BICOL UNIVERSITY POLANGUI

Teacher Education Department

My
REFLECTION
ENG ED 17 - LANGUAGE LEARNING MATERIALS DEVELOPMENT

TRICIA D. SALLAN RICHELLE S. MORANDARTE

BSEd English - 3A ENG ED 17 - Course Instructor
TOPIC
ROLES OF INSTRUCTIONAL MATERIAL
1
It was a fine and beautiful day to learn. Almost all of my classmates came early to class
to witness and learn from our classmate and the first assigned reporter, Audrey Joy Oriel.
Her topic was entitled, “Roles of Instructional Material”. When we say role, it deals with its
purpose – and when we say Instructional Material, these are all materials used by the
teachers to teach students. Therefore, the Roles of Instructional Materials deals with the
roles and purposes of instructional materials either tangible or intangible.
The first discussant cited a proponent in her topic to make it more reliable and credible.
Her report was based from Cunningsworth (1995). According to Cunningsworth, Instructional
Materials are (1) Resource for presentation materials. Instructional materials are supply or
support in presenting materials that the teacher use to present ideas and lesson. (2) Source
of activities for learner practice and communicative interaction. It provides communicative
activities that uses real life situations to trigger communication. It also promotes interaction
and communication between students. (3) Reference source for learners on grammar,
vocabulary, pronunciation etc. The primary role of Instructional material is to guide student to
the right grammar, vocabulary, pronunciation. Through Instructional Materials, students are
guided by a credible source to look up to. (4) Source of simulation and ideas for classroom
activities. As stated in the first role that Instructional materials are resource for presentation
materials, it provides an imitative representation of the process of idea. (5) Syllabus.
Instructional materials are also like syllabus that summarizes the outline of the lesson all
throughout the class. And lastly, (6) Instructional materials support for less experienced
teachers who have yet to gain in confidence in the language classroom. This is very true
especially in the pre-service teachers who do not have yet full experience in the classroom
setting. Instructional materials serves as their guide and support in delivering lesson. Less
experienced teachers do not yet have the full confidence to face variety of students,
therefore, instructional materials are their helping guide and comfort zone to successfully
deliver their lesson.
Indeed, the roles of instructional materials plays a vital role in teaching and learning
process. Aside from the roles mentioned above by Cunningsworth, as a student, instructional
materials serves as a notepad in the eyes and mind of students as it provides clear
visualization of the concept and ideas that teachers wants to convey with their students.
Instructional materials also help learners acquire new knowledge and skills, gain access to
credible information, and enhance their engagement and motivation.

TOPIC
BENEFITS OF INSTRUCTIONAL MATERIAL
2
After the first reporter, the second reporter immediately take into action to discuss her
assigned topic. Before the discussion started, the reporter gave first a motivational activity
that energized all of us. After that, she provided us the objectives of the lesson. She has the
strategy of checking each objectives once it was already met.
Talking about the benefits of instructional material, there are lots. The second reporter
provided us a seven benefits of instructional material. Before proceeding to the actual
discussion, the reporter first discussed what instructional material is. According to the
reporter, instructional materials are any materials that the teacher or educator used to teach
students. Followed by the benefits of instructional materials. The first benefit is, it assist the
delivery of subject materials. Instructional materials serves as a tool of teachers which
support the teaching or delivery of a topic. Second was, the process of learning become
more participatory. Instructional materials boost students’ enthusiasm. It allows interaction
and communication between learners. Next was, it makes learning communication more
effective. Instructional material encourages participation within the class. One of the role of
instructional material is it is a source of communicative interaction between learners, once
instructional material is present, learners are more engage in the discussion and becomes
more active in class. The fourth one is, it makes learning real.
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 Instructional material supplements the imagination and ideas of the students. Unlike
when a teacher simply just discuss and talk to class what she or he is discussing,
instructional material bridges the gap between the idea and the actual thing that the
teacher is discussing. It provides students a clear picture of what is meant to deliver by
the teacher. Fifth benefits is, more learning retention. Students who are provided with
instructional material are more likely to remember the things that they learn. It helps
students to store information. Sixth benefit is, instructional material makes learning fun.
Instructional material attracts the student’s interest which allow the teacher to tap into
their cognitive need to make sense of the world. Last benefit that was provided by the
reporter was, it enhance learning ability of the students. Instructional material develop the
students’ abilities in reading, listening, solving, viewing, thinking, speaking, writing, using
media and technology.
There are lot more on the benefits of instructional material aside from the things
mentioned above. Instructional material also serves as a source reference on grammar,
vocabulary and pronunciation of the students. We all know that a classroom consists of
variety of diverse students, and they all have their own way and strategy of learning.
Maybe some students learn from the way the teacher teach, and some others could not.
The reporter leaves a quote of Ignacio Estrada, “If a child can’t learn the way we teach,
maybe we should teach the way they learn.”

