Revisiting Guidelines in Developing and Evaluating IMs Rev 01

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REVISITING THE GUIDELINES IN

DEVELOPING AND EVALUATING
INSTRUCTIONAL MATERIALS
JONALYN B. VILLAROSA
CIMDO
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OUTCOMES
At the end of the session, the participants will be

able to:
1. Evaluate a module using the criteria for rating

instructional materials.
2. Propose revisions to improve submitted
modules.
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OUTLINE
A. General Guidelines in the Development of

Instructional Materials
1. Guidelines
2. Phases in Instructional Materials
Development
B. Basic Components of a Module
C. Criteria in Evaluating Instructional Materials
D. Ethical and Legal Concerns in Developing
Instructional Materials
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GENERAL GUIDELINES
1. Prepare a course syllabus based on the most

essential learning outcomes (MELO).
- Teachers should prepare a syllabus before

designing a learning module. A syllabus
provides a road map for the planning or
development of the content.
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GENERAL GUIDELINES
2. Use an instructional design model (e.g.

ADDIE Model).
3. Apply the PSU policies and procedures in

the development of instructional materials.
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INSTRUCTIONAL DESIGN MODEL
ADDIE Model
https://www.google.com/url?sa=i&url=https%3A%2F%2Feducationaltechnology.net%2Fthe-addie-model-instructional-
design%2F&psig=AOvVaw2ZnQF5fNxL7C9xwac4HLLE&ust=1611761618145000&source=images&cd=vfe&ved=0CAkQjhxqFwoTCIir-532ue4CFQAAAAAdAAAAABAO
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ADDIE MODEL
Analysis
- considered as the “Goal-Setting Stage”
- The focus of the designer in this phase is on the
target audience.
- In this phase, instructors distinguish between what
the students already know and what they should
know after completing the course/subject.
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ADDIE MODEL
Design
This stage determines all goals, tools to be used to
gauge performance, various tests, subject matter
analysis, planning and resources. In the design
phase, the focus is on learning objectives, content,
subject matter analysis, exercise, lesson planning,
assessment instruments used and media selection.
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ADDIE MODEL
Development
- starts the production and testing of the methodology being used
in the project.
- In this stage, designers make use of the data collected from the
two previous stages, and use this information to create a
program/ instructional material that will relay what needs to be
taught. If the two previous stages required planning and
brainstorming, the Development stage is all about putting it into
action. This phase includes three tasks: drafting, production, and
evaluation
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ADDIE MODEL
Implementation
- reflects the continuous modification of the
program/instructional material to make sure
maximum efficiency and positive results are obtained
- is where instructional designers strive to redesign,

update, and edit the course/instructional material to
ensure that it can be delivered effectively
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ADDIE MODEL
Evaluation
- This is the stage in which the project/
material is being subjected to meticulous final
testing.
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ASSURE MODEL
https://sites.google.com/a/nau.edu/learning-theories-etc547-spring-2011/theory/assure-model-1
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BASIC COMPONENTS OF A
MODULE
REVISITING THE GUIDELINES IN DEVELOPING AND EVALUATING
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OUTLINE
A. Definition
B. Basic Components of a Module
1.Title (Pamagat)
2. Overview (Panimula)
3. Learning Outcomes ( Mga Layunin)
4. Content/ Discussion
(Nilalaman/Talakayan)
5. Evaluation (Pagtataya)
6. Answer Key ( Batayan sa Pagwawasto)
7. References (Sanggunian)
C. Suggested Preliminaries
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DEFINITION
An instructional module is a self-contained

