Study Guide in Language Learning Materials Development FM-AA-CIA-15 Rev.

0 10-July-2020

Module 1 – Introduction to Materials Development

Module No. 3.1

Instructional Materials for Language Teaching

MODULE OVERVIEW

Enumerated below are topics that you need to study in this module.
1. Types of Instructional Materials for Language Teaching
2. Factors affecting materials preparation
3. Factors To Consider In Writing Instructional Materials(Ornstein)

MODULE LEARNING OBJECTIVES

At the end of the week, the preservice teacher (PST) should be able to:
a. evaluate language learning materials used in a basic education classroom using the principles in
materials evaluation;
b. examine the K to 12 English curriculum and cite materials used to facilitate mastery of a specific
competency; and
c. list down specific competencies from the K to 12 English curriculum and identify possible
language learning materials to be used for these competencies.

LEARNING CONTENTS

Types of Ins. Materials for Lang. Teaching

Instructional Materials include all materials designed for use by students and their teachers as learning
resources to help students to acquire facts, skills, and/or to develop cognitive processes.Instructional
materials in teaching or resources are available from many sources. Modern education faces lots 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 in teaching, instructional media and educational media virtually mean the same thing.They all
involve media materials derived from communication revolution, which can be used to promote teaching
learning process. According to Agu Okogbuo (2000) instructional materials in teaching could be classified
into:

1. Visual material - such as picture, diagrams buildings, projectors, teachers themselves, chart, real objects
(realia) studies etc. these materials such as books, newspapers journals, magazines, pamphlets, handout or
modules were also involved.
2. Audio materials – such as tape recording, cassette, radio, 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,
cassette tapes, and motion pictures.
5. Equipment/hardware: examples include: black boards, tape recorders, projectors and video
recorders. They are used in presenting materials, static ordisplay 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, and multimedia. These teaching materials
makes teaching and learning process more easy and concrete.

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Study Guide in Language Learning Materials Development FM-AA-CIA-15 Rev. 0 10-July-2020

Module 1 – Introduction to Materials Development

7. Non-projected media include books and other printed materials, objects, and specimens. Models
mock-up graphical materials, bulletin boards that exhibit, black boards, field trips, simulation and games.
8. Two-dimensional instructional materials in teaching - include flat pictures, graphs,chart, diagrams
posters, comics, cartoons, slides, films trips.
They are also non-projected materials with characteristics of being flat and light and maybe 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 (toys). They are non-projected materials. Characteristically, they
have length, width, height; hence they are called 3 dimensional.

FACTORS AFFECTING MATERIALS PREPARATION1

1. The curriculum, syllabus, and learning competencies
2. Learners’ learning styles, aptitudes, proficiency
3. Pedagogical principles held by the teachers4.Societal demands

Factors To Consider In Writing Instructional Materials

(Ornstein)

There are several factors to consider in writing instructional materials to ensure that learning is
effective. Ornstein provides us with nine: understanding, structuring or clarifying, sequencing, balancing,
explaining, pacing, reviewing, elaborating, and transfer of learning.

1. Understanding
Understanding requires matching the materials to the learners’ abilities and prior knowledge. If
students do not understand the materials, frustration sets in, making learning more difficult. The
teacher/writer must know whether the materials are suited to the level of the students and whether they will
understand those. Thus, the teacher/writer must provide for background lessons and check-up activities
and exercises to assess students’ understanding. This is especially important for younger and slower
students and when introducing new concepts.

2. Structuring or Clarifying
Structuring /Clarifying involves organizing the material so that it is clear to the students. It is
especially important when new subject matter is introduced, and when it is being linked to the previous
lessons.
Directions, objectives, and main ideas are stated clearly. Internal and final summaries cover the
content.Transition between main ideas is smooth and well integrated. Writing is not vague. Sufficient
examples are provided. New terms are defined Adequate practice and review assignments reinforce new
learning.
3. Sequencing
Sequencing refers to the arrangement of the materials to provide for continuous and cumulative
learning where complex concepts are taken only after prerequisite skills and concepts have been
mastered. There are four basic ways of sequencing a material:
Simple to complex
Parts to whole
Whole to parts
Chronological arrangements
4. Balancing
Balancing materials require establishing vertical and horizontal balance or relationships. Vertical
relationships refer to a building of content and experiences in the lesson, unit, and course level. Fourth-
grade language concepts build on third-grade concepts; the second unit plan builds on the first, etc.
Horizontal relationships establish a multidisciplinary and unified view of different subjects; for example, the
content of the social studies course is related to English and science.

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Study Guide in Language Learning Materials Development FM-AA-CIA-15 Rev. 0 10-July-2020

Module 1 – Introduction to Materials Development

5. Explaining
Explaining refers to the way headings, terms, illustrations, and summary exercises are integrated
with the content. Does the example illustrate major concepts? Are the major ideas identified in the chapter
objectives and overview? Do the headings outline a logical development of content? Do the materials show
relationships among topics, events, facts to present an in-depth view of major concepts? The students
should be able to discover important concepts and information and relate new knowledge on their own
through the materials.

