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University of Mindanao
College of Teacher Education “Physically Distanced but Academically Engaged”

UNIVERSITY OF MINDANAO
College of Teacher Education
Program: BSED-English

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning

(SDL)

Course/Subject: BSEd-English/ELT 321

Name of Teacher: CRISTY A. NGO

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT

FOR REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS
INTENDED USE. THIS IS INTENDED ONLY FOR THE USE OF
THE STUDENTS WHO ARE OFFICIALLY ENROLLED IN THE
COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
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University of Mindanao
College of Teacher Education “Physically Distanced but Academically Engaged”

TABLE OF CONTENTS
Page
Cover Page 1
Table of Contents 2

Course Outline 3
Course Outline Policy 3
Course Information 6

Big Picture (Weeks 6-7)

ULOa: Explain the factors in the presentation of instructional
materials.
ULOb: Discuss principles in materials evaluation.
ULOc: Review types of materials evaluation.
ULOd: Examine the framework for the selection of coursebooks.

Metalanguage
Presentation of Instructional Materials 7
Materials Evaluation 7
Essential Knowledge
Factors to Consider in Presenting Instructional Materials
Understanding 8
Structuring 8
Sequencing 9
Explaining 9
Presenting 10
Transferring 10
Principles in Materials Evaluation 11
Types of Material Evaluation 12
A Framework for the Selection of Coursebook
Psychological Validity 13
Pedagogical Validity 13
Process and Content Validity 14

Keywords 15
Self-Help and Supplemental Readings 15
Self-Preparation 15
Let’s Analyze! 16

University of Mindanao
College of Teacher Education
Course Outline: ELT 321 – Language Learning Materials Development
Course Coordinator:
Email:
Student Consultation:
Mobile:
Phone:
Effectivity Date:
Mode of Delivery:
Time Frame:
Student Workload:
Requisites:
Credit:
Attendance Requirements:
Course Outline Policy
Areas of Concern
Contact and Non-contact Hours
Assessment Task Submission
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“Physically Distanced but Academically Engaged”
Cristy A. Ngo
cngo@umindanao.edu.ph
Private Message via LMS or e-mail ONLY
None
None
August 2020
Blended Learning/Distance Education
(On-Line with face-to-face or virtual sessions)
54 Hours/9 Weeks
Expected Self-Directed Learning
None
3
A minimum of 95% attendance is required at all
scheduled virtual or face to face sessions.
Details
This 3-unit course self-instructional manual is designed
for blended learning/distance education mode of
instructional delivery with scheduled face to face or
virtual sessions. The expected number of hours will be
54 including the face to face or virtual sessions. The
face to face sessions shall include the summative
assessment tasks (exams) since this course is crucial
in the licensure examination for teachers.
Submission of assessment tasks shall be on 3rd, 5th, 7th
and 9th week of the term. The assessment paper shall
be attached with a cover page indicating the title of the
assessment task (if the task is performance), the
name of the course coordinator, date of submission
and name of the student. The document should be
emailed to the course coordinator. It is also expected
that you already paid your tuition and other fees before
the submission of the assessment task.
If the assessment task is done in real time through the
features in the Blackboard Learning Management
System, the schedule shall be arranged ahead of time
by the course coordinator.
Since this course is included in the licensure
examination for teachers, you will be required to take
the Multiple-Choice Question exam inside the
University. This should be scheduled ahead of time by
your course coordinator. This is non-negotiable for all
licensure-based programs.