unit that focuses on a specific learning goal
or instructional focus. It usually contains
documents, multi-media experiences,
discussion boards, and information for the
student and groups to use.
Source: IGI Global
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DEFINITION
 Module is an instructional package dealing with a
single conceptual unit of subject-matter (Russel,
1974).
 Modules are designed to help the students
accomplish certain well-defined objectives. With the
use of a module, instruction can be individualized.
The learners can go through the material at their
own pace and at their own time. They may also be
used to complement instruction.
Source: Acuram, J
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MODULES VS. TEXTBOOKS
Source: http://oasis.col.org/handle/11599/43
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MODULES VS. TEXTBOOKS
• Source: http://oasis.col.org/handle/11599/43
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TITLE
It shows the specific topic of the module. A good title should be
clear, concise, and reflective of its content.
Examples:
1. Modyul 1
Mga Hangarin sa Pagtuturo ng Araling
Panlipunan
Source: EDSSE 242 Produksyon ng mga Instruksyonal at
Pantayang Materyales sa Araling Panlipunan by Agno, L &
UPOU
2. Module 2
Problems and Solutions
Source: EDR 211 Reading in the Content Areas
by Dumagpi, R.L., Gonzales, M.J., & UPOU
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OVERVIEW
-It serves us the introduction of the module and
describes its scope and rationale. The overview
summarizes the content and importance of the
module.
-It is important to be brief but clear about what
material and information will be covered, establish
the time period ( one week, two weeks, etc) and
possibly a brief description of the types of
activities students should be prepared to
complete. Give also clear and explicit details of
your expectations from your students for each
module.
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OVERVIEW
Example 1:
Pamilyar ka na ba sa mga hangarin (goals) ng Araling Panlipunan? Alam mo na ba na may
pagkakakaiba ang hangarin (goals) sa mga layunin (objectives) ng instruksyon? Para sa iyong
kaalaman ang mga hangarin ay ninanasang kalalabasan ng instruksyon (outcomes of
instruction) na nagbibigay ng direksyon sa pagtuturo sa lahat ng lebel ng instruksyon. Sa
kabilang dako, ang mga layunin ay mga nauugnay na tiyak (specific) at nasusukat
(measurable) na kalalabasan ng instruksyon na hinahangad na makamtan ng guro sa kanyang
pagtuturo sa silid-aralan. Mapag-aaralan mo na ang mga hangarin at layunin ng araling
Panlipunan ay nakatuon sa paglinang sa pagiging mabuting mamamayan; paggamit ng
pamamaraang demokrasya; paglahok sa mga gawaing panlipunan; pagsasabalikat sa
pananagutan sa mga gawain ng institusyong kinabibilangan; pagkakaroon ng kritikal at
malikhaing pag-iisip sa paglutas ng mga suliranin; pagmamalaki sa pagkakakilanlan bilang
mamamayang Pilipino at mamamayan ng daigidig; pag-unawa sa pagkakaiba-iba ng mga tao
at ng kanilang kultura; at pagpapahalaga sa mga likha ng sining at teknolohiya. Ang mga
naturan ay ilan lamang sa mga nilalaman ng instruksyon sa Araling Panlipunan na inilalahad
sa mga hangarin at layunin ng asignatura sa mababa at mataas na paaralan. Lahat ng ito ay
mapag-aaralan mo sa Modyul 1 bilang pundasyon sa pagpaplano ng instruksyon sa Araling
Panlipunan.
Pantayang Materyales sa Araling Panlipunan by Agno, L & UPOU
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OVERVIEW
Example 2:
Hello! After going through the rationale and definition of terms, we shall tackle
problems and solutions in content - area reading.
Problems beset students and content teachers alike in content-area reading.

Content teachers need to be trained in reading instruction and students need to
know how to read content area subjects.
Luckily, there are suggested solutions to existing problems in reading

instruction in content areas. This module takes up significant problems and
solutions in teaching a set of ideas with modified skills of reading adapted to
levels of sophistication through the years of reading materials in subject areas.
Samples of instruments for determining readability levels are provided for
teachers to choose from.