TOPIC
TYPES OF INSTRUCTIONAL MATERIALS
3

The third discussant, which was Miss Maricris Camo tackled about the Types of
Instructional materials in Teaching. There are various types of materials that teachers can
use to facilitate teaching. These various types are classified as the reported discussed.
First is, Visual material. Visual material appeals to the sense of sight or viewing. This
encompasses a wide range of forms, including picture, diagrams building, projectors,
teachers themselves, chart, real objects or realia and etc. Some examples of these are
books, newspaper journals, magazines, pamphlets, handouts and more. Second is Audio
Materials. Audio materials appeals to the sense of hearing. It includes anything heard
such as the spoken word, a health talk or music such as podcast, music, voice recording
and other matter that are heard. Next is the Audio-visual materials – that appeals to both
sense of hearing and sight. It is composed of sound, sequence of pictures or both.
Youtube educational videos is a perfect example for this. In the time of pandemic, during
the distance learning, this was one of the many ways used by the teachers/educators to
continue education despite the threat of the corona virus. By uploading discussion in
youtube, learners are able to connect and relate to the learnings they need.
Materials software is another type of instructional material. Materials software
include graphic materials, printed materials, slide, filmstrips, overhead transparency and
motion picture. It includes PPT, Pdf file, documents and others. Another type is the
Equipment/hardware which are used in presenting materials or lectures, static or display.
This includes projectors, tape recorders, black boards and video recorders. Next is the
Electronics type of material – these teaching materials makes teaching and learning
process easier and concrete with the use of electricity and technology. The seventh type
is the Non-projected media. Non-projected media is any material that you can borrow or
acquire permanently for instructional purposes without a significant cost. This include
books and other printed materials, objects, posters, pamphlets, real objects and many
more. Next is the Two-dimensional instructional materials. These are also non-projected
materials with characteristics of being flat and light and may be either in opaque or
transparent form. The last one is the Three-dimensional institutional materials. This uses
science and engineering practices to actively engage students in science learning,
integrating these with disciplinary core ideas and crosscutting concepts, and explaining
phenomena and/or designing solutions to problems to drive student learning. Some
examples of this are models, mock up objects, specimens, laboratories, simulation and
games.
It is essential to know the different types of instructional materials in teaching to align
your lessons in the type of material you are going to use in a specific topic. It is also
important to consider the type of material you are going to use to meet the needs of our
students. 2
TOPIC
CLASSIFICATION OF INSTRUCTIONAL MATERIALS
4
Another reporter, another topic and another learning for this day. From the previous
discussion, we have learned about instructional materials. Information has been added in
this report in which the instructional materials are the use of organized combination in
utilization of people, materials, facilities, equipment and procedures by the teacher to
achieve the desired instructional goal. We also discussed that classifications of
instructional materials.
We have three classification of instructional materials such as (1) Traditional
resources, (2) Graphic Organizers, and (3) Teacher-made Resources. Traditional
Resources are source of information which has been written or printed. Examples for this
are textbooks, workbooks, magazines, newspapers and more. To evaluate this, make
sure you choose material within the resource that appropriately relates to your learning
objectives. Graphic organizers are any type of visual representation of information. There
are lots of graphic organizers that we can see in our day-to-day lives. Some examples of
these are diagrams, charts, tables, flow charts, graphs and more. To evaluate this, make
sure that they support learning and are not merely creative distractions. The last one is
the Teacher-made resources. Teacher-made resources are anything that a teacher
makes to assess student’s knowledge such as handouts, worksheets, quizzes and
projects. To evaluate this, make sure that everything a teacher creates must be true
assessment of the learning objectives.
The classification of instructional materials are important aspects of the teaching and
learning process in order to give students the appropriate materials they need as long as
to align objectives to the learning process or procedure.

TOPIC
ADVANTAGES CLAIMED FOR AUTHENTIC AND CREATED MATERIALS
5

After knowing the classification of instructional materials, the next reporter discussed
on the authentic and created materials, and the advantages claimed in it.
We have two types of instructional materials such as the authentic and created materials.
Authentic materials are materials that are not designed for learning. It is used in teaching
such as texts, photographs, video selections, and other teaching resources that are not
specially prepared for pedagogical purposes. This includes magazines, songs, poems,
brochures, newspapers and menus. There are advantages claimed for authentic
materials according to some proponents. First one is they have a positive effect on
learner motivation because they are intrinsically more interesting and motivating than
created materials. They also provide authentic cultural information about the target
culture. Materials can be selected to illustrate many aspects of target culture. They
expose students to actual language rather than the artificial texts seen in created
materials. Next is they relate more closely to learners need. It establish a connection
between the classroom and students’ needs in the real world. Lastly is they support a
more creative approach to teaching.
The next type of material is the created material. In contrary with authentic materials,
created materials are designed for teaching. Created materials are developed
instructional resource that teachers used to teach students. This includes flashcards,
crosswords, word search, picture stories games and more. Created materials are very
significant to both learners and teachers because of the following: it adapts to student’s
learning needs, it adapts to the students’ learning style, and teachers can use real life
scenarios or materials that are culturally applicable to the students.