University of Mindanao
College of Teacher Education
Turnitin Submission (if
applicable)
Penalties for Late
Assignments/Assessments
Return of
Assignments/Assessments
Assignment Resubmission
Re-marking of Assessment
Papers and Appeal
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“Physically Distanced but Academically Engaged”
To ensure honesty and authenticity, all assessment
tasks are required to be submitted through Turnitin
with a maximum similarity index of 30% allowed. This
means that if your paper goes beyond 30%, the
students will either opt to redo her/his paper or explain
in writing addressed to the course coordinator the
reasons for the similarity. In addition, if the paper has
reached more than 30% similarity index, the student
may be called for a disciplinary action in accordance
with the University’s OPM on Intellectual and Academic
Honesty.
Please note that academic dishonesty such as cheating
and commissioning other students or people to
complete the task for you have severe punishments
(reprimand, warning, expulsion).
The score for an assessment item submitted after the
designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day
or part day that the assessment item is late.
However, if the late submission of assessment paper
has a valid reason, a letter of explanation should be
submitted and approved by the course coordinator. If
necessary, you will also be required to present/attach
evidences.
Assessment tasks will be returned to you two (2) weeks
after the submission. This will be returned by email or
via Blackboard portal.
For group assessment tasks, the course coordinator
will require some or few of the students for online or
virtual sessions to ask clarificatory questions to validate
the originality of the assessment task submitted and to
ensure that all the group members are involved.
You should request in writing addressed to the course
coordinator his/her intention to resubmit an assessment
task. The resubmission is premised on the student’s
failure to comply with the similarity index and other
reasonable grounds such as academic literacy
standards or other reasonable circumstances e.g.
illness, accidents, financial constraints.
You should request in writing addressed to the program
coordinator your intention to appeal or contest the
score given to an assessment task. The letter should
explicitly explain the reasons/points to contest the
grade. The program coordinator shall communicate
with the students on the approval and disapproval of
the request.
If disapproved by the course coordinator, you can
elevate your case to the program head or the dean with
the original letter of request. The final decision will

University of Mindanao
College of Teacher Education
Grading System
Preferred Referencing Style
Student Communication
Contact Details of the Dean
Contact Details of the Program
Head
Students with a Special Needs
Online Tutorial Registration (if
applicable)
Help Desk Contact
Library Contact
Guidance Services and Testing
Center (GSTC)
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“Physically Distanced but Academically Engaged”
come from the dean of the college.
Course exercises – 30% (including BlackBoard forum)
1st exam – 10%
2nd exam – 10%
3rd exam – 10%
Final exam – 40%
APA 7th Edition
You are required to create a umindanao email account
which is a requirement to access the BlackBoard
portal. Then, the course coordinator shall enroll the
students to have access to the materials and resources
of the course. All communication formats: chat,
submission of assessment tasks, requests etc. shall be
through the portal and other university recognized
platforms.
You can also meet the course coordinator in person
through the scheduled face to face sessions to raise
your issues and concerns.
For students who have not created their student email,
please contact the course coordinator or program head.
Dr. Jocelyn B. Bacasmot
Email: jbacasmot@umindanao.edu.ph
Phone: 082-3050647 local 102
Prof. Giovanni T. Pelobillo
Email: giovanni_pelobillo@umindanao.edu.ph
Phone: 082-3050647 local 102
Students with special needs shall communicate with
the course coordinator about the nature of his or her
special needs. Depending on the nature of the need,
the course coordinator with the approval of the program
coordinator may provide alternative assessment tasks
or extension of the deadline of submission of
assessment tasks. However, the alternative
assessment tasks should still be in the service of
achieving the desired course learning outcomes.
You are required to enroll in a specific tutorial time for
this course via the www.cte.edu.ph portal. Please note
that there is a deadline for enrollment to the tutorial.
BSED@umindanao.edu.ph
LIC Head: Brigida E. Bacani
Email: http://library.umindanao.edu.ph/
Phone: +63 305 0469
GSTC Head: Ronadora E. Deala
Email: ronadora_deala@umindanao.edu.ph
Phone: 0921-2122-846
GSTC Facilitator: Ivy Jane Regidor
Email: gstcmain@umindanao.edu.ph
Phone: 0910-5681-081
Facebook Page:
UM GSTC Main CTE
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University of Mindanao
College of Teacher Education “Physically Distanced but Academically Engaged”

Course Information – see/download course syllabus in the Black Board LMS

CC’s Voice: Hello aspiring English teacher! Welcome to this course ELT 321:
Language Learning Materials Development. By now, I am confident
that you really wanted to become an English teacher and that you have
visualized yourself already being in the classroom setting and in the
academe as a whole.

CO Before the actual teaching performance, you have to realize that an

English teacher has to be knowledgeable, innovative, and skillful. In this
course subject, you are expected to be critical in decision-making and
creative in development instructional materials for maximum language
learning.

Let us begin!
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University of Mindanao
College of Teacher Education “Physically Distanced but Academically Engaged”
Big Picture

Weeks 6-7: Unit Learning Outcomes (ULO): At the end of the unit, you are
expected to:

a. explain the factors in the presentation of instructional materials;

b. discuss principles in materials evaluation;
c. review types of materials evaluation; and
d. examine the framework for the selection of coursebooks.

