Republic of the Philippines

BATANGAS STATE UNIVERSITY

JPLPC Campus, Malvar, Batangas

COLLEGE OF TEACHER EDUCATION

SECONDARY EDUCATION PROGRAM

COURSE SPECIFICATION
First Semester, AY 2016-2017
VISION
A globally recognized institution of higher learning that develops competent and morally
upright citizens who are active participants in nation building and responsive to the challenges of
21st century
MISSION
Batangas State University is committed to the holistic development of productive citizens
by providing a conducive learning environment for the generation, dissemination and utilization of
knowledge through innovative education, multidisciplinary research collaborations, and
community partnership that would nurture the spirit of nationhood and help fuel national economy
for sustainable development.
CORE VALUES
Faith
Patriotism
Human dignity

Integrity
Mutual respect
Excellence

COURSE TITLE: PREPARATION AND EVALUATION OF INSTRUCTIONAL MATERIALS

COURSE CODE:
ENG 412
INSTRUCTOR:
Richard M. Baez, MAT
PREREQUISITE:
ENG 308, 309
CONTACT NUMBER: (043)778-2170
CREDIT UNIT:
3
EMAIL ADDRESS:
chadbanez25@gmail.com
REVISION NUMBER: 00
SCHEDULE:
M,W,Th 7:00 8:00
ISSUED DATE:
August 5, 2016
ROOM:
CTE 202
PROGRAM EDUCATIONAL OBJECTIVES
The graduates have the ability to:
1. Demonstrate in-depth understanding of the development of adolescent learners.
2. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum.
3. Create and utilize teaching methodologies and materials appropriate to the secondary
level to enhance teaching and learning.
4. Design and implement assessment tools and procedures to measure learning outcomes
in the secondary level.
5. Communicate effectively in oral and in writing using both English and Filipino.
6. Act in recognition of professional, social and ethical responsibility.
7. Pursue lifelong learning for personal and professional growth.
1. PHILOSOPHY

This course is designed for teams of students to develop instructional materials. It will
provide the context and focus for the materials. Students will identify an important learning
objective that learners have difficulty achieving in a given learning situation, then develop a needs
analysis tool about the source of the problem, design instructional materials and ways to
implement them in order to address the problem in an inclusive way, and design an evaluation
plan. At each step the process will be grounded in the foundational knowledge that exists in the
disciplinary and educational literature.
2. AUDIENCE
The course is intended for fourth year Bachelor in Secondary Education major in English
students.
3. STUDENT OUTCOMES
The following are the skills that teacher education graduates are expected to acquire upon
the completion of their program. These skills are essential in performing their various tasks as
educators.

a. Identify and design lessons according to the stages of learners growth and
development.
b. Utilize the potentials and uniqueness of individual learners in teaching.
c. Discuss and share insights on the subject areas learning goals, instructional
procedures and content in the elementary/secondary curriculum.
d. Use appropriate teaching-learning strategies to sustain interest in learning.
e. Select, develop or adapt updated technology in support of instruction.
f. Use traditional and non-traditional assessment techniques and use assessment data
to improve teaching and learning.
g. Behave in accordance with the Code of Ethics for Professional Teachers.
h. Plan and carry out personal and professional advancement.
4. INTENDED LEARNING OUTCOMES
By the end of the course, the students must be able to:
ILO 1. determine current issues at the core of ESL/EFL materials evaluation and
preparation;
ILO 2. evaluate existing ESL/EFL materials;
ILO 3. develop original ESL/EFL materials;
The following table maps the intended learning outcomes with the student outcomes. This
also illustrates the relationship of the intended learning outcomes (ILOs) with the student
outcomes (SOs).
Intended Learning Outcome
ILO 1
ILO 2
ILO 3

Applicable Student Outcomes

d
e
f
d
e
f
d
e
f

5. SPECIFIC OBJECTIVES
Upon completing the course, students should be able to exhibit the following objectives
congruent with each topic outlined in the course.
Topics and Objectives
a. Characterize instructional materials for teaching
language.
b. Determine the roles of instructional materials in
ESL/EFL pedagogy.
c. Identify the basic principles in materials development.
d. Determine the benefits of instructional materials.
e. Classify instructional materials.
f. Describe the factors affecting materials preparation.
g. Discuss the frameworks of materials and methods.
h. Characterize the types of syllabus.
i. Discuss syllabus designs.
j. Identify the factors to consider in writing instructional
materials.
k. Discuss the principles in material design.
l. Differentiate authentic and created materials.
m. Discuss the phases of design, development and
dissemination of materials.
n. Apply the guidelines for developing materials in creating
learning modules.
o. Discuss materials evaluation.
p. Adapt materials for teaching ESP.
q. Determine the principles and procedures for adapting
materials.
r. Adapt textbooks for teaching academic English.
s. Evaluate supplementary materials for English language
teaching.
t. Discuss the inclusivity in materials preparation and
evaluation.
u. Determine the characteristics of inclusive instructional
materials.
v. Generate instructional materials for teaching literature.

