The document discusses the design, development, and dissemination of instructional materials in language education, focusing on various classifications, purposes, and qualities of effective materials. It emphasizes the need for materials to be relevant, engaging, and appropriate for diverse learner needs while encouraging meaningful language use. Additionally, it outlines a structured approach to curriculum planning, implementation, and evaluation to enhance the teaching-learning process.

1. Presented by: GONGORA, CHLAIRE R.
JASON, ROSE BELLE P.
MASULA, GLENNITH B.
URGEL, ROSELLE C.

2. • Types of Instructional
Materials
• Classification of
Materials
• Advantages Claimed
for Authentic and
Created Materials
• Qualities of a Good
Material

3. • Factors to Consider in
Writing Instructional
Materials
• Principles in Materials
Design
• Design, Development
and Dissemination of
Materials
• Guidelines for
Developing Materials

7. A. Informative (informing the learning about the target
language)
B. Instructional (guiding the learner in practicing the language)
C. Experiential (providing the learner with experience of the language in
use)
D. Eliciting (encouraging the learner to use the language)
According to Tomlinson (2012), he classifies the
language teaching materials in terms of instructional
purpose:
E. Exploratory (helping the learner to make discoveries about the language)

8. 2. Audio and visual
materials
3. Information
communication
technologies
(ICT) based
materials
1. Traditional
materials

9. Classification
• By purpose
• By format
• By creator
Classification
• By purpose
• By format
• By creator
Authentic
Instructional

10. Classification
• By purpose
• By format
• By creator
Audiovisual
Paper-based
Electronic

11. Classification
• By purpose
• By format
• By creator
In-house
Commercial

12. - involves organizing
the material so that it
is clear to the
students. New terms
are defined.
- refers to the
arrangement of the
materials to provide
for continuous and
cumulative learning
- It require matching
the materials to the
learners’ abilities and
prior knowledge.

13. Simple to
Complex
Parts to
Whole
Whole to
Parts
Chronological
arrangements

14. - Explaining refers to the
way headings, terms,
illustrations, and
summary exercises are
integrated with the
content.
- refers to how much
and how quickly the
lessons in the
textbooks are
presented.
- Balancing materials
require establishing
vertical and horizontal
balance or
relationships

15. - ensures that
students learn
better through a
variety of ways.
- Transfer of learning
maybe concept-
related, inquiry-
related, learner or
utilization-related.
- refers to the extent to
which the material
allows students to link
new ideas to old
concepts in the form of a
review.
.

16. 1. Materials
should
achieve
impact.
2. Materials
should help
learners to
feel at ease.
3. Materials
should help
learners to
develop
confidence.
4. What is being
taught should be
perceived by
learners as relevant
and useful.

17. 5. Materials
should require
and facilitate
learner self-
investment.
6. Learners
must be
ready to
acquire the
points being
taught.
7. Materials
should expose
the learners to
language in
authentic use.
8. The learners’
attention should be
drawn to linguistic
features of the
input.

18. 9. Materials should provide learners with opportunities to
use the target language to achieve communicative
purposes.
10. Materials should take into account that the positive
effects of instruction are usually delayed.
11. Materials should take into account that learners differ in learning
styles.
12. Materials should take into account that learners differ in affective
attitudes.

19. 14. Materials should maximize learning potential by
encouraging intellectual, aesthetic and emotional involvement,
which stimulates both right – and left – brain activities.
15. Materials should not rely too much on controlled practice.
16. Materials should provide opportunities for outcome feedback.
13. Materials should permit a silent period at the beginning
of instruction.

20. 1. Materials should be clearly linked to the curriculum they
serve.
2. Materials should be authentic in terms of text and task.
3. Materials should stimulate interaction.
4. Materials should allow learners to focus on formal aspects of
language.
5. Materials should encourage learners to develop learning skills and
skills in learning.
6. Materials should encourage learners to apply their development
language skills to the world beyond the classroom.

21.  Identify learner needs
 Set goals and objectives
 Write materials
 Write tests
PHASE 1
Curriculum Planning

22.  Instruct learners
 Monitor and adapt instruction
 Write supplementary materials
PHASE 2
Curriculum Implementation

23.  Test learners
 Evaluate curriculum
 Plan changes in the curriculum
PHASE 3
Curriculum Evaluation

24. 1. Good materials provide stimulus to learning and encourage
student to learn.
2. Good materials should help the teaching-learning process.
3. Materials embody view of the nature of the language learning.
4. Materials reflect the nature of the learning task.
5. Materials function to broaden the basis of teacher training by
introducing teachers to new techniques.
6. Materials provide correct models of appropriate language use.

25. DESIGN
PHASE
DEVELOPMENT
PHASE
DISSEMINATION
PHASE

26. A. Accumulated Experience
• the writer reviews or surveys existing materials which can
give useful information about the demands and the needs in
the field.
B. Rationale of the design
• identifies the shortcomings of existing materials to ensure that such
shortcomings are not repeated in the present materials.
C. Conceptual Framework
 combines major and minor concepts regarding language learning,
teaching theories, and materials design principles upon which material
is anchored.
I. DESIGN PHASE

27. D. Detailed writing specification for new materials
 Goals of the materials
 Subject matter, language content to be covered,
and skills to be acquired through the content
 Techniques and mode of presentation, practice,
use and management associated with the
learning of the content
 Format of the materials including how learning
units are divided
 Technical details for the writing of the materials
I. DESIGN PHASE

28. a. Writing the experimental
materials
b. Internal evaluation of the
materials
c. Controlled Tryout
DEVELOPMENT PHASE
a. Extensive use of the new IM
b. Field of evaluation of the IM
DISSEMINATION PHASE

29.  Helps materials developers and teachers to know learners’
needs and to decide on the content and the level of
materials to be produced.
2. Development of Curriculum Grid
1. Needs Assessment
• Surveys and identifies the concerns of the target learners because the
objectives of the materials should be carefully drafted based on the interests,
problems, and need of the target learners.

30. a.Goals of national literacy program
b.Core content based on national concerns
c. Locally relevant content based on the identified needs of the learners
d.Prescribed levels in the three Rs(Reduce, Reuse, Recycle)
e. Levels of literacy skills of learners
2. Development of Curriculum Grid

31. 1. Considerations
 Age group
 Location in which the IM is to be used
 Literacy level of target clientele
 Cost of development and use of the material
 Ability of the teachers to utilize the material
3. Selection of themes
4. Setting up objectives
5. Deciding on the format

32.  Type of role that the material plays (i. motivational, instructional, awareness
building, informative, etc.)
2. Various formats
a. Written (e.g. booklet, flashcards, flip chart, posters, comics, games, wall papers)
b. Electronic media (e.g. audio tapes like songs, dramas, talks, speeches,
announcements, broadcasts: video presentation: radio and television program,
etc.)
c. Interactive formats (e.g. CDcourseware, web-based courses, on-line hyperlinks)

33. a.Script expressions, inclusive
language
b.Short sentences
c. Illustration
d.Local language flavor
e.Reading flow
f. Attractive layout
9. Illustrations (balanced and
inclusive)
10. Editing
6. Selection and arrangement of content
7. Titles and caption
8. Scriptwriting