Big Picture in Focus:

ULOa. Explain the factors in the presentation of instructional
materials.
ULOb. Discuss principles in materials evaluation.
ULOc. Review types of materials evaluation.
ULOd. Examine the framework for the selection of coursebooks.

Metalanguage

In this section, the essential term relevant to the study of language learning
materials development and to demonstrate ULOa, ULOb ULOc, and ULOd are
conceptually defined to establish a common frame of reference. Please refer to this
section in case you will encounter difficulty in understanding few concepts.

PRESENTATION OF INSTRUCTIONAL MATERIALS (IM) refers to the utilization or

operation of the teaching aid in the class in front of the students.

MATERIALS EVALUATION is a procedure that involves measuring the value (or

potential value) of a set of learning materials. It involves making judgments about the
effect of the materials on the people using them and it tries to measure some or all of
the following:
1. The appeal of the materials to the learners.
2. The credibility of materials to learners, teachers, and administrators.
3. The validity of the materials.
4. The reliability of the materials.
5. The ability of the materials to interest the learners and the teachers.
6. The ability of the materials to motivate the learners.
7. The value of the materials in terms of short-term learning.
8. The value of the materials in terms of long-term learning (of both language
and communication skills).
9. The learners’ perceptions of the value of the materials.
10. The teachers’ perceptions of the value of the materials.
11. The assistance given to the teachers in terms of preparation, delivery, and
assessment.
12. The flexibility of the materials.
13. The contribution made by the materials to teacher development.
14. The match with administrative requirements.
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University of Mindanao
College of Teacher Education “Physically Distanced but Academically Engaged”
Essential Knowledge

To perform the aforesaid big picture (Unit Learning Outcomes) for the sixth
and seventh weeks of the course, you need to fully understand the following
essential knowledge that will be laid down in the succeeding pages. For specific
references, please see the list of Supplemental Readings at the end of the
discussion of concepts. Please note that you are not limited to exclusively refer to
these resources. Thus, you are expected to utilize other books, research articles and
other resources that are available in the university’s library e.g. ebrary,
search.proquest.com, etc.

A teacher MUST integrate instructional materials into lessons and modify them. The
modification must (as much as possible) address the students’:
✓ developmental stage/age
✓ needs and interests
✓ aptitudes
✓ comprehension level
✓ prior knowledge
✓ work habits and learning styles
✓ motivation

FACTORS TO CONSIDER IN PRESENTING INSTRUCTIONAL MATERIALS

1. Understanding
• Understanding requires matching materials to learner’s abilities and
prior knowledge.
• If students do not understand the material, frustration and demotivation
set in, making learning more difficult and uncertain.
• The teacher must know whether the materials are appropriate for the
students or not.
• The teacher must know whether the students understand the material
as it is being presented.
• Finally, the teacher must check students’ understanding during or at
the end of the lesson.

2. Structuring
• Structuring is sometimes referred to as clarifying.
• Structuring involves organizing the material, so it is clear to students.
• Structuring necessitate that directions, objectives, and main ideas are
stated clearly.
• Structuring implies that internal and final summaries cover the content.
• Structuring assures that transitions between main ideas are smooth
and well-integrated.
• Structuring assures that writing is not vague.
• Structuring assures that sufficient examples are provided.
• Structuring defines new terms and concepts.
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University of Mindanao
College of Teacher Education “Physically Distanced but Academically Engaged”
• Structuring assures that adequate practice and review assignments
reinforce new learning.
• In structuring, clarity is especially important when new subject matter
is introduced and when is being incorporated into previous learning.

3. Sequencing
• In sequencing, teachers should arrange or organize the instructional
materials to provide continuous and cumulative learning. Moreover, to
give attention to prerequisite skills and concepts.
• Sequencing helps reconnecting the relevance of prior lessons to the
present ones.
• In sequencing, instructional materials need to be vertically and
horizontally related or balanced.
o Vertical Relationship refers to building of content and
experiences of a lesson, units, and course levels.
o Horizontal Relationship refers to establishing a
multidisciplinary and unified view of different subjects.
o Balanced Relationship refers to the combination or equal
proportion of vertical and horizontal relationships.
• There are four basic ways to sequence instructional materials namely:
o Simple to Complex
The instructional materials gradually increase in complexity and
become broader and deeper in meaning.
o Parts to Whole
Parts of information are presented first to enable the student to
grasp the whole.
o Whole to Parts
Whole concepts or generalizations are presented first to
facilitate organizing and integrating new and isolated items.
o Chronological
Topics, ideas, events are studied or discussed in a linear order.