Intended Learning Outcomes

ILO 1
ILO 2
ILO 3
+

+
+
+
+
+
+
+

+
+
+
+
+
+
+

+
+

+
+

+
+

+
+

+
+

6. TEACHING-LEARNING STRATEGIES AND ASSESSMENT METHODS

Teaching and Learning Strategies
A. Active Learning. This is includes question-posing, inquiry, and self-directed
learning.
B. Cooperative Learning. This allows students to work in groups and be responsible
for each others learning, and each accountable for their own learning.
C. Critical Thinking. This approach to thinking emphasizes stating original claims or
opinions and supporting them with reasons. Critical thinking is used expressively
when students make interpretations and support them verbally or in writing. Critical
thinking is used receptively when students critique other peoples arguments.
D. Problem-based learning. This is a student-centered pedagogy in which students
learn about a subject through the experience of solving an open-ended problem.
Students learn both thinking strategies and domain knowledge.
E. Project-based Learning. This is a teaching method in which students gain
knowledge and skills by working for an extended period of time to investigate and
respond to an engaging and complex question, problem, or challenge.
Assessment and Evaluation Methods
A. Formative and Summative Assessments. Formative assessment covers
activities that generate information on how well students are engaged in classroom
interactions such as recitations and discussions. On the other hand, summative
assessment includes major examinations that describe and measure students
learning outcomes.
B. Performance-Based Assessment. Instructor observes and make judgements
about students demonstration of skills and competencies in creating a product,
constructing a response and the like in line with the criteria communicated by the
instructor through rubrics and other assessment organizers.
C. Affective Assessment. Students affective traits and dispositions are recorded
through instructors observation, student self-report, and peer ratings.
7. COURSE REQUIREMENTS
A. Instructional Material Development. This is a major requirement in the course.
The students should have developed instructional materials that will supplement
to their lessons. The students will consider the result of the needs analysis in
developing these instructional materials.
B.
Homework and Seatwork. Homework and seatwork are integral part of
the course. This may come in various task such as group work, individual activity,
research work, extended reading and the like. This will provide opportunities for
the students to transfer the concepts they have learned in class to a more concrete
situation and to equally participate in class discussion
C. Examinations. There will be four major examinations to be administered on the
date set by the department otherwise specified. These will evaluate students
knowledge on the topics covered in the class. Make-up tests will only be given to
a student having a valid reason for not taking the examination on the prescribed
date. The instructor has the right to disapprove any explanations for absences
presented without prior notice and to void opportunity for a make-up test.
D. Class Engagement. Students are expected to actively participate in the various
activities prepared by the instructor. To be part of the learning community, students
are required to accomplish various tasks required in the course while adhering to
the set standards prescribed by the instructors.
8. COURSE POLICIES
A. Refer to the University Student Handbook for the policies on Attendance,
Dropping of Subject, Grading System and on Scholastic Delinquency.
B. Academic Misconduct. Academic misconduct will be subject to disciplinary
action. Any act of dishonesty in academic work constitutes academic misconduct.
This includes plagiarism, changing or falsifying any academic documents or
materials, cheating, and giving or receiving unauthorized aid in tests,
examinations, or other assigned school works. Punishment for academic
misconduct will vary according to the seriousness of the offense. Punishment for
such offenses includes expulsion, suspension, non-credit of examination and the
like.
C. Regulations and Restrictions in the Classroom

