INTRODUCTION TO MATERIAL DEVELOPMENT

Objectives:
After exploring this module, you are expected to:
a) have a better knowledge of the importance of instructional materials in order to offer
effective education;
b) provide suitable, relevant, and appealing educational materials; and
c) analyze educational materials using the criteria provided and demonstrate the
capacity to modify useful teaching materials
Introduction
Communication is a vital survival tool. In this period of huge growth in information,
science, and technology, you must be equipped with a diverse set of scaffolds that can enable
you interact actively in a variety of situations to thrive in this competitive world. This may be
accomplished in the classroom when communicative teaching-learning tactics, activities, and
instructional materials are well-planned and structured around the learners' linguistic and
communicative ability. Teaching materials, according to Nunan (1992), are frequently the
most substantial and visible component of education. This premise leads to the idea that in
language learning activities, teachers often consider learning materials to be essential
elements in achieving expected competencies because they support meaningful teaching and
learning. According to Edge (1993), materials exist to support learning/teaching, and they
should be designed to suit the people and processes involved.
This course is two-pronged since it sees this as a worthwhile yet timely task. This
introduces you to the fundamentals of language learning development, preparing you to teach
and learn in a meaningful way. Throughout the process, you will be reminded that as a
professional teacher, you must not only focus on the objectives or outcomes, themes, and
assessment measures, but also on the instructional materials, since they increase students'
learning. As Tomlinson (2011) suggests, an instructional material is "anything utilized by the
teacher to support teaching and learning as the material designer which builds in a pedagogic
purpose."

LESSON 1
Essence of Instructional Materials

Many people believe that instructional materials are at the heart of students' active
participation in language acquisition. To put it another way, aside from the pedagogy of the
teachers, pupils require both real and intangible supports to guarantee that language
acquisition is meaningful and relevant. It is critical to deepen your awareness of the following
significant principles given by instructional materials development specialists and how they
would support meaningful language learning in the production of instructional materials for
language acquisition:
Alternative channels of communication that a classroom instructor
might employ to concretize an idea throughout the teaching and learning
process are referred to as instructional resources. Before a teacher can create
 or generate instructional materials, he must first understand what they are—
their benefits and drawbacks, features, and restrictions, and so on. The goal of
creating instructional materials is to make teaching and learning easier
(Amadioha , 2009).
Any systematic description of the procedures and activities to be
utilized in classroom teaching is referred to as instructional material (Brown,
1995)
They are didactic materials that are designed to facilitate learning and
teaching (Obanya, 1989).
They are resources and facilities, both human and nonhuman, that may
be utilized to make teaching and learning activities easier, more enjoyable,
and more effective. Textbooks, tasks, and extra materials are examples of
resources that help organize and support learning (Remilliard and Heck 2014).
Teaching Aids are items (like a book, image, or map) or equipment
(such a DVD or computer) that a teacher uses to improve or enliven classroom
education (Shukla, 2018).
The role of materials (especially textbooks) in language teaching as a
resource - for presentation materials; activities for learners' practice and
communicative interaction; for learners on grammar, vocabulary,
pronunciation stimulation, and classroom activity ideas; a support for less
experienced teachers (Cunningsworth as cited in Richards, 2003).
It's worth noting that, for educational activities to be effective, the teacher’s
instructional materials must be well-considered, suitable, and sensitive to students' various
requirements. To put it another way, learning becomes theoretical rather than practical
without them. In addition, instructional materials are physical, intangible, print, or non-print
gadgets that help students develop lifetime learning abilities and become critical and
creative thinkers.

Activity 1: Answer the following questions and asses how much you learned in this
discussion.
1. How can you tell the difference between a plain and an interesting substance,
based on your experience?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. What types of educational materials have you been exposed to on a regular basis?
__________________________________________________________________________
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__________________________________________________________________________

Activity 2: Read the following statement carefully then beside each, mark whether or
not you agree with it. Indicate your reason.