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TOPIC
QUALITIES OF A GOOOD MATERIAL
6
Before the formal discussion in this topic, the reporter, Mae Anthonette, gave a
motivational activity that boosts our energies. The activity is entitled ‘Guess me” that we
need to guess what was being portrayed by the illustrations and logic given by the
reporter. After the energetic activity, the discussion now formally started with the topic
“Qualities of a Good Material”.
Materials should impact on the students/audience. This qualities of a good material
is very important because it is the driveway to encourage students or to have an effective
effect on students. Impact is achieve when materials have noticeable effect on learners,
according to reporter, that is when the learner’s curiosity, interest, and attention are
attracted. It is very important to know interests and motivations of learners because we
are teaching for our students and not with anybody else.
Materials should also help the learners to be at ease. Yes, materials should support
students and facilitate their learning. Making learners uncomfortable to the point of feeling
over exposed or embarrassed could be counterproductive for the learning process. The
materials that we will give or we will produce should make the learners feel comfortable,
relaxed, and support student’s learning.
Materials should help learners to build confidence. When students are at ease, they
can develop their confidence in producing ideas in the classroom during the teaching and
learning process. Materials should also be relevant and useful. The main purpose of
materials is to be used by the students to help them or to support them to gain knowledge
in learning. The material being taught should be related to the learners’ needs and
learners’ interests. The material should be related to the topic or lesson you are into.
Also, the material should last linger so that we can reuse it in future discussions.
Lastly, materials should require and facilitate learner self-investment. The role of the
classroom and teaching material is to aid the learner to make efficient use of the
resources. Materials should also engage the students in finding supplementary materials
that will help them to develop their decision-making ability, to choose the appropriate
materials or texts and finding out the techniques they can use.

TOPIC
FACTORS TO CONSIDER IN WRITING INSTRUCTIONAL MATERIALS
7

Why do we need to consider factors in writing instruction? That is one question that
teachers specially should consider in writing instructional materials. Considering the
factors in writing instructional material helps to ensure that our instructional material is
effective.
According to Allan Orstein, there are 9 factors to consider in writing instructional
materials such as understanding, structuring, or clarifying, sequencing, balancing,
explaining, pacing, reviewing, elaborating, and transfer of learning. Understanding
requires matching the materials to the learners’ abilities and prior knowledge. It is
important for the learners to understand materials because if they don’t, learning will be
difficult for them. Teachers must provide for background lessons and check-up activities
and exercises to assess students’ understanding.
Structuring and clarifying is another factor to consider. It involves organizing the
material so that it is clear to students. It is especially important when new subject matter
is introduced, and when it is being linked to the previous lessons. Sequencing is the
arrangement of materials to provide for continuous and cumulative learning where
complex concepts are taken only after prerequisite skills and concepts have been
mastered. The most common sequencing that teachers use in teaching is the ‘simple to
complex’ wherein simple ideas are presented in the preliminary discussions and when the
students already mastered the concept, it is now the time to move forward and introduce
complex ideas.

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 One of the Department of Education enactment in teaching process is the subject
integration, this is what you so called balancing. Balancing materials require establishing
vertical and horizontal balance or relationships. Vertical relationship is building of content
and experiences in the lesson, unit, and course level. Horizontal relationship is integrating
and relating other subject as example in the lesson.
Explaining as also one of the factor to consider in writing material means making
clear to the students the way headings, terms, illustrations, and summary exercises are
integrated with the content. Pacing also refers to how much quickly the lessons in the
textbooks are presented. The volume or length of the materials should not overwhelm
students, but there must be enough to have an effect. Reviewing allows students to link
new ideas to olds concept in the form of a review. Elaborating also ensures that students
learn better through a variety of ways. The idea is to provide them opportunities for
students to transform information from one form to another, and to apply new information
to new knowledge. The last factor according to Ornstein is transfer of learning. Transfer of
learning may be concept-related, inquiry-related, learner-related, or utilization related.
It is very significant to consider the factors mentioned above to ensure that the
learning and teaching process is not just effective but also to become successful and
worthwhile.

TOPIC
PRINCIPLES OF MATERIALS DESIGN
8

Having principles is vital in any aspects of life, because principles are the guiding
beliefs or truth that leads to stronger foundation of something. Same as with making
instructional materials, there are also guiding principles linked to it.
Three (3) proponents are introduced in the discussion this day which are Hutchinson
and Waters (1987), David Nunan (19880, and Brian Tomlinson (1998). According to
Hutchinson and Waters, there are 6 principles of materials design and these are: (1)
Good materials provide stimulus to learning and encourage students to learn; (2) Good
materials should help the teaching-learning process; (3) Materials embody a view of the
nature of language learning; (4) Materials reflect the nature of the learning task; (5)
Materials function to broaden the basis of teaching training; and (6) Materials provides
correct models of appropriate language use.
David Lunan (1988) also claimed six (6) principles in designing materials. And these
are: (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 the language; (5)
Materials should encourage learners to develop learning skills, and skills and learning;
and (6) Materials should encourage learners to apply their developing skills to the world
beyond classroom.
While according to Tomlinson (1998) there are 16 principles in designing materials.
These includes: (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; (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; (9)
Materials should provide the 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 learning styles; (12) Materials should take into account that learners
differ in affective attitudes; (13) Materials should permit a silent period at the beginning of
instruction; (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; and lastly (16) Materials
should provide opportunities for outcome feedback.