4. Explaining
• Explaining refers to the way headings, terms, illustrations, and
summary exercises are integrated and elucidated to explain the
content.
• Students should be able to discover important concepts and
information and relate new knowledge to prior knowledge on their own
through the instructional material.
• The content of the instructional material should be explicit, relative, and
cumulative in nature.
• To ensure that this factor is executed effectively, the following
questions should be considered:
o Do the examples illustrate major concepts?
o Do the materials show relationships among topics, events, or
facts to present an in-depth view of major concepts?
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University of Mindanao
College of Teacher Education “Physically Distanced but Academically Engaged”
5. Presenting
• Presenting refers to how much and how quickly the material is
presented.
• The volume or length of material should not overwhelm students, but
there must be enough to have an effect or influence.
• Student can learn better when they are trying to learn in different ways.
• In presenting, the idea is to teach students to transform information
from one form to another, and to apply new information to prior
knowledge by using various techniques.

6. Transferring
• Instructional materials may be transferred through the following:
o Concept-Related refers to drawing heavily on structure of
knowledge, concepts, principles, or theories of the subject.
o Inquiry-Related derives critical thinking skills and procedures
employed by learning theories.
o Utilization-Related is about showing how people can use or
proceed with the materials in real-life situations.
o Learner-Related is when takeaways from the material
presented come from one student to another fellow.
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University of Mindanao
College of Teacher Education “Physically Distanced but Academically Engaged”
PRINCIPLES IN MATERIALS EVALUATION

Evaluations are driven by a set of principles and these principles are

articulated by the evaluators PRIOR to the evaluation. Through this, greater validity
and reliability can be achieved, and fewer mistakes are likely to be made.
In developing a set of principles, it is useful to consider the evaluator’s theory
of learning and teaching. All teachers develop theories of learning and teaching
which they apply in their classrooms (even though they are often unaware of doing
so). researchers (e.g., Schon, 1983) argue that it is useful for teachers to try to
achieve an articulation of their theories by reflecting on their practice. The following
are some theories articulated from teachers’ practice:
1. Language learners succeed best if learning is positive, relaxed, and enjoyable
experience.
2. Language teachers tend to teach most successfully if they enjoy their role and
if they can gain some enjoyment themselves from the materials they are
using.
3. Learning materials lose credibility for learners if they suspect that the teacher
does not value them.
4. Each learner is different from all the others in a class in terms of his/her
personality, motivation, attitudes, aptitude, prior experience, interest, needs,
wants, and preferred learning style.
5. Each learner varies from day to day in terms of motivation, attitude, mood,
perceived needs and wants, enthusiasm, and energy.
6. There are superficial cultural differences between learners from different
countries (and these differences need to be respected and catered for) but
there are also strong universal determinants of successful language teaching
and learning.
7. Successful language learning in a classroom (especially in large classes)
depends on the generation and maintenance of high levels of energy.
8. The teacher is responsible for the initial generation of energy in a lesson;
good materials can then maintain and even increase that energy.
9. Learners only learn what they really need or want to learn.
10. Learners often say that what they want is focused language practice, but they
often seem to gain more enjoyment and learning from activities which
stimulate them to use the target language to say something they really want to
say.
11. Learners think, say, and learn more if they are given an experience or text to
respond to than if they are just asked for their views, opinions, and interests.
12. The most important thing that learning materials have to do is to help the
learner to connect the learning experience in the classroom to their own life
outside the course.
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University of Mindanao
College of Teacher Education “Physically Distanced but Academically Engaged”
13. The most important result that learning materials can achieve is to engage the
emotions of learners. Laughter, joy, excitement, sorrow, and anger can
promote learning. Neutrality, numbness, and nullity cannot.

NOTE: What is valid for someone from his/her own experience will not be valid for
other evaluators and users of materials from their experience and it must be careful
not to assume that all criteria above will be the right ones.