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OVERVIEW
Example 3:
You, like others, have important roles to play that make you interested in
shaping yourself to become a healthy and developed young adult. Learning how to
recognize and to perform your roles effectively is a good indicator that you’re a
responsible individual using even your past experiences to make a difference in your
life. This can enhance your understanding of the world. Somehow you have to
continue finding out just what it is that fits you. So whatever it is that you do of
significance, willingly and graciously, you have to prove to yourself and to others that
you can excel. Try your best. Concentrate on ways to perform well. You’ll surely feel
better if you do.
In this lesson you will find a poem, an informative article and tasks /
activities that will build your understanding of the value of recognizing and
performing roles in life, at the same time, develop your listening, speaking,
reading, writing, viewing, grammar and literary skills. Hopefully, this can be
demonstrated through a Community Services Brochure.
Source: English 9 LM
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LEARNING OUTCOMES
- They clearly state what students must do to

demonstrate acquired knowledge, skill, or
attitude.
- They should be stated in terms of the
learners’ behaviors. They also help the
learners do self -evaluation.
- They can be at any level of Bloom’s
taxonomy and can include the cognitive,
affective, and psychomotor domains. Higher-
order cognitive skills should be included.
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LEARNING OUTCOMES
Example 1:
Mga Layunin
Sa pag-aaral ng Modyul 1, inaasahan na iyong:

1. Naiuugnay ang mga hangarin ng Araling Panlipunan sa mga
layunin ng asignatura sa batayang edukasyon;
2. Natutukoy ang nilalaman ng instruksyon na tumutugon sa mga
hangarin at layunin ng Araling Panlipunan; at
3. Naiisa-isa ang mga elemento ng nilalaman ng instruksyon tulad ng
kaalaman, kasanayan, saloobin, pagpapapahalaga, at paglahok sa
mga gawaing panlipunna na kailangan sa pagpaplano ng
instruksyon.
UPOU
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LEARNING OUTCOMES
Example 2:
At the end of this module, you are expected to:

1. Identify reading problems and corresponding
solutions.
2. Apply solutions to identified reading problems.
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LEARNING OUTCOMES
- Presentation of the content must be aligned with/
based on the learning outcomes.
- Organize content for clarity.
- Organize content from simple to complex.
- Include pictures, diagrams, and other
illustrations
that may help clarify the information presented
including exercises and hands-on activities that
the learners should engage in.
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CONTENT
Sample Outline of Content/ Discussion:

Modyul 1: Mga Hangarin sa Pagtuturo ng Araling Panlipunan
Kahulugan ng Araling Panlipunan
Gawain A
Kontribusyon ng Araling Panlipunan sa Edukasyon
Mga Hangarin ng Araling Panlipunan
Mga Elemento ng Instruksyon
Gawain B
Mga Pangunahing Layunin ng Araling Panlipunan sa
Mababa at Mataas na Paaralan
Sibika at Kultura/ Hekasi
Araling Panlipunan
Gawain C
UPOU
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CONTENT
Sample Outline of Content/ Discussion:

Module 2: Problems and Solutions
Reading Problems and Solutions
Activity 2-1
Activity 2-2
Helping Problem Readers
Activity 2-3
Failures in Reading
Activity 2-4
Gathering Information About Problems
Self- Assessment Question 2-1
Observational Checklist for Identifying possible Causes
of Reading Failure
Suggested Solutions for Reading Problems
Self- Assessment Question 2-2
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CONTENT
Resources for Creating Learning Modules

1. Websites
2. Video (you create, find online, or purchase)
3. Books, textbooks, and service/repair manuals
4. Fact sheets
5. Service and/or safety bulletins or updates
6. Other curricula
7. Personal knowledge/skills
8. Digital photographs (such as those you take
yourself)
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EVALUATION
This includes self-check test, exercise, or other

means of assessing learning outcomes. Follow-
up activity or topics for discussion to reinforce
learning may also be included.
Apply principles of assessment.
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EVALUATION
Provide answer key to the activities/ exercises/self-

assessment questions.
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REFERENCES
This a list of books or guides used in preparing the

module or other materials that may be consulted
for further understanding or appreciation of the
lesson presented.
Use American Psychological Association (APA)

format.
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SUGGESTED PRELIMINARIES
Title Page
Copyright Page
Table of Contents
Preface/ Overview of the Course or Module
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SAMPLE PHRASES/ SENTENCES FOR

