Instructional Materials Development and Evaluation

Learning Outcomes: Establish the roles and functions of Instructional Materials in the 21^st

century classroom (CLO1)

Critique instructional materials shown based on its functions

and guidelines in the selection of IMs (CLO3) (7 hours)

Learning Outcomes: Establish the roles and functions of Instructional Materials in the 21^st

century classroom (CLO1)

Critique instructional materials shown based on its functions

and guidelines in the selection of IMs (CLO3) (7 hours)

Preparation

Instructions: To have an overview of online learning with instructional

materials, watch the video in this link:

https://youtube.com/watch?v=QnWKN9H-T_Y&feature=share

Write a word which you can be the keyword of your reflection on the

materials used in the video? You can write the words in the chatbox.

Presentation

Instructions:

Please view this slideshow on the basic concepts of the instructional materials including the principles of effective instructions.

https://docs.google.com/presentation/d/1WUtnGe4lcJ1M1sKA_0TjYWv6ZKxO7ckJ/edit?usp=drivesdk&ouid=109615040054200478844&rtpof=true&sd=true

Practice

Instructions:

View the video clip on Dale's Cone of Experience. Write your critique of the video with a phrase or a sentence. Which of these experiences are the most effective in learning, especially remote online learning during the pandemic? Here is the link: https://youtu.be/gVT12B9fPJM.

Performance

Instructions:

With your groupmates, make a schematic diagram of the basic concepts of instructional materials.

Rubric

Content: 10

Organization: 10

Evidence: 10

Total: 30 pts.

Each lesson must have the following:

1. 3 Lesson Objectives

Example:

At the end of the lesson, you should be able to:

1. Explain the concepts of Roman Jakobson’s Language Functions;

2. Scrutinize video clips using language functions;

3. Make case studies on different communication situations; and

4. Create an e-discourse, guided with concepts on Stylistics and Language Functions in the paradigms of new media.

1. Motivational Activities / Introduction

For example:

• Enclose your motivational activities / introduction with a box, or any shapes and figures that is appropriate to the content

• Italicize the text.

1. Word Watch / Vocabulary Unlock

For example:

• Enclose the Word Watch / Vocabulary Unlock with a box, or any shapes and figures that is appropriate to the content

• Italicize the text.

• Words inside the box must not define in the content.

1. Content/ Lesson Proper

• Provide necessary information about the topic with proper citation in paragraph or in bullets. Just be consistent.

• Every Paragraph must be indented.

• All text must be justified in form.

• Bold only Topic Lesson.

1. Suggested Readings /Learn More/Check this Out

• Enclose the this part with a box, or any shapes and figures that is appropriate to the content

• Italicize the text.

• You may add URLs, DOIs, and name of textbooks.

• If there are photos inserted, indicate the source.

• You may also include guide questions, or post questions.

1. Learning Outcomes / Activity (indicate rubrics)

• It must be based from the objectives.

• Instructions must be clear. Do not anticipate that your readers can understand directly.

• Allocate one whole page for each activity.

• Indicate name, year and section, date, and score.

• When the activity requires performance or is a skills-based activity, make sure to attached rubrics indicating the source.

1. Output (tangible and behavioral; indicate rubrics)

• When the output requires performance or is a skills-based activity, make sure to attached rubrics indicating the source.

• It must be based from the objectives.

• Allocate one whole page for each activity.

1. Bibliographies (alphabetized and categorized) using APA format

1. Appendices

• Attached the syllabus (using latest format) with scanned signatures.

• Do not put remarks.

Note:

• Write a footer

Content: Subject Code – Descriptive Title Page number

_________________________________________________________________

Filipino 2 – Pagbasa at Pagsulat Tungo sa Pananaliksik 1

Click “Insert”, then “Footer”, then choose “Alphabet”

• You may insert clip arts, but must be appropriate. Acknowledge the source if taken from the internet. .

Pages

1. Cover Page

2. Table of Contents

3. Foreword / Authors Note / Preface

4. Lesson Proper

5. Activity Sheets with rubrics

6. Bibliographies

7. Appendices

GUIDELINES IN MAKING INSTRUCTIONAL MATERIALS

An Instructional material can be either published or unpublished. A published instructional material is produced and circulated even outside CTU-Argao campus. It contains some discussions of the topics with corresponding activity sheets. Another key feature is it also has Internal Standard Book Number (ISBN) or Digital Object Identifier (DOI). Unpublished Material does not have ISBN or DOI, but is created to aid teachers in the learning process.

CONTENTS OF AN INSTRUCTIONAL MATERIAL

Published Instructional Material

Considering that proofreading, and style and editing are dependent on the internal agreement of the author and the publisher, the instructional materials committee only sees to it that if recommended for utilization, the contents should have discussions of the lessons and some activities for students’ learning.