STATEMENT DISAGRE REASON

AGREE
E
1. One cannot teach without
instructional materials
2. To facilitate a meaningful
language learning
experience, tangible
materials are most needed
3. Having varied instructional
materials guarantees
holistic learning.
4. Anybody can design and
develop a learning material
for class use.

Activity 3: Watch the video clip and choose one type of instructional material which
you think complements your teaching style and explain why.
https://www.youtube.com/watch?v=XWTqWASEpug

Reflection Paper 1
Tell me your takeaways in this lesson.

LESSON 2
Development of Instructional Materials
Introduction
Before language learning resources can be used effectively in class, they must be
authentic and purposeful. They are vital components and powerful guides in the creation and
design of these materials. Teachers' language teaching experiences, as well as their
perception of their students' knowledge, abilities, and conduct, are also important motivators
for students to acquire the target language.
Here are some material development ideas:
Materials development is the process of selecting, adapting, and
creating educational materials" (Nunan, 1991)
 Anything done by authors, instructors, or learners to supply sources of
language input in methods that enhance the possibility of intake is referred to
as materials development (Tomlinson, 1998).
Materials-as-content serves as a stimulant for communicative contact,
while materials-as-language provides knowledge about the target language and
carefully selected instances of application (McGrath, 2013).
Teacher-created resources are critical in bridging the gap between the
classroom and the rest of the world" (Pardo and Tellez, 2009).
The fast development of a variety of technology-mediated resources,
materials, activities, and learning settings has further altered language
learning and instruction (Reinders and White, 2010)
By integrating books with local culture, pupils will feel less alienated
and will be able to read more effectively (Regmi as cited in Nambiar;
Ibrahim,et.al. 2020).
The creation of teaching materials is a difficult task for teachers. Its meticulous
preparation should not be overlooked. It must be carefully considered and connected with
both the targeted learning objectives and the learning activities. Understandably, in some
circumstances, instructors who are overburdened with obligations turn to readily available
resources provided by colleagues and acquaintances, with little regard for their
appropriateness. the educational materials' relevance and responsiveness to the different
requirements of students In practice, pupils' learning is theoretical rather than practical.
On the other hand, some teachers are taking the initiative to create their own
materials. Some of them believe that having instructional materials planned and developed is
the best approach to use them. In each scenario, the teacher has the power to take the most
suitable action with the goal of enhancing students' learning and making academic
participation meaningful.
Here are some ideas to help you create instructional materials for language learning:
1. Know your students. Learn about each student's profile, family
history, medical history, and other relevant information that might help you
estimate the student's potential success in class. As a result, you'll have an idea
of what type of activities/instructional materials he'll require at some time.
2. Understand the learning outcomes. This will serve as your compass
when you choose and produce instructional materials. For example, at the end
of the course, students are expected to communicate effectively both orally
and in writing. As a result, your planning and facilitation of learning activities
should focus in the acquisition of these competencies/outcomes.
3. Think smart and practical. It's possible that indigenous materials can
be found just around the corner Select them with care and reorganize them to
use as educational materials.
 4. Adapt/adopt well-proven effective instructional materials. In
specific communication circumstances, a variety of research-based effective
language training tools may be useful.
5. Create contextualized materials. Both print (hard copies) and non-
print (soft copies) resources are essential for teaching and learning. Any
instructor has the option of creating his or her own educational materials,
considering the context, content, and organization.
To achieve the aforementioned, each teacher has the right and freedom to do what is
best for the pupils in order to get the desired objectives.

Activity 1: Create/ Develop an informatics that would serve as an instructional material for
language learning. Describe it and write a corresponding activity fit for junior high school
students.

Reflection Paper 2
Task 1: From the inputs, take down five essential words which struck you the most and
explain how these words can guide you in designing and developing an instructional material
for language learning.
Task 2: Use these key words in crafting your own recommendations/considerations on
the development of instructional materials for language learning.