WRITING MODULES
For Introduction/Overview
1.Welcome to Module 4! You are now at the tail-
end of Unit 2… We commence a new module
which is about…
-EDR 210 p. 52
2. Welcome back! Module 7 continues to talk

about assessment but…
-EDR 235 p. 181
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WRITING MODULES
For Introduction/Overview
3. Cheers! This is the last module in 235! … I
can almost see you break into your biggest smile
since you started with Module 1…
- EDR 235 p. 214
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WRITING MODULES
For Transition
1.Now, pause a while and answer these
questions:
2.And now, let’s do a little mental exercise.
How would you like to do the following tasks
on the next page?
3.Now you are ready to go on to Module 2
which deals with problems and solutions in
reading instruction in content areas.
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WRITING MODULES
For Transition
4. Are you now ready to proceed to next
lesson? Okay, let’s go.
- EDR 211 p. 111
5. Here we are at the end of another module.

Congratulations for doing a great job!
- EDR 211 p.115
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WRITING MODULES
For Transition
6. If you can prepare a plan for teaching
question-answering techniques, you are ready
for SAQ 6-1.
- EDR 211, p. 135
7. Your answers to the foregoing questions will
help you respond to Activity 1-3.
- EDR 235,p 13
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WRITING MODULES
For Transition
8. How do your computations match mine?
Proceed to ASAQ 4-4.
- EDR 235 p. 87
9. Hooray! We’re nearing the end of Module 4!

Yes, you’re almost there! But first, read “ Two Were
Left”. Then, answer SAQ 4-5.
- EDR 235, p. 91
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WRITING MODULES
For Encouragement
1.If you got 8-10 correct answers, you are
doing well. You may proceed to the next
activity. If you got less than 8 correct
answers, reread the lesson especially in the
items you missed.
2. Does your expanded text look like this? If

not, make the needed modifications.
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WRITING MODULES
For Encouragement
3. How did you do in this activity? Did you get a
perfect score as expected? If not, study the
items you missed.
4. Congratulations! You are now an expert in
formulating objectives. Go watch a movie
with a loved one before working on
Assignment 1.
- EDR 235,p. 67
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WRITING MODULES
For Break Time
1.Break time! Lean back and close your eyes.
Relax and listen to your favorite music!
- EDR 235 p. 12
2. Break time! Time to sit back again and relax!
3. Now, you’re ready for SAQ 5-1. But first, for

being such a good student, you deserve a
break! Help save Mother Earth; go, plant a
tree.
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WRITING MODULES
For Break Time
4. Hi! Rested? Reenergized! Now you’re ready for

SAQ 5-1.
- EDR 235, p. 108
5. Would you like to grab a cool drink before we

move on! Don’t be shy. I’m eating a glassful of
halo-halo already!
- EDR 210 p. 19
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https://relatably.com/q/william-wordsworth-quotes
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CRITERIA IN EVALUATING
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CRITERIA
Factor 1: CONTENT
1. Content is suitable to the pupils’/ students’ level of
development.
2. Material contributes to the achievement of specific
objectives/outcomes of the subject area and
grade/year level for which it is intended.
3. Material provides for the development of higher
cognitive skills such as critical thinking, creativity,
learning by doing, inquiry, problem solving, etc.
4. Material is free of ideological, cultural, religious, and
gender biases and prejudices.
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CRITERIA
Factor 1: CONTENT
5. Material enhances the development of