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TOPIC
GUIDELINES FOR DEVELOPING MATERIALS
9
Guidelines are principles and instructions that one can use to achieve something
successfully. Guidelines are processes that will lead us to proper and correct way of
doing something. Same as with developing Instructional Materials, there are also
guidelines to follow in order to achieve a meaningful and relevant material.
The 9th reporter has discussed ten (10) guidelines in the development of basic
literacy learning materials for unreached population in South Asia. The first guideline is,
Materials needs assessment. Materials should be test if it qualify to the standard,
curriculum and needs of students. 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. Next is Development of Curriculum
Grid. It helps material developers and teachers to know learners’ needs and to decide on
the content and the level of materials to be produced. Next guidelines is Selection of
Themes, Setting up objectives, and deciding the format. In deciding the format, there are
considerations that needs to consider such as the age group, location in which the
instructional material is to be used, the literacy level of target clientele, cost of
development and use of the material, ability of the teachers to utilize the material, and the
type of role that the material plays.
Another guidelines that needs to be considered are the selection and arrangement
of the content, the titles and captions, scriptwriting, illustrations, and editing. In selecting
and arranging the content, it should supplement the level of understanding of your
students. From simple to complex ideas. The titles and the caption should also be
highlighted and fit to the standard size of a material. Scriptwriting may include short
sentences, illustration, local language flavour, attractive layout, script expressions and
inclusive language. In illustrating a material it should be balanced and inclusive. In
illustrating there should also be a moderate amount of detail, eliminate background and
unnecessary details, use consistent physiognomy, clothing complexion in depicting
people, pictures of people should be relevant to daily life and environment for proper
recognition, colors and shapes must be carefully chosen because of symbolic meanings
attributed to colors and shaped which can distort the intended meaning. The use of
symbols can also be tricky and may be best avoided.

TOPIC
DESIGN, DEVELOPMENT, AND DISSEMINATION OF MATERIALS
10

Midterm examination in second semester was already done and we are now in the
last phase which is the finals. Another topic was introduced and it was discussed by
Rizza Buenagua. The Design, Development, and Dissemination of Materials are the
things that were discussed by the reporter.
Design phase is planning of the content. It is the stage where instructional designers,
subject matter experts, and stakeholders work together to plan, create, and organize the
content and structure of the instructional material. There are three things to consider
when designing and these are accumulated experience, rationale of the design, and
conceptual framework. Accumulated experience are the collective knowledge that the
designer needs to consider in designing instructional material. Writer views or surveys
existing materials which can give useful information about the demands and the needs in
the field. Rationale of the design identifies the shortcomings of existing materials to
ensure that such shortcomings are not repeated in the present materials. The conceptual
framework combines minor and major concepts regarding language learning, teaching
theories, and materials design principles upon which material is anchored.
During the development phase the instructional design team implements the plan
developed during the design phase and creates the actual content of the instructional
material. The steps in development phase includes writing the experimental materials,
internal evaluation of the materials, and controlled tryout.

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 The Dissemination phase of instructional material is the final stage in the development
process, where the instructional material shared and distributed to the intended audience.
Under dissemination we have this so called the extensive use of the new instructional
material and field of
Extensive use of new instructional material reach a wider audience, it encourage
engagement, facilitate feedback as well as increases the material’s visibility. While the
field of evaluation of the instructional material assess the effectiveness of the instructional
material, gathers feedback from the learners and educators, identify best practices, and
track usage and impact.
Knowing these phases are really important in the process of making an effective
instructional material. If one knows the process from the beginning until the dissemination
of material, it will surely end up into successful making of instructional material.

TOPIC
DEFINITION AND PRINCIPLES IN MATERIALS EVALUATION
11
Regarding the question why instructional materials must be evaluated is a topic
that many scholars answered. Before the discussion in this topic started, the reporters
first define what material, evaluation, and materials evaluation was.
Materials according to Richards and Schmidt 2002, it is anything which can be
used to facilitate the teaching and learning of language. In the previous discussions,
instructional materials was also defined, and giving again its definition clear our mind
what material is. Evaluation is the making of judgement about the amount, number, or the
value of something or an assessment according to the oxford dictionary. When combined,
materials evaluation may be defined as a procedure or a systematic appraisal measuring
the potential value(s) of materials on learners in relation to their objectives according to
Tomlinson 2013. It involves making judgments about the effect of the, materials on the
people using them. It tries to measure some or all of the following list: the appeal of the
materials to the learners, the credibility of the materials to the learners, teachers and
administrators, the validity of the materials, the ability of the materials to interest the
learners and the teachers, the ability of the materials to motivate learners and more.
There are reasons and purposes of Materials evaluation. According to
Cunningsworth, it intends to adopt new coursebooks and identify the points of strengths
and weaknesses. While according to Mukundan 2009, it is to select materials or
coursebook and to determine the effectiveness of the coursebooks while they are used,
However, Tomlinson and Masuhara 2004 indicate that the ultimate purpose of evaluation
is for re-development of material.
In my own experience, during the validation of our instructional material as the
output for our research, the validators critique and evaluated our instructional material
and they have provided comments and suggestions about the content and overall content
of our material. Applying what Cunningsworth, Mukundan, Tomlinson and Masuhara
implied, it was indeed correct that the reason and purpose for evaluation is to identify the
points of strengths and weaknesses of the material, determine its effectiveness and to re-
develop the material. After validating our material, we have applied the suggestions of the
experts and our material become more objective and better.
Materials becomes better and effective if they are thoroughly evaluated. Identifying
the strengths and weaknesses of your material will lead to a more improve, presentable,
and a way to re-develop your material for the better.

