Guidelines for Developing
Instructional and Learning
Materials
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Content
[Link] assessment
[Link] of
curriculum grid [Link] and arrangement
[Link] of themes of content
[Link] up objectives [Link] and captions
[Link] on the format [Link]
[Link]
[Link]
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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.
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2. Development of Curriculum Grid
Helps materials developers and teachers to know learners’
needs and to decide on the content and the level of materials to
be produced.
a) Goals of national literacy program
b) Core content based on national outcomes
c) Locally relevant content based on the
identified needs of the learners
d) Prescribed levels in the three R’s e. Levels
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of literacy skills of learners
3. Selection of Themes
Helps materials developers and teachers to know learners’ needs and to
decide on the content and the level of materials to be produced.
a) Goals of national literacy program
b) Core content based on national outcomes
c) Locally relevant content based on the identified needs of the learners
d) Prescribed levels in the three R’s e. Levels of literacy skills of
learners
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4. Setting Up Objectives
Helps materials developers and teachers to know learners’ needs and to
decide on the content and the level of materials to be produced.
a) Goals of national literacy program
b) Core content based on national outcomes
c) Locally relevant content based on the identified needs of the learners
d) Prescribed levels in the three R’s e. Levels of literacy skills of
learners
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5. Deciding on the Format
a. 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
• Type of role that the material plays (i.e. motivational,
instructional, awareness building, informative,
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etc.)
5. Deciding on the Format
b. Various formats
1. Written (e.g. booklet, flashcards, flip chart, posters, comics,
games, wallpapers)
2. Electronic media (e.g. audio tapes like songs, dramas, talks,
speeches, announcements, broadcast, video presentation,
radio and television program, etc.)
3. Interactive formats (e.g. CD Courseware,
web-based courses, on-line hyperlinks)
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6. Selection and arrangement of content
b. Various formats
1. Written (e.g. booklet, flashcards, flip chart, posters, comics,
games, wallpapers)
2. Electronic media (e.g. audio tapes like songs, dramas, talks,
speeches, announcements, broadcast, video presentation,
radio and television program, etc.)
3. Interactive formats (e.g. CD Courseware,
web-based courses, on-line hyperlinks)
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7. Titles and Captions
b. Various formats
1. Written (e.g. booklet, flashcards, flip chart, posters, comics,
games, wallpapers)
2. Electronic media (e.g. audio tapes like songs, dramas, talks,
speeches, announcements, broadcast, video presentation,
radio and television program, etc.)
3. Interactive formats (e.g. CD Courseware,
web-based courses, on-line hyperlinks)
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8. Scriptwriting
a. Script expressions, inclusive language
b. Short sentences
c. Illustration
d. Local language flavor
e. Reading flow
f. Attractive layout
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8. Illustrations (balanced and inclusive)
a. Script expressions, inclusive language
b. Short sentences
c. Illustration
d. Local language flavor
e. Reading flow
f. Attractive layout
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10. Editing
a. Script expressions, inclusive language
b. Short sentences
c. Illustration
d. Local language flavor
e. Reading flow
f. Attractive layout
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