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Preparation and Evaluation of Instructional Materials

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Arnel B. Presto
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420 views25 pages

Preparation and Evaluation of Instructional Materials

Uploaded by

Arnel B. Presto
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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ENG 109

Preparation and Evaluation of


Instructional Materials
Instructional materials are a key component in most
language programs.
It generally serve as the basis for much of the
language input learners receive and the language
practice that occurs in the classroom.
Instructional materials can be:

a) printed materials such as books, workbooks,


worksheets or readers

b) non-printed materials such as cassette or audio


materials, videos or computer-based materials
c) materials that comprise
both printed and non-
printed sources such as
self-access materials and
materials on the internet
Dudley-Evans and St. John (1998, 170-171) suggest that for
teachers of ESP courses, materials serve the following functions:

• as a source of language
• as a learning support
• for motivation and stimulation
• for reference
Authentic Materials
Versus
Created Materials
Authentic Materials - refers to the use in teaching of texts, photographs,
video selections, and other teaching resources that were not specially
prepared for pedagogical purposes.
Created Materials - refers to textbooks and other specially
developed instructional resources.
Some have argued that authentic materials are
preferred over created materials because they contain
authentic language and reflect real-world uses of
language compared with the contrived content of
much created materials.
Advantages claimed for authentic materials are (Phillips and
Shettlesworth 1978; Clarke 1989; Peacock 1997):

• They have a positive effect on learner motivation.


• They provide authentic cultural information about the target
culture.
• They provide exposure to real language.
• They relate more closely to learners' needs.

• They support a more creative approach to teaching.


In both materials development and classroom teaching,
the goal is to develop a sequence of activities that leads
teachers and learners through a learning route that is at
an appropriate level of difficulty, is engaging, that
provides both motivating and useful practice.
Good materials should (Rowntree 1997, 92):

• arouse the learners' interest


• remind them of their earlier learning
• tell them what they will be learning next
• explain new learning content to them
• relate these ideas to learners' previous learning
• get learners to think about new content
• help them get new feedback on their learning
• encourage them to practice
• make sure they know what they are supposed to be doing
• enable them to check their progress
help them to do better
Input - refers to anything that initiates the
learning process and that students respond to in
some way in using the material.
Different Kinds of Materials for Language
Subjects

• Grammar materials
• Listening materials
• Reading materials
• Writing materials
• Speaking materials
• Materials that are available on the
Internet
The Materials
Preparation Cycle
PREPARE A
EXAMINING EXISTING
WORKING
INSTRUCTIONAL
OUTLINE
MATERIALS
(SYLLABUS)

SELECTING OR ARRANGING OR
PREPARING LEARNER MODIFYING EXISTING
ACTIVITIES MATERIALS

PREPARING
INSTRUCTIONAL
MATERIALS
PREPARE A WORKING OUTLINE (SYLLABUS)

• It is based on the instructional strategy.


• It is based on measurable, sequenced performing
objectives.
• It should be based on the instructional event.
EXAMINING EXISTING INSTRUCTIONAL MATERIALS

• You can use existing instructional materials, if


they fit your strategy - this saves up a lot of time
and money.
ARRANGING OR MODIFYING EXISTING MATERIALS

• Secure copyright.
• Arrange materials to cater to your needs.
PREPARING INSTRUCTIONAL MATERIALS

SELECTING OR PREPARING LEARNER ACTIVITIES

• Two types of activities exist:


Individual or Group
• Almost any type of experience can be transformed into an
individual learning activity, if:

1. Outcomes are specified in advance.


2. Outcomes can be compared to pre-established performance
objectives.
3. The experience meets learner and instructor needs.
THANK YOU
AND
GOD BLESS!
BSE 3A – English
Mariano Quinto Alarilla Polytechnic
College

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