EL120 Language Learning Material Development

Republic of the Philippines

Pangasinan State University
Lingayen Campus
College of Education

EL120 Language Learning Material Development

2nd Semester, A.Y. 2023-2024

TYPES OF LANGUAGE
INSTRUCTIONAL MATERIALS

Submitted by:
ALBERT GUILALAS
JESSA MAE FONTANILLA
REA LYN DELA CRUZ
III-BSE English A

Submitted to:
PROF. CARMELA ESTIMADA
Professor

2023
INTRODUCTION

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Instructional materials are the content or information conveyed within a course. These

include the lectures, readings, textbooks, multimedia components, and other resources in a

course. These materials can be used in both face-to-face and online classrooms; however, some

must be modified or redesigned to be effective for the online environment. The best instructional

materials are aligned with all other elements in the course, including the learning objectives,

assessments, and activities. Instructional materials provide the core information that students will

experience, learn and apply during a course. They hold the power to either engage or demotivate

students. This is especially true for online courses, which rely on a thoughtful and complete

collection of instructional materials that students will access, explore, absorb, and reference as

they proceed in a course.

Therefore, such materials must be carefully planned, selected, organized, refined, and

used in a course for the maximum effect. The planning and selection of instructional materials

should take into consideration both the breadth and depth of content so that student learning is

optimized.

TYPES OF INSTRUCTIONAL MATERIALS

1. Still Projected Materials - are pictures shown upon a screen by use of a certain type of

machine such as a filmstrip projector, slide projector, overhead projector or TV/VCR. It also

enables educators to convey information to large numbers of people at the same time.

Examples:

Overhead Projector - a projector for projecting onto a vertical screen magnified

images of graphic material on a horizontal transparency illuminated from below- called

also overhead.

Slide projector - is an opto-mechanical device for showing photographic slides

35mm slide projectors, direct descendants of the larger-format magic lantern, first came

into widespread use during the 1950s as a form of occasional home entertainment; family

members and friends would gather to view slide shows, which typically consisted of

slides snapped during vacations and at family events. Slide projectors were also widely

used in educational and other institutional settings.

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Filmstrip - a strip of film bearing a sequence of images for projection as still pictures.

2. Non-Projected Displays - are those aids which are used without any projection. So they

translate abstract ideas into a more realistic format.

Examples:

Blackboard - is the most common display surface in the classroom. It can be

used as a surface to draw visuals to support verbal communication.

Bulletin Board - It is a surface used for decorative, motivational and instructional

purposes. It can hold pins, thumbtacks, and other sharp fasteners without damage to the

board.

Multipurpose Board - It is a board that is used for several purposes such as for

announcements or special events or occasions, reminders, things to do, etc. It is also

called panel board.

Flipcharts - refers to large sheets of paper fastened together at the top and

mounted to an easel. The sheets of paper can also be fixed to a support bar, or a display

board by pinning them along their top edges so that they can be flipped backwards or

forwards as required in order to reveal the information on a particular sheet, or to produce

a fresh blank sheet on which impromptu information can be written or drawn.

3. Printed Materials - As used in this policy, the term "printed materials" means any

publication, document, or record including, but not limited to, the following: newspapers,

magazines, books, photographs, drawings, prerecorded magnetic audio tape and that can be run

off in large numbers by printing machines, photocopiers and duplicators.

Examples:

Book - is a set of written, printed, illustrated, or blank sheets, made of ink, paper,

parchment, or other materials, fastened together to hinge at one side

Magazines are publications, usually periodical publications that are printed or

published electronically. (The online versions are called online magazines.)

Newspaper - is a serial publication containing news, other informative articles

and usually advertising. A newspaper is usually printed on relatively inexpensive, low-

grade paper such as newsprint.

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Photographs - are an image created by light falling on a light-serisitive surface,

usually photographic film or an electronic medium such as a CCD or a CMOS chip. Most

photographs are created using a camera, which uses a lens to focus the scene's visible

wavelengths of light into a reproduction of what the human eye would see.

Advantages of Print Materials

 Extremely portable. Print materials can be used in any location.

 High comfort level. Most students are very comfortable using print materials to learn.

 Cost effective. Print materials can be created and duplicated with little expense.

 Readily available. Many distance learning courses can take advantage of existing

textbooks, thus saving the time and expense of creating custom materials.

Disadvantages of Print Materials

 No interactions. Print materials do not generally provide built-in interactions.

Additional technologies, such as e-mail, must be supplemented.

 No audio/visual elements. Print materials are static and are not appropriate for teaching

languages and visual concepts.

