This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.

1. PHILIPPINE CHRISTIAN UNIVERSITY
Manila, Philippines
Affiliated with:
Bellarmine Global Education, Bangkok Thailand
Preparation and Evaluation of Instructional Materials
a face to face session for :
Bachelor in Secondary Education
December 2, 2017 (Saturday)
9:00 am – 4:00 pm
Bangkok, Thailand
Mr. Frederick Pagalan Obniala, MAEd
(Subject Professor)

2. CLASS ORIENTATION
 FACE TO FACE CLASS
a) Attendance
b) Group Presentation /Works
 FORUM QUESTIONS
 PAPER REQUIREMENTS
 FINAL EXAMINATION (Paper and Pen Test)

3. Lesson Outline
 Introduction
 Types of Instructional Materials
 Factors affecting materials preparation
 Framework of materials and method
 Instructional System Development using ADDIE model
 Factors to consider in writing instructional materials
 Types of Syllabus
 Guidelines in syllabus design
 Evaluation of instructional Materials

6. Introduction and Definition
 Instructional materials may be operationally defined as especially designed
classroom tools which contain instructions to learners and teachers, and which
specify each increment of learning: the content to be learned, the techniques of
presentation; practice and use of that content; and the modes of teaching
associated with those techniques (Johnson, RELC Journal).
 IM’s are important element within the curriculum and are often the most
tangible and visible aspect of it (Nunan,1991)
 They can provide a detailed specifications of content, even in the absence of
the syllabus (Richards and Rodgers, 1986)

7. Roles of Instructional
Materials

8. Instructional
Materials

9. Roles of IM’s
 According to Cunning (1995)
Resource for presentation
Source of activities
 Reference source for
grammar, vocabulary, and
pronunciation
 Source of stimulation
 Dudley – Evans and St. John
(1998), suggest that teachers of
ESP courses, materials serve as
the following functions:
 As a source of language
 As a learning support
 For motivation and stimulation
For reference

10. Benefits of Instructional
Materials

11. Teachers
 Provide materials for presentation
 Provide materials for teaching
 Guide the teacher on the methods
and techniques
 Give more opportunity to make the
best use of their time and skills to
do more real teaching.
Students
 Concretize the syllabus
 Opportunity for individual work in or
outside the classroom
 Follow a course syllabus with little
help from teachers.

12. Types of Instructional Materials

13. Factors affecting Materials Preparation
 The curriculum, syllabus, and the learning competencies
 Learners’ learning styles, aptitudes, proficiency
 Pedagogical principles held by the teachers
 Societal Demands

14. Frameworks of Materials
and Methods

16. Instructional System
Development (ISD)
using the ADDIE model

17. A
D
nalysis
esign
D evelopment
I mplementation
E valuation

18. ADDIE MODEL
Is an iterative
instructional design
process, where the
results of the
formative evaluation of
each phase may lead
the instructional
designer back to any
previous phase.
The end product of
one phase is the
starting product of the
next phase.
McGriff, S.J. (2000). Instructional Systems, College of Education: Penn State University

20. SAMPLE LESSON PLAN USING ADDIE MODEL

21. Syllabus and its Definition

22. SYLLABUS
 Is an expression of opinion on the nature of language
and learning
 Described as a statement of what to be learnt
(Hutchinson and Waters, 1987: p.80)
 Summary of the content to which learners will be exposed.
(Yalden,1987:p.87)
 A syllabus should be based on the CURRICULUM.

23. SYLLABUS
Approach
Design
Procedure

24. SYLLABUS STRUCTURE

25. TYPES OF SYLLABUS

26. STRUCTURAL SYLLABUS
 The content of language teaching is a collection of the
forms and structures, usually grammatical of the language
being taught.(e.g. nouns, verbs, adjectives)
 One problem facing the syllabus designer pursuing a
grammatical order to sequencing input is that the ties
connecting the structural items may be rather weak.

27. A NOTIONAL SYLLABUS
 The content of language teaching is a collection of the
functions that are performed when language is used, or
notions that a language is used to express.
 E.g. FUNCTIONS informing, agreeing, apologizing, requesting;
NOTIONS age, size, color, comparisons, time
 In order to establish objectives, the needs of the learners
will have to be analyzed by the various types of communication
in which the learners has to confront.

28. SITUATIONAL SYLLABUS
 The content of language teaching is a collection of real or
imaginary situations in which language occurs is used
 Involves a number of functions, combined into a plausible
segment of discourse.
 The primary purpose of situational language – teaching syllabus
is to teach the language that occurs in the specific situations.
 E.g. seeing the dentist, complaining to the landlord, buying
a book, meeting a new student.

29. SKILL - BASED SYLLABUS
 The content of language teaching is a collection of specific
abilities that may play a part using language.
 The primary purpose of the skill – based instruction is to learn
specific language skills.
 A possible secondary purpose is to develop more general
competence in the language, learning only incidentally, any
information that may be available while applying the language
skills.

30. TASK – BASED SYLLABUS
 The content of the language teaching is a series of complex and
purposeful tasks that the students wants or need to perform
with the language they are learning.
 The task – based are defined as activities with a purpose other
than language learning, but as in the content – based syllabus,
the performance of the task is approached in a way intended to
develop second language ability.
 Task integrate language (and other) skills in specific setting of
the language.

