycle of Material Development (from Saludez, 2012)

Figure 1. Cycle of Material

Development (from Saludez, 2012)