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TOPIC
QUALITIES OF EACH UNIT OF MATERIALS SHOULD REFLECT
12
There are qualities each unit of materials should reflect. Effective instructional
materials should possess several qualities that make them valuable resources for
teachers and learners. The discussants tackled nine (9) qualities the materials should
reflect.
First quality is, it should give learners something they can take away from the
lesson. The material should provide learners with specific, practical, and useful
knowledge or skills that they can use and apply in real-world situations. Every unit of
material should have a clear learning objective that is focused on a specific topic or skill.
Next is, it should teach something learners feel they can use. When creating educational
materials, it is important to ensure that each unit or lesson taught is relevant and practical
for the learners. When learners feel they can use the information presented to them, it
increases their engagement and motivation to learn. Next quality is, it should give
learners a sense of achievement. Each unit should have clear and measurable learning
objectives that are achievable for the learners. When learners complete a unit, they
should be able to clearly see the progress they have made and feel a sense of
accomplishment.
Another quality of materials is, it should practice learning items in an interesting
and novel way. An ‘interesting and novel’ way of learning can refer to a variety of
techniques, such as using humor, creating associations of connections between different
ideas, visualizing information, or using real-life examples. Materials should also provide a
pleasurable learning experience. The material should be presented in a way that capture
the learners’ attention and stimulate their interest. Materials should also provide
opportunities for success. When creating instructional materials, it is important to
structure them in a way that enables learners to experience small successes or
achievements as they work through the materials. Materials should also provide
opportunities for individual practices. The learning material should be designed in a way
that allows learners to practice and apply what they have learned in an individualized
manner. Materials should also provide opportunities for personalization. Materials should
tailor the specific needs and preference of an individual. When it comes to learning
materials, providing opportunities for personalization means creating resources that can
be adapted or modified to suit the needs and interests of each learner.
Lastly, materials should provide opportunities for self-assessment of learning.
Providing students opportunities for self-assessment allow learners to reflect their
learning and measure their understanding of the content.

TOPIC
TYPES OF EVALUATION OF LEARNING MATERIALS
13

It was tackled in the previous discussion the definition and principles of material
evaluation. Materials evaluation is a procedure that involves measuring the value of a set
of learning materials according to Tomlinson. This time, the reporter discussed the types
of evaluation of learning material.
We have two types of material evaluation, and these are external evaluation and
internal evaluation. External evaluation are claims made on the cover and table of
contents such as audience, proficiency level, context intended, how language is
organized into teachable units, views on language and methodology. This type of
evaluation focuses on the external feature or external aspect of the learning material.
While internal evaluation is an ‘in-depth’ investigation of the materials to find out how far
the claims made by the publisher and authors are justified and whether those claims have
been adequately translated into teachable content. This type of material evaluation is the
investigation or evaluation of the internal aspect of the material. This is not about an easy
and one-sit reading skill but it includes deep evaluation of the content of the material
made.

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 With the question when the evaluation is carried out, Cunningsworth 1995 proposes
pre-use, in-use, and post-used evaluations. Pre-use evaluations involves making
predictions about the potential value of materials on people who use them. Whilst-use
involves measuring the value of materials while using them or while observing them being
used. While post-use evaluation id the most important and valuable type of evaluation
because it can measure the actual effects of the materials on the users and provide
reliable information.
Evaluating materials of instructional materials is as important as its development.
Since language teaching and learning is complex process as it basically entails teacher’s
background, sensitivity and responsiveness to the students varying needs. More than the
utilization preparation and utilization of materials, the evaluation phase is considered
critical as it involves gathering feedback both from students and teachers.