6. Pacing
Pacing refers to how much and how quickly the lessons in the textbooks are presented. The
volume or length of the materials should not overwhelm students, but there must be enough to have an
effect. As students get older, the amount of materials can increase, the presentation can be longer and
more complex and the breadth and depth can be expanded.

7. Reviewing
Reviewing refers to the extent to which the material allows students to link new ideas to old
concepts in the form of a review. High-achieving and older students can tolerate more rapid pacing than
low-achieving and younger students, thus less proficient learners would need more review or linking than
the more proficient ones.

8. Elaborating
Elaborating ensures that students learn better through a variety of ways. The idea is to provide in
the textbook opportunities for students to transform information from one form to another, and to apply new
information to new knowledge – by using various techniques such as comparing and contrasting, drawing
inferences, paraphrasing, summarizing, and predicting. A series of elaboration strategies help students
learn new materials. The author must provide students with a broad list of questions (of comparing and
contrasting, drawing, analogies, etc.)

9. Transfer of Learning
Transfer of Learning may be done in a number of ways. Transfer of learning may be concept-
related, inquiry-related, learner, or utilization-related. The first two organizers seem to work best with
intrinsically motivated students and the second two best with a student who needs to be extrinsically
motivated. Since most students need some extrinsic motivation, learner-related and utilization-related
materials will be more effective with the majority of students.

Concept-related, drawing heavily on structure of knowledge, the concepts, principles, or the

theories of the subject.
Inquiry-related, derived from critical thinking skills and procedures employed by learning theorists
or scholars in the field.
Learner-related, related to the needs, interest or experiences of the students.
Utilization-related -show how people can use or proceed with them in real life situations.
TOMLINSON, 2001, p. 66

LEARNING ACTIVITY 1

Name: ___________________________________________ Student No. _______________________

(Surname, Given Name, MI)

Note: Upon submitting your activity, follow this name format: SG1_Learning Activity 2
GENERAL DIRECTIONS: Choose 1 among the points/topics provided below and provide a video

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Study Guide in Language Learning Materials Development FM-AA-CIA-15 Rev. 0 10-July-2020

Module 1 – Introduction to Materials Development

discussion about it. A minimum of 2-minute and maximum of 3-minute is given for your output. Be guided
with the rubric provided.

Things to consider:
1. Wear uniform (if you have) or a white polo/blouse in your video.
2. Landscape angle shall be followed with at least half of your body on the screen.
3. Observe silent environment while doing the video.
4. In case these “Things to consider” is not followed, a 3-point is deducted in your Final Score.

TOPICS
a) Every teacher is a materials developer’ (English language Centre, 1997) who needs to be able to
evaluate, adapt and produce materials to ensure a match between their learners and the materials
they use.
b) The most effective ways of ‘helping teachers to understand and apply theories of language learning –
and to achieve personal and professional development – is to provide monitored experience of the
process of developing materials’ (Tomlinson, 2001).
c) ‘Materials’ ‘include anything which can be used to facilitate the learning of a language. (Tomlinson,
2001).

Performance Above Meet Approaching Below

Indicators Standards Standards Standards Standards
(25-21 Points) (20-16 Points) (15-11 Points) (10-5 Points)
Shows a full Shows a good Shows a good Does not seem
Content understanding of understanding of understanding of to understand
the topic. the topic. parts of the the topic very
topic. well.

Speaks clearly Speaks clearly Speaks clearly Often mumbles

and distinctly all and distinctly all and distinctly or cannot be
(100-95%) the (100-95%) the most (94-85%) understood OR
Speaks Clearly time and time but of the time. mispronounces
mispronounces mispronounces Mispronounces more than one
no words. one word. no more than word.
one word.

Uses vocabulary Uses vocabulary Uses vocabulary Uses several (5

appropriate for appropriate for appropriate for or more) words
the audience. the audience. the audience. or phrases that
Extends Includes 1-2 Does not include are not
audience words that might any vocabulary understood by
Vocabulary vocabulary by be new to most that might be the audience.
defining words of the audience new to the
that might be but does not audience.
new to most of define them.
the audience.

Facial Facial Facial Very little use of

expressions and expressions and expressions and facial
body language body language body language expressions or
generate a sometimes are used to try to body language.
Enthusiasm strong interest generate a generate Did not generate
and enthusiasm strong interest enthusiasm but much interest in
about the topic and enthusiasm seem somewhat topic being
in others. about the topic faked. presented.
in others.

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Study Guide in Language Learning Materials Development FM-AA-CIA-15 Rev. 0 10-July-2020

Module 1 – Introduction to Materials Development

REFERENCES

Tomlinson B. (2013). Developing Materials for Language Teaching. Bloomsburry Publishing Plc. Retrieved at
https://www.academia.edu/43760213/Developing_Materials_for_Language_Teaching

https://brill.com/previewpdf/book/edcoll/9789463004329/BP000002.xml

Principles of Second Language Acquisition (SLA) relevant to the Development of Materials. Retrieved at
http://www.lenguasvivas.org/campus/files/0_47/Material%20development-Tomlinson.pdf

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