This document discusses instructional materials and their importance in teaching. It defines instructional materials as any materials used by teachers to simplify and facilitate teaching, including both visual and audio aids. The three most common types of instructional materials are traditional resources like textbooks, graphic organizers like charts and diagrams, and teacher-made resources such as worksheets and quizzes. When evaluating instructional materials, teachers should ensure the materials are appropriately aligned to learning objectives and support rather than distract from learning. The document also discusses summative evaluation, defining it as assessment that determines if intended learning objectives were achieved. It outlines steps for teachers to design and conduct effective summative evaluations in social studies.

1. GLADYS A. VALENCIA
T1-GGNHS-DOMOIT EXTENSION
LUCENA CITY
MAED-SOCIAL SCIENCE

2. DEVELOP AND SELECT
INSTRUCTIONAL MATERIALS

3. OBJECTIVES:
To define what is instructional
materials
To enumerate the different
instructional materials
To understand the importance
of instructional materials

4. INSTRUCTIONALMATERIALS
According to International Journal of Education and Practice
that Instructional Materials are those materials used by a
teacher to simplify their teaching. They include both visual and
audio-visual aids and could either be concrete or non-concrete.
These instructional materials bring life to learning by stimulating
students to learn.

5. Three most common types of instructional materials:
1. Traditional resources
2. Graphic organizers
3. and teacher-made resources - and their importance to
the process of teaching your students.

6. These Instructional materials serve as a
channel between the teacher and the
students in delivering instructions. They may
also serve as the motivation on the teaching-
learning process. It is use to get the attention
of the students and eliminate boredom.

7. Traditional Resources
-include any textbooks and workbooks used in the
classroom. For example, language arts classrooms
almost always have literature textbooks, writing
textbooks, and even vocabulary and spelling workbooks.
In addition to these, traditional resources also include
any supplemental reading material, like novels or poems
outside of the textbook.

8. Traditional Resources

9. For example, when learning the concept of theme, a
literature textbook can provide numerous reading materials
all displaying theme in different types of literature. In the
same way, workbooks can give some useful basic practice
activities for a new vocabulary words or even writing
activities that might be difficult for students. Then, when
mastery is shown on a basic level, a teacher can introduce
more challenging material related to that concept.

10. Remember: To evaluate these traditional
resources, the most important aspect is to
make sure you choose material within the
resource that appropriately relates to your
learning objective.

11. A second type of instructional material is the graphic
organizer, which is any type of visual representation
of information. Diagrams, charts, tables, flow charts,
and graphs are all examples of graphic organizers. For
instance, in a math classroom, it is essential to use
graphs on a coordinate plane when learning about
the equation of a line so that students can actually
see how a line is graphed.

12. Graphic Organizer

13. CHART ( PIE CHART)

14. GRAPH

15. Remember: To evaluate your graphic organizers,
the most important aspect is to make sure they
support learning and are not merely creative
distractions. Some materials can be very fun and
interesting, but if they do not support learning,
they should not be included in your lesson.

16. Teacher-Made Resources
A last type of instructional material comprises any teacher-
made resources. These include anything the teacher creates,
like handouts, worksheets, tests, quizzes, and projects. Many
of these are used for assessment in the classroom, which is
determining the level of learning on any given topic. For
instance, different handouts or worksheets can be used
throughout a unit to see which students are getting it and
which students are struggling.

17. Teacher-Made Resources ( worksheet)

18. Teacher-Made Resources ( Quiz)

19. Remember
*Evaluating these materials is very important. Everything a
teacher creates must be a true assessment of the learning
objectives. For instance, a test on a more advanced novel
needs to show how a student can apply the concepts of
theme, character development, conflict, and other literary
ideas covered in that unit. In this case, simple recall of plot
events should take a lesser role in any teacher-created
assessments.

20. DESIGNING AND
CONDUCTING SUMMATIVE
EVALUATIONS

21. OBJECTIVES:
 To give the definition of summative evaluation
To enumerate the steps in designing and conducting
summative evaluation in Social Studies
To explain the of summative evaluation in teaching
and learning

22. What is summative evaluation in
social studies?
-requires sufficient evidence that
the intended learning has been
achieved. In the past, the
assumption has been that such
evaluation was best done
externally-

23. with test and other forms of
evaluation created and monitored
by outside sources. What research
has revealed, however, is that when
teachers are invloved in becoming
assessment literate and engaged in
a conscious development and
application of consistent criteria

24. for summative evaluation. Further
when clearly specified criteria that
describe progressive level of
competence and procedures are
developed and used to judge
student work for evaluation
purposes, teachers are more able to
reliably assess a greater range

25. of classroom work.
It is important that classroom
teachers understand the role of
external evaluations in terms of:
1. how the information is used to
impact classrooms and education
practice

26. 2.informing teachers’
understanding of the effectiveness
of classroom programs and
instructional techniques
3. providing information concerning
trends and patterns with regard to
indicator such as student learning,
student achievement, evolving

27. needs of learners
4. informing system-level decision
making so appropriate support and
resources can be provided

28. Designing and Conducting Summative Evaluation in Social
Studies
Educators can then thoughtfully employ classroom
assessment practices such as:
•setting clear learning targets;
•using samples to show quality and possible pathways to
success;

29. •constructing criteria about important products, processes
or other evidence of learning;
•engaging students in reflection, self-assessment, and peer
assessment using a common language;
•ensuring that they give themselves and receive from
others specific descriptive feedback;

30. •collecting ongoing evidence of their learning;
•preparing collections of evidence to show proof of
learning; and
•involving students in communicating proof of learning
to an audience.

31. What is the importance of summative evaluation in
teaching and learning?
Summative assessments provide cumulative snapshots
to evaluate and report on student learning. Summative
data can help illuminate areas of strength and gaps in
curriculum and instruction, and especially for student
subgroups. Reporting summative results provides
information to families and the general public.

32. What is the importance of summative evaluation in
teaching and learning?
Summative assessments provide cumulative snapshots
to evaluate and report on student learning. Summative
data can help illuminate areas of strength and gaps in
curriculum and instruction, and especially for student
subgroups. Reporting summative results provides
information to families and the general public.

33. REFERENCES:
https://www.google.com/url?EFFECTIVENESS
INSTRUCTIONAL
ERIC- EDUCATION RESOURCES INFORMATION CENTER
https://www.google.com/url?sciencedirect.com/topics/social
-science/summative evaluation