TOPIC
PRINCIPLES AND PROCEDURES IN ADOPTING MATERIALS
14
Instructional materials play a crucial role in effective teaching and learning. Adopting
the right instructional materials can make a significant difference in student learning
outcomes and overall success.
There are several principles and procedures that educational institutions can follow
to ensure successful adoption of instructional materials: (1) Determine the Educational
Goals: Educational goals should be defined first, as they will frame the instructional
materials selection process. The educational objectives should reflect the curricular goals,
the target audience, and the learning outcomes required. (2) Conduct a Needs
Assessment: A needs assessment survey can help to identify the specific learning needs
of students and teachers before instructional materials adoption. This assessment should
consider various factors, including curriculum, teacher preparation, and current resources
available. (3) Evaluate the Materials: After identifying the educational goals and needs,
it's crucial to evaluate instructional materials for their effectiveness, quality, relevance,
and ease of use. The evaluation should be based on the educational goals and outcomes
and should involve the input of teachers, education experts, students, and parents. (4)
Choose the Best Material: Based on the assessment and evaluation, select the best
instructional material that meets the educational objectives and learning requirements.
Decisions for final selection should involve the expertise of educators, school boards, and
administrators. (5) Implement the Materials: Implement the instructional materials by
introducing them gradually to classes and monitor their usage and efficacy regularly.
Teachers' training onsite or online webinars can help in adapting to the new learning
materials. (6) Periodically Review: Finally, evaluate the effectiveness of the instructional
materials on learning outcomes and periodically review the effectiveness of the
instructional materials. This process will allow educators to determine if any adjustments
or retooling is needed.
In conclusion, the selection of instructional materials is not an easy process and
needs careful planning, evaluation, and review principles to ensure the best outcome.
Failing to follow these procedures can lead to significant challenges, not achieving the
learning objectives, or wasting valuable resources and time.

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TOPIC
TEACHER-CENTERED AND LEARNER-CENTERED APPROACH
15 TO ADOPTATION

Teacher-centered approach to adaptation is a traditional approach to teaching

where the teacher is the central figure in the classroom. In a teacher-centered learning
environment, the teacher decides what content will be taught, how it will be taught, and
how the students will be assessed. The focus is more on the teacher's agenda than on
the students' needs and interests. This approach is often characterized by a lecture-
based teaching style where the teacher delivers information to the students, and the
students are expected to take notes and memorize the content.
On the other hand, a learner-centered approach to adaptation is a more modern
approach where the focus is on the individual learners' needs and interests. In a learner-
centered learning environment, the content and teaching methods are adapted to meet
the unique needs and interests of each student. The teacher acts as a facilitator,
providing guidance and support to the students, but the learning process is guided by the
students' interests and needs. This approach often involves more interactive teaching
strategies, such as group work, problem-solving, and inquiry-based learning.
Both approaches have their strengths and weaknesses. Teacher-centered
approaches can be effective in delivering large amounts of information in a short period of
time, and it can be easier for the teacher to manage a large group of students. However,
this approach may not be effective for all students, particularly those who learn best
through hands-on experiences, group work, or personalized learning. The downside with
the teacher-centered approach is that it may not address individual students' unique
learning needs.
Learner-centered approaches are more focused on the individual students' needs,
interests, and learning styles. This approach can be highly effective in engaging and
motivating students, and it can lead to deeper learning and better retention of information.
However, personalized learning may require a higher level of planning and time
investment from the teacher. Moreover, a learner-centered approach may be challenging
for teachers to adapt to, especially if they are used to a more traditional teaching style.
In conclusion, each approach has its benefits and drawbacks, and the decision to
adopt one or the other should be based on the students' needs and the learning goals.
Therefore, a combination of both approaches can work effectively.

TOPIC
16 KEY FEATURES IN MATERIALS ADAPTATION

Materials adaptation is the process of modifying or adjusting materials to suit

particular purposes or needs. Key features in materials adaptation include – Flexibility.
The material must be able to adapt to different shapes and forms so that it can be used in
a wide range of applications. Durability - The material must be able to withstand wear and
tear and be long-lasting. Compatibility - The adapted material must be compatible with
other materials or systems it will be used with. Functionality - The adapted material must
perform its intended function effectively. Cost-effectiveness - The adapted material should
be affordable and not excessively expensive to produce. Environmental impact - The
adapted material must be environmentally friendly, sustainable, and avoid harmful
chemical or materials. Safety - The adapted material must be safe for use and free from
hazardous substances. Ease of use - The adapted material should be easy to handle,
manipulate, and assemble.
These are just the common key features that materials adaptation should have, in
general, the specific key features can differ based on the intended application of the
material.

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TOPIC
MATERIALS AND DIGITAL TECHNOLOGY
17
Materials and digital technology are two fields that have a symbiotic relationship.
Digital technology has significantly impacted materials science, enabling researchers to
create new materials, and improve existing ones, by understanding the material
properties at a microscopic level, simulating the chemical interaction, or by using machine
learning algorithms.
One of the most significant impacts of digital technology in materials science is the
ability to design and test materials virtually, using computer-simulated environments. This
has allowed researchers to optimize material properties such as strength, durability,
thermal conductivity, and electrical conductivity, among others. It has also helped
researchers to identify new materials with previously unknown properties, which could not
be achieved through traditional methods of trial and error.
Digital technology has also assisted with the production of materials, through additive
manufacturing, commonly known as 3D printing, enabling customized parts and complex
geometries that were previously impossible to make, and reducing the lead-time from
design to the production.
On the other hand, materials have also impacted digital technology, by enabling
advances in electronics and sensors, batteries, biotechnology, and many more fields.
High-performance and ultra-thin materials are now being used in the development of
wearable technology, and flexible displays, while new materials such as graphene have
the potential to revolutionize the electronics industry.
In conclusion, the integration of materials science and digital technology are providing
a platform for innovation across various fields, driving the next era of advancements and
positively affecting many aspects of our daily lives.

