Language Learning

Materials Development
SEC. 6
 LEARNING OBJECTIVES
 are statements that describe what learners should be able to do or know
by the end of a program or course.

 They help guide the design, delivery, and evaluation of learning

activities and outcomes. However, not all learning objectives are the
same. Depending on the type and level of learning you want to achieve,
you need to differentiate between cognitive, affective, and psychomotor
learning objectives. In this article, you will learn how to identify and
write learning objectives for each of these domains.
 COGNITIVE DOMAIN

 Involves the mental processes of acquiring, understanding, applying,

analyzing, synthesizing, and evaluating information.

 Learning objectives in this domain usually start with verbs such as

define, explain, compare, solve, create, or critique. For example, a
cognitive learning objective for a program on program implementation
could be: "By the end of this program, learners will be able to apply
the steps of the program logic model to design a program plan."
 AFFECTIVE DOMAIN

 A domain involves the attitudes, values, feelings, and emotions that

influence learning and behavior.

 Learning objectives in this domain usually start with verbs such as

appreciate, respect, demonstrate, express, or commit. For example, an
affective learning objective for a program on program implementation
could be: "By the end of this program, learners will appreciate the
importance of stakeholder engagement and communication in program
implementation."
 PSYCHOMOTOR DOMAIN

 A domain involves the physical skills and abilities that

require coordination, manipulation, and movement.

 Learning objectives in this domain usually start with verbs

such as perform, demonstrate, practice, or use. For example,
a psychomotor learning objective for a program on program
implementation could be: "By the end of this program,
learners will be able to use a project management software to
track and monitor program activities and outcomes."
 BLOOM'S TAXONOMY

 One useful framework to help you differentiate between cognitive, affective, and psychomotor learning objectives is
Bloom's taxonomy.

 Bloom's taxonomy is a hierarchical model that classifies learning objectives into six levels of complexity and
specificity for each domain.

 The levels are: remember, understand, apply, analyze, evaluate, and create for the cognitive domain; receive,
respond, value, organize, and internalize for the affective domain; and imitation, manipulation, precision,
articulation, and naturalization for the psychomotor domain.

 By using Bloom's taxonomy, you can ensure that your learning objectives are aligned with the desired level of
learning and challenge for your learners.
TYPES OF INSTRUCTIONAL MATERIALS IN
TEACHING
 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.
AUDIO MATERIALS
–such as tape recording, cassette, radio, teleconferencing, language
laboratories, teachers voice. They appeal to the sense of hearing.

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
 MATERIALS/SOFTWARE
- include graphic materials, printed materials, slide, filmstrips, overhead
transparency, and motion pictures.

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.

ELECTRONICS
- this comprises of radio, computer; e-mail, multimedia. These teaching materials
makes teaching and learning process more easy and concrete.
 NON-PROJECTED MEDIA
Include books and other printed materials, objects, specimens. Models mock-up graphical
materials, bulletin boards that exhibits, black boards, field trips, simulation and games.

TWO-DIMENSIONAL INSTRUCTIONAL MATERIALS IN TEACHING

- Include flat pictures, graphs, chart, diagrams posters, comics, cartoons. They are also non-
projected materials with characteristics of being flat and light and may be either in opaque or
transparent form. They have length but no height.

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
 IMPORTANCE OF INSTRUCTIONAL
MATERIALS IN TEACHING -LEARNING
PROCESS

RHERT HEINICH (2001)

1. Gain and hold the attention of the learner

2. Provide visual aspects to a process or techniques

3. Focus attention on highlight of key points

4. Create impact

5. Facilitates the understanding of abstract explanations.

6. Provide a common experience to a large number of learners

7. Stimulate reality
They make learning more interesting, more real and lively. At all level of education, instructional materials in
teaching are very important in the attainment of desired goal and objectives. The traditional chalkboard method
of teaching involves only the learning sense of hearing and they easily loose of interest after some time. However,
the utilization of instructional materials in teaching and learning situation involves not only the sense of hearing
but also the sense of sight and touch, looking at educational practices, the Chinese proverb conclude that:

I hear –I forget
I see–I remember
I do –I understand

Kindler (1993) stated that people generally remember;

10% of what they read
20% of what they hear
30% of what they see
50% of what they hear and see
70% of what they say and
90% of what they say and what they do a thing
 3 TYPES OF POWER OF A TEACHER
SHOULD HAVE:

01 02 03
EXPERT POWER- REFERENT POWER- LEGITIMATE
When a teacher makes Giving students a sense POWER- Persons in
his students feel that he of belonging and authority
knows what he is acceptance.
talking about.
 HOW TO MANAGE YOUR
CLASSROOM DURING INSTRUCTION:
LEARNER-CENTERED- Learners-primary consideration. Teachers act as a facilitator.

INCLUSIVE- No inclusivity, teacher taught everybody

 DEVELOPMENTALY APPROPRAITE- Within their developmental stage and learning

activities fit the developmental stage Of students.

 RELEVANT AND RESPONSIVE

RELEVANT- answer their questions and concerns

RESPONSIVE- making teaching meaningful to students’ daily experiences.

RESEARCH BASED- Interesting, updated, convincing, and persuasive.

CULTURED-SENSITIVE- Mindful of the diversity of learners because all
learners are unique.

CONSTRUCTIVIST- Building upon prior knowledge; learners constructed new

lesson meanings.

INQUIRY -BASED-STUDENT- centered generated questions-core of the

learning process.

INTEGRATIVE- lesson was multidisciplinary.

INTERDISCIPLINARY- separate subject brought together.

Example: math in AP and science
 HOW TO MANAGE YOUR
CLASSROOM DURING INSTRUCTION:

THE DO’S AND DON’T’S IN A CLASSROOM

SETTING
WITHITNESS- The teachers’ awareness of what is going on in the
classroom.

OVERLAPPING- when a teacher shows that they have control of the

classroom by being able to do more than one thing at a time.

DANGLING- when the teacher ends an activity or stops discussing a topic

before it is completed.

THRUST- when the teacher is burst into activities without assessing

readiness and gives statement and question that make your students confuse.

PROXIMITY CONTROL- reduces the physical distance between herself

and a student as a way to remind that student of behavioral expectation.
SIGNAL INTERFERENCE- it is a nonverbal intervention that
communicates when the behavior is not appropriate.. It is helpful during
instruction, because it lets the misbehaving student know that their behavior is
not okay., yet it does not cause distraction to the rest of the class.

DIRECT APPEAL- it is mostly teacher directed. With this tool, the teacher is
imploring legitimate authority by the telling the student directly what his
doing.

REMOVAL OF SEDUCTIVE OBJECT- when the teacher removes any object

that distracts student’s attention.

ANTISEPTIC BOUNCING- in essence that the student is removed,

temporarily, from a situation where it is likely that he/she will become a
disruptive influence.