The students should be completely aware of their behaviour and attitude inside
the class. They must avoid interrupting or distracting the class on any level. The
following must be strictly observed during the class.
a. The orderliness and cleanliness of the classroom must be maintained
before, during and after the class.
b. Any material or gadget irrelevant to the subject must be turned off and kept.
c. Chatting or talking with the seatmates is prohibited unless required in the
classroom activity.
d. Going in and out of the room without permission from the instructor.
e. Being excused by friends or peers from the class for any reason is not
allowed except for emergency cases concerning family problems or
administrative reasons.
9. ACADEMIC INFRASTRUCTURE
A. References:
Chan, C. S. C. (2009). Thinking out of the textbook: Toward authenticity and
politeness awareness. In L. Savova (Ed.), Using textbooks effectively).
Alexandria, VA: TESOL.
Chau, M. H. (2013). Contextualizing language learning: The role of a topic- and
genre-specific pedagogic corpus. TESL Reporter, 36, 2, 42-54.
Cowles, H. (2006). Textbook, materials evaluation: A comprehensive check sheet.
Foreign Language Annals, 9(4), 300-303.
Littlejohn, A. P. (2008).The analysis of language teaching materials: Inside the
Trojan Horse. In B. Tomlinson (Ed.), Materials development for language
teaching (pp. 190-216). Cambridge, UK: Cambridge University Press.
Nunan, D. (2007). Designing and adapting materials to encourage learner
autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence
in language learning (pp. 192-203). London, UK: Longman.
Renandya, W. A. (Ed.). (2013). Methodology and materials design in language
teaching: Current perceptions and practices and their implications.
Anthology Series 44, Singapore: SEAMEO Regional Language Centre.
Rubdy, R. (2013). Selection of materials. In B. Tomlinson (Ed.), Developing
materials for language teaching (pp. 37-57). London, UK: Continuum.
Tomlinson, B. (2010). Principles of effective materials development. In N. Harwood
(ed.) English Language Teaching Materials: Theory and Practice.
Cambridge; Cambridge University Press, pp. 81-108.
Tomlinson, B. (2010). Principles of effective materials development. In N. Harwood
(ed.) English Language Teaching Materials: Theory and Practice.
Cambridge; Cambridge University Press, pp. 81-108.
Tomlinson, B. (2011). Introduction: principles and procedures of materials
development. In B. Tomlinson (ed.) Materials Development in Language
Teaching (second edition). Cambridge; Cambridge University Press, pp. 134.
Tomlinson, B. (2013). Developing principled frameworks for materials
development. In B. Tomlinson (ed.) Developing Materials for Language
Teaching. London: Continuum, pp. 107-129.
10. COURSE CALENDAR
The following is the list of topics and required readings for the course. However, the
instructor has the right to alter the outline any time due to inevitable circumstances or presence
of other resources which he deems essential for the class.
Week
1
2
3
4

Topics
A. Instructional materials for teaching language
B. Roles of instructional materials
C. Basic principles in materials development
D. Benefits of instructional materials
E. Types of instructional materials
F. Factors affecting materials preparation
PRELIMINARY EXAMINATION

G. Frameworks of materials and methods

H. Types of syllabus

I. Syllabus designs
J. Factors to consider in writing instructional
materials

Required Readings
Littlejohn: pp. 190 - 216
Littlejohn: pp. 190 - 216
Littlejohn: pp. 190 - 216
Littlejohn: pp. 190 - 216
Tomlinson: pp. 1 - 34
Tomlinson: pp. 81 - 108
Nunan: pp. 192 - 203
Tomlinson: pp. 1 - 34
Tomlinson: pp. 81 - 108
Nunan: pp. 192 - 203

K. Principles in material design

L. Authentic versus created materials

M. Design, development and dissemination of

materials
MIDTERM EXAMINATION

N. Guidelines for developing materials

O. Materials evaluation

10

P. Adapting materials
Q. Principles and procedures for adapting materials

11

12

13
14
15
16-18

R. Adapting textbooks
S. Evaluation of supplementary materials for English
language teaching
T. Inclusivity in materials preparation and evaluation
U. Characteristics of inclusive instructional materials
SEMI-FINAL EXAMINATION
V. Preparation of instructional materials for teaching
literature

Tomlinson: pp. 1 - 34
Tomlinson: pp. 81 - 108
Nunan: pp. 192 - 203
Tomlinson: pp. 1 - 34
Tomlinson: pp. 81 - 108
Nunan: pp. 192 - 203
Chan: pp. 9 20
Chau: pp. 42 54
Cowles: pp. 300 - 303
Chan: pp. 9 20
Chau: pp. 42 54
Cowles: pp. 300 - 303
Chan: pp. 9 20
Chau: pp. 42 54
Cowles: pp. 300 - 303
Chan: pp. 9 20
Chau: pp. 42 54
Cowles: pp. 300 - 303
Chan: pp. 9 20
Chau: pp. 42 54
Cowles: pp. 300 - 303

Project Making
Project Making
Project Making
FINAL EXAMINATION
Submission of all requirements

Prepared by:
Mr. RICHARD M. BAEZ
Instructor III

Checked and Verified by:

Recommending Approval:

Miss RACHELLE M. QUINCO

Department Chair, CTE

Dr. RUBILYN M. LATIDO

Associate Dean, CTE

Approved:
Dr. AMADO C. GEQUINTO
Dean of Colleges