31.  The task – based teaching differs from situation – based
teaching in that while situational teaching has the goal of
teaching the specific language content that occurs in the
situation (pre – defined products), task – based teaching has the
goal of teaching students to draw on resources to complete
some piece of work (a process). The students draw on variety of
language forms, functions, and skills often in an individual and
unpredictable way, in completing the tasks.
 Task can be used for language learning are, generally, tasks
that the learners actually have to perform in real life.(e.g.
applying for a job, talking with a social worker, getting
housing information over the telephone)

32. CONTENT – BASED SYLLABUS
 The primary purpose of the instruction is to teach some content
or information using the language that the students are also
learning.
 The students are simultaneously language students and
students of what ever content is being taught.
 The subject matter is primary, and the language learning occurs
incidentally to the content learning. The content teaching is not
organized around the language teaching but vice – versa.
 Content based language teaching is concerned with information,
while task – based language teaching is concerned with
communicative and cognitive processes.

33. PRACTICAL GUIDELINES
FOR SYLLABUS CHOICE
AND DESIGN

34.  Determine to the extent possible, what outcomes are desired for the students
in the instructional program.
 Rank the syllabus types presented as in leading to outcomes desired.
 Evaluate available resources for teaching, needs analysis, materials choice
and production and in training for teachers.
 Rank the syllabi relative to available resources.
 Compare the lists made under Nos. 2 and 4.
 Designate one or two syllabus types as dominant and 1 or 2 as secondary.
 Review the question of combination or integration of syllabus types and
determine how combinations will be achieved and in what proportion.
STEPS IN PREPARING A PRACTICAL LANGAUGE TEACHING
SYLLABUS CHOICE:

35. SUGGESTED STEPS IN PLANNING SYLLABUS
 Develop a well – grounded rationale for your course.
 Decide what you want students to be able to do as a result of taking your
course, and how their work will be appropriately assessed.
 Define and delimit course content.
 Structure your students’ active involvements in learning.
 Identify and develop resources.
 Compose your syllabus with a focus on student learning
 Review the question of combination or integration of syllabus types and
determine how combinations will be achieved and in what proportion.

36. SUGGESTED PRINCIPLES FOR DESIGNING A SYLLABUS THAT
FOSTERS CRITICAL THINKING:
 Critical thinking is a learnable skill.
 Problems, questions, or issues are the point of entry into the subject and a
source of motivation for non – stop inquiry.
 Successful courses balance the challenge to think critically with supporting
students’ developmental needs.
 Courses should be assignment centered rather than text and lecture
centered.
 Students are required to formulate their ideas in writing or other appropriate
means.
 Courses that teach problem – solving skills nurture students’ metacognitive
abilities.
 The developmental needs of students are acknowledged and used as
information in the design of the course.

37. EVALUATION OF
INSTRUCTIONAL
MATERIALS

38.  EXTERNAL EVALUATION aims to examine the organization of the material
as stated explicitly by the authors of the publisher. This type of evaluation
analyzes what the what the “books tell about itself” by looking at the blurb,
the introduction, and table of contents. Through external evaluation,
information on the following may be called.
 Intended audience
 Proficiency level
 Context in which the materials are to be used
 Organization into teachable units
 Date of publication
 Author’s view on language learning and teaching
 Publisher

39.  INTERNAL EVALUATION covers an in – depth investigation of the value of
the material in relation to its objectives, principles, lesson design, and
assessment procedures. At this stage, the evaluator analyzes the extent to
which claims in the introduction and blurbs actually match up with the internal
consistency and organization of the materials. In order to perform effective
internal evaluation of the material, at least two units of book or a set of
materials need to be inspected.
The following information may be analyzed.
 Presentation of the skills in the material
 Grading and sequencing of skills
 Authentic or artificial dialogues for speaking
 Relationships of test and exercises to learner needs and course content.
 Provision for different learning styles and self – study
 Motivation for the learners

40.  OVERALL EVALUATION analyzes the value of the material in relation to its
usability, generalizability, adaptability and flexibility.
 Usability – How far could the material be integrated into
particular syllabus as ‘core’ or as supplementary material?
 Generalizability – How much of the material could be used by
the individual or by a group of people?
 Adaptability – Can parts be added/ extracted / used in
another context or modified for local circumstances.
 Flexibility – How rigid are the sequencing and grading? Can
the material be used in different ways? Can they be entered in
different parts?

41. Design a 1 semi - detailed lesson plan and 1 brief lesson plan based on ADDIE instructional
model. Use the TEMPLATE below and make a power point presentation for your lesson plans.
GROUP WORK ACTIVITIES / PRESENTATION
A. Analysis
1. Unit/Topic/Subject Matter
2. References
B. Design
3. Objectives (maximum of 2 two objectives in each level)
a.Knowledge (K)
b.Process (P)
c.Attitude (A)
C. Development
4.Learning Materials/ Visual Aids
D. Implementation
5. Learning Procedure
a.Pre – Task (Motivation)
b.Task
1.Lesson Proper
2.Generalization
c. Post – task (Class Activities)
6. Assignment/Homework
E. Evaluation