TOPIC
DEVELOPING SPECIFIC TYPE MATERIAL IN TEACHING GRAMMAR
18

Holy week had passed and we are now in the last chapter of the topic in finals. The
first discussant after the holy week was Vince and Kaela. They have discussed materials
in teaching grammar.
Grammar is a set of rules that govern a certain language. It is then a description of
the ways a man can put the elements of language, sound structure, and arrangement of
meaning and function together to form senseful utterances. According to David Crystal,
Grammar is the business of taking a language to pieces to see how it works. In creating
grammar materials, one should consider giving varied grammatical practices as they are
language practices as well. The learning materials should be tailored to provide not just
grammar practice but also language practice. Teachers should give them opportunities
for communication practice.
Developing specific types of materials for teaching grammar requires careful
consideration of the language context, learning outcomes, and learners’ needs. By
choosing appropriate materials, adapting them to learners’ needs, providing guidance and
feedback, and evaluating their effectiveness, language learning material developers can
design effective and engaging materials for teaching grammar.

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TOPIC
TEACHING VOCABULARY
19
What I know best in teaching vocabulary is giving learners ‘one word’ every day. I
believe that if the learners cannot use the learned words to express themselves
effectively, they have not achieved mastery over the words and the real learning starts
when they can assist their peers in vocabulary.
In this technique, firstly, the students were assigned to choose one word from the
lesson discussed in the classroom. They could consult the dictionary and keep the record
in the diary every day. The record included the dictionary meaning of the word and
contextual meanings, word class and its usage. Then they could share their words in the
class with their classmates and support them in using the words in daily communication.
It was really difficult to manage time to let every student share their words personally in
the whole class. Therefore, they can work with peers first and later five students will get
an opportunity to share what they learned after the pair work. Similarly, it was equally
difficult to follow them up regarding the use of the words in daily communication and
observe their improvement. At the end of the day, the learners will demonstrate increase
confidence in their communication, especially in their verbal communication.

TOPIC
DEVELOPING SPECIFIC TYPES OF MATERIALS IN READING SKILLS
20
Reading is one of the main skills for learning a language. Reading is a skill that
requires learning. It has its own strategies to be mastered. Although reading skills
promote at early age by the support of parents, teachers play an important role in varying
strategies of learning reading at children.
Reading skills are abilities that pertain to a person’s capacity to read, comprehend,
interpret and decode written language and texts. There are approaches to materials for
teaching reading such as: The Language-Based Approach, The Skill-Based Approach,
and The Schema-Based Approach. In the first approach, it was claimed that in order to
read fluently, the learner must have general language ability and, in particular, automatic
word recognition. The second approach, learners learn words in the target language
consciously and verbally. The third approach claims the influence of schema theory.
In order to develop reading skills, one should keep on reading. Reading opens new
knowledge and it opens our vocabulary to new word. Through reading, one can achieve
reading skill unconsciously or consciously.

TOPIC
DEVELOPING SPECIFIC TYPES OF MATERIALS IN WRITING SKILLS
21
My teacher once said, “If you want your students to become a successful writers, let
them read freely. Without restrictions and without forcing them to.” This statement is
indeed true. It’s just like allowing or freeing a student to choose what course he or she
wants. If you did not interfere or control them to choose what course they want to take,
they will learn and enjoy the path they are taking in. Same as with reading, if a teacher do
not control his students and require them to read a five-page story, they will have an
initiative to read on their own because no one is controlling them. They will enjoy want
they are doing and will stimulate them to also write their own.
This topic was my report. I really enjoyed tackling this topic because I also love to
write. I started to write diaries on my own about how my day went, if I am sad, happy, and
grateful or what I wanted to say without telling anyone. I do also love reading. By this, it
enhanced my skills in writing. That is just one way of improving our writing skills based on
my report. There are lot more of activities and ways in which we can improve our writing
skills. Like inside the classroom, a teacher can do a story chain, KWL chart, word
challenge, retelling favorite stories and more.