TYPES OF MATERIAL EVALUATION

• PRE-USE EVALUATION involves making predictions about the potential

value of materials for their users. It can be (1) context-free, as in a review of
materials for a journal; (2) context influenced, as in a review of draft
materials for a publisher with target users in mind; or (3) context-dependent,
as when a teacher selects a course book for use with her class.
• WHILST-USE EVALUATION involves measuring the value of materials while
using them or while observing them being used. It can be more objective and
reliable than pre-use evaluation as it makes use of measurement rather than
prediction.
• POST-USE EVALUATION is probably the most valuable (but least
administered) type of evaluation as it can measure the actual effects of the
materials on the users. It can measure short-term effect such as motivation,
impact, achievability, instant learning, etc., and it can measure long-term
effect such as durable learning and application. In short, it can measure the
actual outcomes of the use of the materials and thus provide the data on
which reliable decisions about the use, adaptation, or replacement of the
materials can be made.
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University of Mindanao
College of Teacher Education “Physically Distanced but Academically Engaged”

A FRAMEWORK FOR THE SELECTION OF COURSEBOOK

Tomlinson, 2003

• PSYCHOLOGICAL VALIDITY
o Psychological validity represents a need for student-focus – learner’s
needs, learner’s autonomy, self-development, creativity, and
cooperation.
o Language materials should be communicative within the classroom
settings and real world and should include learner’s long-term goals
(i.e., using English inside and outside the classroom). Thus, they
should contain exercises that build learner’s confidence to
communicate.
o Language materials should encourage learner’s autonomy through
facilitating leaners to discover their own learning styles, habits, and
preferences. They should engage learners to become decision makers
and not mere information takers.
o Language materials should provide opportunities for learners to learn
with and from fellow learners.

• PEDAGOGICAL VALIDITY
o Pedagogical validity focuses on teachers’ needs and developments.
o Learning materials should encourage teachers to improve their skills
and capabilities and obtain new ones. This can be attained by
teacher’s abilities and willingness to reflect on their practices AND
positive attitude to a possibility of acquiring new skills.
o Materials should provide detailed teachers’ notes but with a balanced
guidance.
o Materials should be flexible to allow a wide variety of teachers who
have different teaching styles and personalities to use a coursebook
effectively.
o Materials should cater for nonnative teachers to meet their
expectations, perspectives, and preferences.
o Materials should boost teachers to create their own choice of teaching
in such ways that they can add or delete teaching contents or structure
their lessons in their preferred ways.
o Materials should offer teachers opportunities to adapt and localize the
teaching contents.
o Materials should facilitate teachers to critically reflect on the usefulness
and appropriateness of materials.
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University of Mindanao
College of Teacher Education “Physically Distanced but Academically Engaged”
• PROCESS AND CONTENT VALIDITY
o Process and content validity concerns about a coursebook’s design
and writer’s intention for his book to be used. It focuses on such factors
as the methodology, content, format, appropriacy, authenticity, layout,
cultural sensitivity, accessibility, and educational validity.
o Materials should be current and promote positive personalities.
o Materials should provide a variety of tasks that can get both open-
ended and closed responses.
o Materials should be interesting.
o Materials should be clear (what they want to achieve).
o Materials, including activities, should be realistic and taken from the
real-world setting – real world communication developments.
o Materials should be accurate – no typographical errors, colorful, and
have enough white spaces on each page.
o Materials should be challenging.
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University of Mindanao
College of Teacher Education “Physically Distanced but Academically Engaged”
Keywords

❖ Factors to consider in Presenting

Instructional Materials
❖ Materials Evaluation
❖ Principles in Materials Evaluation
❖ Types of Materials Evaluation
❖ Selection of Coursebook

Self-Help and Supplemental Readings: You can also refer to the

sources below to help you further understand the lesson:

McGrath, I. (2002). Material evaluation and design for language teaching. Edinburgh
University

Tomlinson, B. (2003). Developing materials for language teaching. London: Continuum

Self-Preparation: RRR – Remember, Recite, Repeat

This is the part where you will check your understanding by yourself. Take
time to remember the essential terms by reciting them aloud. You may also jot
down or record your self-recitation and revisit it. Repeat the process.
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University of Mindanao
College of Teacher Education “Physically Distanced but Academically Engaged”
Let’s Analyze!

DEFEND and ELABORATE your answer to the following questions or statements.

1. Is evaluation the end of the entire process in developing language learning

materials? Why or why not?

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University of Mindanao
College of Teacher Education “Physically Distanced but Academically Engaged”
2. CREATE a checklist or a (holistic or analytic) rubric in evaluating a
coursebook or a specific language material.

3. CHOOSE a coursebook. Preferably, one that you read and used in class.
Then, evaluate your chosen coursebook based on the checklist or rubric you
made in number two.