desirable values and traits.
6. Material arouses interest of target readers/
learners.
7. Material does not make unnecessary or
inappropriate reference to any commercial
establishment or brand name.
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CRITERIA
FACTOR 2: FORMAT
1. Prints
1.1 Size of letters is appropriate to the intended
readers/learners.
1.2 Spaces between letters and words facilitate
reading.
1.3 Font is easy to read.
1.4 Printing is of good quality ( i.e. no broken
letters, even density, correct alignment)
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CRITERIA
FACTOR 2: FORMAT
2. Illustrations
2.1 Realistic/ appropriate colors
2.2 Simple and easily recognizable
2.3 Clear and supplement the text
2.4 properly labeled or captioned ( if applicable)
2.5 attractive and appealing
2.6 culturally relevant
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CRITERIA
FACTOR 2: FORMAT
3. Design and Layout
3.1 Attractive and pleasing to look at
3.2 Simple ( i.e does not distract attention of the
reader/learner)
3.3 Adequate illustration in relation to text
3.4 Harmonious blending of elements
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CRITERIA
FACTOR 2: FORMAT
4. Paper and binding
4.1 Paper used suitable to the intended learner
4.2 Durable binding to withstand frequent use
5. Size and weight of material

5.1 Easy to handle
5.2 Relatively light
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CRITERIA
FACTOR 3: PRESENTATION AND ORGANIZATION

1. Presentation is engaging, interesting, and
understandable.
2. There is a logical and smooth flow of ideas.
3. Vocabulary level is adapted to the
readers’/learners’ experience and understanding.
4. Length of sentences is suited to the
comprehension
level of the readers/learners.
5. Sentence and paragraph structures are varied and
interesting to the target readers/learners.
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CRITERIA
FACTOR 4: ACCURACY AND UP-TO-DATENESS OF

INFORMATION
Type of Error
1. Conceptual errors
2. Factual errors
3. Grammatical errors
4. Computational errors
5. Obsolete information
6. Typographical and other minor errors
(e.g. poor illustrations, missing labels, wrong
captions, etc)
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ETHICAL AND LEGAL CONCERNS IN

DEVELOPING INSTRUCTIONAL
MATERIALS
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OUTLINE
A. Copyright
1. RA 8293-Intellectual Property Code
- Literary and Artistic Works
2. Avoiding Copyright Infringement
B. Plagiarism
1. Plagiarism
2. Avoiding Plagiarism
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COPYRIGHT
Copyright
- the exclusive legal right to reproduce, publish,
sell, or distribute the matter and form of
something (such as a literary, musical, or artistic
work)
“Copyright.” Merriam-Webster.com Dictionary, Merriam-Webster,

https://www.merriam-webster.com/dictionary/copyright. Accessed 14 Jul. 2020.
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COPYRIGHT
RA 8293- An Act Prescribing the Intellectual Property

Code and Establishing the Intellectual Property Office,
Providing for Its Powers and Functions, and for Other
Purposes
- Known as Intellectual Property Code of the

Philippines
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COPYRIGHT
RA 8293
SECTION 172. Literary and Artistic Works.

172.1. Literary and artistic works, hereinafter referred to as
“works”, are original intellectual creations in the literary and
artistic domain protected from the moment of their creation
and shall include in particular:
(a) Books, pamphlets, articles and other writings;
(b) Periodicals and newspapers;
(c) Lectures, sermons, addresses, dissertations prepared
for oral delivery, whether or not reduced in writing or other
material form;
(d) Letters;
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COPYRIGHT
RA 8293
(e) Dramatic or dramatico-musical compositions;
choreographic works or entertainment in dumb shows;
(f) Musical compositions, with or without words;
(g) Works of drawing, painting, architecture, sculpture,
engraving, lithography or other works of art; models or
designs for works of art;
(h) Original ornamental designs or models for articles
of manufacture, whether or not registrable as an
industrial design, and other works of applied art;
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COPYRIGHT
RA 8293
(i) Illustrations, maps, plans, sketches, charts and

