Revising Instructional Materials

1. Revising Instructional Materials
Presented by
SylondiaHooks
InstructionalDesignSystem 501
April 5, 2015

2. Summary
 Revising instructional materials is a vital step
in the instruction process as it helps yield
materials that are effective and useful for the
demographic of students it will reach. For this
reason, the revision process must be precise,
methodical, and carefully considered so that
it will be most useful for teachers and
students.

3. Objectives
 How to identify weaknesses in instructional
materials
 How to identify weaknesses in instructor-led
materials
 Identify problems in instructional materials
 How to suggest revisions for problematic
materials

4. Instructional Materials
 What are they?
 A medium for delivering content
 Aids in transferring information
 They can include books, maps, media, audio

5. Revising Instructional
Materials
 Who revises instructional materials?
 Designers trained to evaluate the materials
and suggest revisions.
 There are specific steps they must follow as
well as certain data they must collect to aid in
revising instructional materials.
 Teachers may also revise instructional
materials.

6. Revising Instructional
Materials
 Information needed to begin revising
instructional materials:
 Results from formative evaluations of materials
from content experts and learners from
assessments such as one-to-one, small group,
and field-trial evaluations.
 Results from context evaluations
 Results from select in-use instructional materials
 Information about learner achievement and
attitudes

7. Revising Instructional
Materials
 Steps to begin revising instructional material
follow:
 Plan-
 Method for examining data
 Summarize-
 Data from experts
 Data from one-to-one evaluations
 Small group evaluations
 Analyze-
 Data from field trial evaluations
 Data from performance context evaluations

8. How Data Helps in Revising
Instructional Materials
 One-to-one formative evaluation
 Focuses on how the instruction is received
 Are the instructions clearly written?
 Are the instructions free of errors?
 Did the students have any/a few/many questions?
 Sits with one learner to evaluate
 Only select students participate
 Will also focus on how the learner is affected
 Did the learner grasp the objective?
 If at all, how little/much assistance did learner need?

9. One-to-one Evaluation Data
in Revising Instructional
Materials
 The evaluator will collect notes and observe
the student in a performance capacity
 The information obtained from the one-to-
one evaluation will help the designer
determine if the instructional materials are an
effective component of the curriculum.
 The information obtained will also be useful
information for the teacher.

10. One-to-one Evaluation in
Revising Instructional
Materials
 What revisions to be made will be determined
after the one-to-one evaluations are
completed and notes gathered.
 Revisions from a designer standpoint may
include changing the use of particular words
or situations.
 More diversity may need to be added.
 How questions and statements are worded
and sequenced may need revision.

11. One-to-one Evaluation in
Revising Instructional
Materials
 What revisions to be made will be determined
after the one-to-one evaluations are completed
and notes gathered.
 Revisions from an instructor’s standpoint may
include teaching certain information differently
to better prepare students for the information on
the materials.
 Giving clearer instructions.
 Providing students with more practice time.

12. Small Group and Field Trial
Evaluations in Revising
Instructional Materials
 Small group evaluations is an extension of one-to-
one evaluations in that a small group of students are
chosen to be evaluated. In the case of small groups,
instead of just one child, it is several children
 The information gathered from small group
evaluation will be collected and utilized just as in
one-to-one evaluation.
 Field-trial evaluations
 These evaluations yield more factual information as
they are conducted in an environment that mimics
the actual one the materials will be used in.

13. Types of Revisions
 The main type of revision is of instructional
materials.
 Instructional materials must not only be
carefully designed, but also free of errors and
free of mistakes that may cause confusion.
 With this in mind, revisions to content, word
usage, word amount, readability, and ability
to be comprehended must be looked over
again and again until it is most suitable for for
teacher and student use.

14. Types of Revisions
 Another type of revision that can occur with
instructional materials, though more indirect, is
with how the teacher utilizes them.
 Instructional materials are designed to be used
certain ways to help yield certain results.
 If a teacher uses instructional materials in ways
they are not designed, the students will not
benefit.
 If the teacher is not mindful of the instructional
materials s/he chooses, student achievement
may not excel as desired.

15. How the Teacher Can Revise
Instructional Materials
 Omission: Omitting part of the
materials/instruction that the students may
not be prepared for or that may not
correspond to goals and objectives.
 Include other types of material to supplement
and complete instruction.
 A teacher can also create instructional
material to go along with objectives.

16. Revising Instruction
 Working from an instructor’s manual, a
teacher can notate any changes made within
the manual for future reference and use.
 Notes should include questions and inquiries
from students as well as teacher’s responses.
 Revising instruction can be done immediately
and while instruction is occurring.

17. Specific Data to View for
Revising Instructional
Materials
 Entrance behaviors and attitudes
 Results from pretests and posttests
 Comprehension based on instructional
strategy
 The amount of learning time provided and
used
 Instructional strategies

18. Summary
 Instructional materials are vital parts to a
complete objective-lined lesson plan.They aid in
learning by providing visual representations and
to supplement the teaching.Though it is
expected to use instructional materials that
correspond perfectly with a lesson, there may be
times that they need to be revised. Sometimes
designers may find it necessary to revise the
materials before they are in rotation. Revision of
instructional materials can occur through trials
and testing, or as they material are being used
by the teacher.

19. Thank you!
Sylondia Hooks
shooksasu@gmail.com
https://sites.google.com/site/shookspink
/
http://shookspink.blogspot.com/