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TOPIC
DEVELOPING SPECIFIC TYPES OF MATERIALS IN SPEAKING SKILLS
22
Speaking skill is a skill which allows us to communicate effectively. Speaking is
one of humans’ medium of communication. It is very important to have a skills in speaking
in order to effectively communicate and to convey properly what you wanted to utter.
With the question, how to develop speaking skills? Fist is to listen. Listening to
English has several benefits – it allows you to pick up new words, phrases, and ways to
respond in conversations. It also provides opportunities to understand pronunciation,
intonation and sounds of language. Next is imitate. Imitation will help you become more
accurate in English without having to learn grammar rules. Next is to read. Reading is
another important skill to have when learning a language. Reflect. Reflection is nothing
but asking questions to think about what you learnt, how you learnt, and how to change
the way you learn to allow progress. No task is hard task if we prepared ahead of time.
Forcing yourself to speak English will help you to develop your skill and become better.
Last is practicing. Regular and constant practice is the key when it comes to speaking
English.
Speaking skills are important because this is the most common way of
communicating to others to express our thoughts and feeling. Through speaking, it allows
us to deliver information, ideas and what we do not understand.

TOPIC
DEVELOPING SPECIFIC TYPES OF MATERIALS FOR LISTENING SKILLS
23
According to the reporter, there is no learnin when nobody’s listening. This is true
because imagine in a classroom that no one is listening, obviously there will be no
learning at all. Listening gives one attention to sound. Listening is a receptive skill and
considered the oral skill which is orimary ability developed in first language acquisition.
Listening is one of the most essential ability to understand what you hear. In order
to listen effectively, a person should know how to listen. We spend our most time with
listening news, television, friends etc. Students almost spend their whole time with listen
their lecturer. They are listening to learn something. If effective listening is taught students
properly, they will easily get what they listen. So they can listen consciously and learn
faster. We consciously (and systematically) ‘teach’ effective listening, ensuring that
students are aware that they are being ‘taught’ to listen to learn. Materials for listening
includes anything that is unscripted. Just like a live lectures and seminars, the English
you hear on the televising and radio, and English spoken outside the classroom.
TOPIC
24 DEVELOPING SPECIFIC TYPES OF MATERIALS IN VIEWING SKILLS

Developing specific types of materials for viewing skills can greatly benefit individuals
who are struggling with visual processing and interpretation. These materials must be
designed to provide visual cues, context, and clarity to help viewers comprehend the
content they are watching.
One critical element in developing such materials is to ensure that they are tailored
appropriately to the viewers' level and learning style. This entails considering the viewers'
age, interests, and cognitive abilities. For instance, materials for young children might use
bright colors, simple illustrations, and narration to attract and maintain their attention.
Moreover, incorporating interactive elements, such as quizzes or games, can also help
viewers recall information and engage them in the learning process. These materials
should also be easily accessible and available in various formats, such as video, audio, or
text.
Overall, creating specific materials that cater to varying visual cognitive abilities
and learning styles enhances the viewer's engagement, involvement, and overall learning
experience.

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TOPIC
CURRICULUM MATTERS: INSTRUCTIONAL MATERIALS
25 AND PROFESSIONAL DEVELOPMENT

Development and implementation of a curriculum is a critical aspect of the

education system. It plays a crucial role in providing students with the knowledge and
skills needed to succeed in their academic and professional lives.
Instructional materials are an essential component of the curriculum, as they
serve as a guide for both the teachers and learners. To effectively support students, the
materials must be relevant, inclusive, and based on the latest teaching practices. This is
why there should be a continuous review and improvement of the materials to ensure
they meet the changing needs of the learners and align with the curriculum objectives. In
addition to instructional materials, providing professional development opportunities for
teachers is also essential for effective curriculum implementation. Offering training
sessions, workshops, and other learning opportunities for teachers can significantly
enhance their teaching skills and enable them to provide a more engaging learning
experience for their students.
Professional development should focus on topics such as effective teaching
strategies, technology integration, and assessment methods. It should also incorporate
opportunities for teachers to collaborate, reflect on their teaching practices and share
their experiences with each other.
In conclusion, a well-designed and implemented curriculum, supported by relevant
and effective instructional materials, and professional development opportunities for
teachers, is key to providing quality education to learners. This approach ensures that
learners receive the best possible education, paving the way for them to become
successful and contributing members of their communities.

TOPIC
EXPERTS’ VIEWS ON THE USE OF INSTRUCTIONAL MATERIALS
26

The last reporter have interviewed six teachers from different places and gather
data about their insights and views in the use of instructional materials.
The first interviewee is Ma’am Jinky Guelas from Biton High School in Magallanes
Sorsogon. Her views on instructional material is that students are now bombarded with
lots if destructions in learning that is why IMs are quite important for effective teaching.
These materials acts as a guide for both teachers and learners. It can assist teachers in
differentiation of instruction in the multiple intelligence of our learners. Next was Sir
Maynar Sarmiento from Talipapa HS in Caloocan. He says that instructional materials
should be gender sensitive. Next interviewee was from BUP, Sir Emmanuel Molina. In his
view on instructional material, this are constructed for a certain purpose to achieve a
particular effect. Same as with the others interviewee, they also viewed instructional
material as a helping tool in the teaching and learning process.
As a future educator, yes, it is very important to incorporate instructional materials
in our lessons because beside from it help us teachers in effectively delivering our lesson,
it helps us motivate our learners to think and be engage in learning and think on their
own. Instructional materials are well important but not is most important with the teachers
themselves. Because teacher is the best instructional material.

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