three-dimensional works relative to geography,
topography, architecture or science;
(j) Drawings or plastic works of a scientific or
technical character;
(k) Photographic works including works produced
by a process analogous to photography; lantern
slides;
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COPYRIGHT
RA 8293
(l) Audiovisual works and cinematographic works

and works produced by a process analogous to
cinematography or any process for making audio-
visual recordings;
(m) Pictorial illustrations and advertisements;
(n) Computer programs; and
(o) Other literary, scholarly, scientific and artistic
works.
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COPYRIGHT
RA 8293
172.2. Works are protected by the sole fact of their

creation, irrespective of their mode or form of
expression, as well as of their content, quality and
purpose. (Sec. 2, P.D. No. 49a)
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COPYRIGHT
“Copyright infringement is like swimming in a

calm ocean and seeing black fins appear. A big
problem that you weren’t expecting just arrived.
We all know there are sharks in the sea, and
copying images from the Internet could be a
problem. But is it really a risk? Yes. Definitely.”
William H. Honaker
How to Avoid Copyright Infringement of Online Image
https://www.lexology.com/library/detail.aspx?g=1fc24114-53ed-42be-a9d1-e8a4cf19989c
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COPYRIGHT
What Copyrights Protect
“Copyright law protects creative works that are

original. It protects the expression of an idea in
tangible form. Tangible form means that it can be
reproduced or copied. This includes images on the
Internet, because they can be copied. That image
is someone’s intellectual property, and they have
valuable rights.”
William H. Honaker
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COPYRIGHT
How to Protect Yourself
The best protection is to use your own images.

William H. Honaker
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PLAGIARISM
Plagiarism
-deliberate and knowing presentation of

another person’s original ideas or creative
expressions as one’s own
Black’s Law dictionary, 8th edition
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PLAGIARISM
Plagiarism
1. Plagiarism under the Intellectual Property
Code ( RA 8293)
2. Plagiarism under the Electronic Commerce
Act (RA 8792)
3. Plagiarism under the Cybercrime Prevention
Act (RA 10175)
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PLAGIARISM
Advisory Points from the Department of Justice:
1. Plagiarism should be avoided, regardless of the
presence of sanctions against it.
2. Cultivate the habit of attribution. When in doubt,
cite.
3. Everyone can be a victim of plagiarism.
4. Always be vigilant in detecting cases of
plagiarism.
5. Encourage institutions to adopt anti-plagiarism
measures.
Source: Department of Justice
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PLAGIARISM
Avoiding Plagiarism
1. Make notes
2. Use direct quotations
3. Paraphrase
4. Cite sources
Source: The Little Book of Plagiarism

University of Stirling
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PROCEDURES FOR COPYRIGHT

REGISTRATION
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• https://www.goalcast.com/2018/03/26/15-c-s-lewis-quotes/
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REFERENCES
Acuram, J. (2015). Instructional module and its components. Retrieved from
https://creativeandhumble.wordpress.com/2015/08/12/instructional-module-and-its-
components/
Agno, L. (1996). Produksyon ng mga instruksyonal at pantayang materyales sa araling

panlipunan. University of the Philippines Open University: Diliman, Quezon City.
Commonwealth of Learning. (2005). Creating learning materials for open and distance learning: A
handbook for authors and instructional designers. Retrieved from
http://oasis.col.org/handle/11599/43
Department of Education. Evaluation Rating Sheet for Print Resources
Dumagpi, R.L.& Gonzales, M.J. (1997) Reading in the content areas. University of the Philippines
Open University: Diliman, Quezon City.
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REFERENCES
Kurt, S. "ADDIE Model: Instructional Design," in Educational Technology, August 29, 2017.
Retrieved from https://educationaltechnology.net/the-addie-model-instructional-design/
Kurt, S. "ASSURE: Instructional Design Model," in Educational Technology, November 23,