 Require reading skills. If the learners are non-readers or language skills are required,

print materials will not be effective.

 Time delay. It may take days or weeks for printed matter to travel between student and

teacher.

4. Technological Instructional Media - systems, devices, and apparatus that present and adapt

information during the teaching process in order to improve the process's effectiveness. In terms

of function, such media are generally divided into three types: informational, testing, and

instructional. Informational technological instructional media are of the audiovisual type and

include radio programs, educational films and educational television, slide presentations, and

language laboratories. These media may supplement a lecture or lecture series, or they may be

used to reinforce the visual aspect of material under study.

Examples:

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Electronic whiteboards - are very effective for group instructions. They are used

for group presentations which enhance learning, and also students find it more

compelling.

Mobile devices - enable learners to take their classrooms anywhere. There are

more education apps available already that students, as well as teachers, can use. By

using mobile devices, iPads, tablets, or other devices, educators and learners can maintain

a connected classroom experience.

Televisions - can show current events in a country like business news,

presidential elections, etc. They can also be used to play educational and instructional

DVDs or videos on the history of a certain community.

Desktops and Laptops - This drives the need for schools to get sophisticated

computers with powerful processors to run the said applications.

Projectors - In a large classroom, all students may not be able to view what the

teaching is showing on the laptop screen, that's where projectors come in. A projector

hooks up to a laptop and projects the screen to a larger whiteboard in front of the

classroom.

Advantages of Technological Instructional Materials

 The Information Highway

Any answer to any question can be found with a few clicks of the keys on the

computer or smart phone. Powerful search engines allow an organized and simply way to

find the answers that students may need for assignments or projects.

 Broaden The Mind

Before the internet, children knew what their family taught them. This caused

their political and religious views to be the only ones that the children knew. Having

access to the technology will expose them to things outside of their parents' interests and

help them to form their own opinions.

 Brings Some Fun Into The Classroom

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Learning the same exact way from the same person every day can really

get...boring. This boredom turns into a lack of motivation in the students. When they are

able to integrate computer learning into their normal schedule, they become much more

excited to learn.

 Applicable Education

In the working world, in nearly every job you may take, you have to know how to

operate a computer. Teaching this skill in children early will give them an advantages and

a learning curve for when they are adults.

Disadvantages of Technological Instructional Materials

 Access To Inappropriate Content

The biggest concern when it comes to the use of technology in schools is how

easy pornographic, violent, and other inappropriate materials can be accessed and

viewed. This could cause big problems if the material is shared with other students while

in the classroom.

 A Disconnected Youth

This harmful effect of technology has already come to light in today's world.

People are attached to their screens almost 24/7, which is causing an entirely new set of

social issues to pop up. This translates into the school system in a bit of a different way,

however. More and more students are experiencing social anxieties when it comes to face

to face interactions, but are perfectly fine socializing online.

 The Cyberbullying Trap

Giving students access to anonymous accounts and endless contact avenues can

only lead to trouble. Cyber bullying has become a real and in our face problem among

young people today. This harassment has no end, which includes the class room. There is

also no way to monitor or discipline students who are involved.

 A Major Distraction

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Attentiveness drops drastically in the classroom when students have their cell

phones or other technologies out. The focus shifts from their teacher and education, to

whatever they are looking at, playing, or doing on their phones.

TYPES OF INSTRUCTIONAL MATERIALS

Instructional materials or resources are available from many sources. Modern education

faces lost of problems. The attempts at solving these problems, which involve the use of,

organized combination utilization of people, materials facilities, equipment and procedures to

achieve the desired instructional materials, instructional media virtually mean the same thing.

They all involve media materials derived from communication revolution, which can be used to

promote teaching learning process.

INSTRUCTIONAL MATERIALS could classified into:

1. VISUAL MATERIALS - such as picture, diagrams buildings, projectors, teachers themselves

(s) chart, real objects (realia) etc.

2. AUDIO MATERIALS - such as tape recording cassette, cartridge, radio, dice, teleture,

teleconferencing, language laboratories, teachers voice. They appeal to the sense of hearing.

3. AUDIO-VISUAL MATERIALS - which include the television, video recording motion

pictures with sound tracks, slide and films trips projection with sound tapes, films and

multimedia. They appeal to both sense of hearing and sight.

4. MATERIALS/SOFTWARE - include graphic materials, printed materials, slide, filmstrips,

overhead transparency, tapes cassettes, and motion pictures.

5. EQUIPMENT / HARDWARE: examples include: black boards, tape recorders, projectors

and video recorders. They are used in presenting materials, static or display such as chalkboard,

flannel graph, flip charts, magnetic board are also used in presenting materials or lectures.