2015. Retrieved from https://educationaltechnology.net/assure-instructional-design-model/
Maile, C.A. & Cooper, M.S. (2018). The CIMC guide to developing modules for self-paced
learning: A handbook for teachers. Retrieved from
https://www.okcareertech.org/educators/resource-center/competency-basededucation-cbe/pdf-
files/TheCIMCGuidetoDevelopingModulesforSelfPacedLearning2018.pdf/view
Ross, H. Creating Your Syllabus in The Context of COVID-19

https://words.usask.ca/gmcte/2020/03/25/creating-your-syllabus-in-the-context-of-covid-19/
West Chester University. Best practices for developing content modules and module pages.
Retrieved from
https://www.wcupa.edu/distanceed/documents/BestPracticesContentModules.pdf
University of Stirling (2014). The little book of plagiarism. Retrieved from

http://www.quality.stir.ac.uk/documents/BookofPlagiarism.pdf
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PSU VISION
“An internationally recognized university that provides
relevant and innovative education and research for lifelong
learning and sustainable development”
PSU Mission
“The Palawan State University is committed to upgrade
people’s quality of life by providing education opportunities
through excellent instruction, research and innovation,
extension, production services and transnational 76
collaborations.”
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Previous Next Directory

REVISITING THE GUIDELINES IN

At the end of the session, the participants will be

1. Evaluate a module using the criteria for rating

A. General Guidelines in the Development of

1. Prepare a course syllabus based on the most

- Teachers should prepare a syllabus before

2. Use an instructional design model (e.g.

3. Apply the PSU policies and procedures in

INSTRUCTIONAL DESIGN MODEL

- is where instructional designers strive to redesign,

An instructional module is a self-contained

MODULES VS. TEXTBOOKS

MODULES VS. TEXTBOOKS

Problems beset students and content teachers alike in content-area reading.

Luckily, there are suggested solutions to existing problems in reading

Source: EDR 211 Reading in the Content Areas

- They clearly state what students must do to

Sa pag-aaral ng Modyul 1, inaasahan na iyong:

At the end of this module, you are expected to:

Sample Outline of Content/ Discussion:

Sample Outline of Content/ Discussion:

Resources for Creating Learning Modules

This includes self-check test, exercise, or other

Apply principles of assessment.

Provide answer key to the activities/ exercises/self-

This a list of books or guides used in preparing the

Use American Psychological Association (APA)

SAMPLE PHRASES/ SENTENCES FOR

2. Welcome back! Module 7 continues to talk

SAMPLE PHRASES/ SENTENCES FOR

SAMPLE PHRASES/ SENTENCES FOR

SAMPLE PHRASES/ SENTENCES FOR

5. Here we are at the end of another module.

SAMPLE PHRASES/ SENTENCES FOR

SAMPLE PHRASES/ SENTENCES FOR

9. Hooray! We’re nearing the end of Module 4!

SAMPLE PHRASES/ SENTENCES FOR

2. Does your expanded text look like this? If

SAMPLE PHRASES/ SENTENCES FOR

SAMPLE PHRASES/ SENTENCES FOR

3. Now, you’re ready for SAQ 5-1. But first, for

SAMPLE PHRASES/ SENTENCES FOR

For Break Time

4. Hi! Rested? Reenergized! Now you’re ready for

5. Would you like to grab a cool drink before we

5. Material enhances the development of

5. Size and weight of material

FACTOR 3: PRESENTATION AND ORGANIZATION

FACTOR 4: ACCURACY AND UP-TO-DATENESS OF

ETHICAL AND LEGAL CONCERNS IN

“Copyright.” Merriam-Webster.com Dictionary, Merriam-Webster,

RA 8293- An Act Prescribing the Intellectual Property

- Known as Intellectual Property Code of the

SECTION 172. Literary and Artistic Works.

(i) Illustrations, maps, plans, sketches, charts and

(l) Audiovisual works and cinematographic works

172.2. Works are protected by the sole fact of their

“Copyright infringement is like swimming in a

“Copyright law protects creative works that are

How to Protect Yourself

The best protection is to use your own images.

-deliberate and knowing presentation of