6. ELECTRONICS: this comprises of radio, computer, e-mail, multimedia. These teaching

materials makes teaching and learning process more easy and concrete.

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7. NON-PROJECTED MEDIA - include books and other printed materials, objects, specimens.

Models mock-up graphical materials bulletin boards that exhibits black boards, buildings, field

trips simulation and games.

8. TWO-DIMENSIONAL - instructional materials include flat pictures, graphs, chat, diagrams

posters, comics, cartoons, slide, films, trips and films. They are also non-projected materials with

characters of being flat and light and may be either in opaque or transparent form. They have

length but no height, hence they are 2 dimensional aids.

9. THREE-DIMENSIONAL - institutional materials include: models, mock up objects,

specimens, laboratories, simulation and games. They are non-projected materials.

TYPES OF INSTRUCTIONAL MATERIALS

1. Textbook

 Main reference for the entire course

 Usually chosen by the school

 Reflects the minimum learning competencies for specific levels

 Arranged in units or chapters which can be labeled according to themes, topics, skills,

grammar structures or functions depending on the syllabus type followed.

 Contains readings, teaching points, drills, activities, and tasks for every day lessons

2. Workbook/Skill book

 Usually accompanies the textbook

 Provides exercises and drills on specific skills in listening, speaking, reading and writing

 Presents reinforcement and remedial activities to support lessons in the textbooks

3. Teacher's Book/Teacher's Manual/Teacher's Guide

 Contains a detailed rationale for textbook

 Explain the scope and the sequence for the lessons

 Includes introductory notes on how to use the textbooks, specific objectives for each

lessons and suggested strategies for teaching the lessons

 Provides guidance in planning the lessons from materials to suggested activities.

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4. Work Text

 Combines the features of the textbooks and workbooks

 Provides teaching points like those in the textbook

 Reinforces the teaching points WiFi. many drills and exercises just like those that

contain an A-Z or practical suggestions for teaching

5. Module and Self-Learning kit (SLK)

 More interactive than the other types of written IMs that appear in the workbook

 Develops independent study through self-paced instruction

 Contains post-test, pretest, lesson inputs, exercises and drills- provisions for self-paced

learning

6. Reference Book

 Provides general information on various topics

 Includes encyclopedia, dictionary, atlas, manuals, etc.

7. Multimedia Instructional Materials

 Audio and Visual materials accessible through various media like radio, television and

the computer

 Also includes interactive courseware on various topics

SCOPE OF THE POLICY FOR SELECTION OF INSTRUCTIONAL MATERIALS

I. Background

Instructional materials are essential tools in the English language arts classroom. They

allow students to interact with words, images, and ideas in ways that develop their abilities in

multiple literacies such as reading, listening, viewing, thinking, speaking, writing, and

technology. Because instructional materials are a primary resource for English language arts

teachers, they must be selected wisely.

The cornerstone of consistent, pedagogically sound selection practices is a clear, written

policy for the selection of materials in the English language arts program. Such a policy not only

helps teachers to achieve program goals, but also helps schools protect the integrity of programs

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increasingly. under pressure from censors, propagandists, and commercial interests. Because

selection policies should reflect local interests and issues and should be consistent with other

locally developed policies and curriculum documents

II. Scope of the Policy for Selection of Instructional Materials

What do we mean by "instructional materials"? In the past, the answer might have been

simply textbooks and workbooks. Today, however, the range has broadened considerably,

including young adult and graphic novels, informational text, websites, and ever-changing

technology. The focus of this document, then, is not on selection in the narrow sense of textbook

adoption, but on curriculum and program planning that entails selection of a wide range of

materials, both print and digital, that can be used in whole-class study, small-group work, and by

individual students in extensive study.

As schools clarify the scope of the policy, they should consider not only purchased

materials, but also materials that are provided online as well as those generated by the teacher

and even the students (e.g., student writings discussed in class or small groups). Also, the scope

of the policy should not unwittingly stifle spontaneity and creativity in teachers by requiring a

formal selection process for all materials used for instructional purposes. Sometimes the most

effective learning experiences are those that make use of unanticipated instructional materials: a

letter to the editor, a blog or tweet, for instance, or a newly released video version of a literary

work read by the class.

It is important, too, to distinguish between selection of materials and censorship of

materials. Selection of instructional materials is part of sound program planning. Needless to say,

careful selection is a powerful buffer against challenges because it assures that the program

planning process was thoughtful and not haphazard.

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