Unpublished Instructional Materials

All instructional materials under this category should consist of:

Preliminary Pages

1. Cover Page

2. Foreword / Introduction

3. Table of Contents

Body

1. Lessons covering the 15 weeks of meeting in the entire semester and are arranged chronologically with consideration of the idea that the other 3 weeks are expected to be spent for midterm and final examinations and for finalization of projects or requirements.

2. Learning Outcomes for each lesson written in a small box printed in the introductory part or every new lesson.

3. Activity Sheet for each lesson

4. Suggested Reading Materials

Appendices

1. Bibliography with updated sources

2. Syllabus with signature of the concerned authority

TECHNICALITIES FOR UNPUBLISHED INSTRUCTIONAL MATERIALS

• All major topics/chapter must have at least 3 objectives in a separate paper.

• Every new lesson should be in a new page

• Font Style and size for contents should be Arial 11

• Center headings must be all caps and bold

• Single Spacing is expected all throughout the entire instructional materials.

• Margin should be 1 inch at the left and 0.5 for the right, top, and bottom sides.

• Page Number must be at upper right corner

• Place inside a box all literature materials, such as written discourses, speeches, anecdote, etc.

• Activity Sheets must be provided in a separate page

• Suggested Reading materials/links must be provided every after a lesson before the activity sheet page.

Lesson 3 Instructional Design Framework and Models:

ADDIE Model

by Rowanne Marie Maxilom-Mangompit

Course Intended Learning Outcome: Articulate a comprehensive and contextualized view of the

ADDIE Model (CLO1)

Introduction

ADDIE Model is one of the models in designing an instructional material. In fact, it is the very well-known models.

Preparation

Activating Schema: Watch the video clip in this link https://youtu.be/BCJY_r7NJc0

and answer the question below.

Question: What does ADDIE stand for? Write a word that you can substitute

with ADDIE in the chat box.

Presentation

Branch (2010: 17) provided an overview of the ADDIE Model. Analyze, Design, Develop, Implement, and Evaluate (ADDIE) describes a process applied to instructional design to generate episodes of intentional learning. These are the purposes of each phase of the ADDIE:

Analyze: to identify the probable causes for a performance gap

Design: to verify the desired performances and appropriate testing methods

Develop: to generate and validate the learning resources that will be required during the life of

the instructional modules

Implement: to prepare the learning environment and prepare the students

Evaluate: assess the quality of the instructional products and processes, both before and after

Implementation.

Practice

Direction: Participate in an online quiz prepared by your professor.

Performance

Direction: Form a group with 4-5 members. Create a diagram of the ADDIE Model. You can use

canva.com for the template

References

Branch, R. (2010). Instructional design: The ADDIE Approach, New York: Springer. https://www.

pdfdrive.com/instructional-design-the-addie-approach-d25690406.html

Intended Course Learning Outcomes:

1. Articulate a comprehensive and contextualized view of the ASSURE Model (CLO1)

2. Evaluate the digitized instructional material using the ASSURE Model (CLO3)

Introduction

ASSURE Model is also another model in designing instructional materials which can be useful in designing instructional materials integrating technology.

Preparation

Activating Schema: What tools in technology will you use in presenting the topic on gender and

development? Explain why.

Presentation

Olayinka (2018) presented the ASSURE model in his research paper. Hassan (2014 in Olayinka,

2018:2) identified six steps as follows:

1. Analyze learners: planning for audience and their characteristics (e.g. age, sex, socio-economic

background, mental readiness, and learning styles);

2. State objectives: Tutors are encouraged to consider the class of audience, their behaviors and

the type of degree they are studying for;

3. Select technology/media/material: Select from material pool or modify or create a new one

4. Utilize the material: Preview the material and text the material/media or technology.

5. Requires learner’s participation: Bring learners in to harvest their views and advise.

6. Evaluate the media/technology with stated learning objectives.

For further discussion, you can watch this video clip https://youtu.be/rp1X-g7xs1E

and read the journal article of Olayinka (2018).

Practice

Direction: Watch this video clip https://youtu.be/xWJckczX2Rs on language and gender. Discuss in class

your observations in creating the instructional material chosen. Focus on the strengths and

weakness.

Performance

Direction: Search a video clip about the sustainable development goals with a maximum of three

minutes only. Evaluate the video clip as instructional material based on the ASSURE model.

References

Baldo-Culebo, J. (2021) Gender and Development. Retrieved from the World Wide Web at

https://youtu.be/xWJckczX2Rs on February 22, 2021.

Olayinka, T. A. (2018). Reengineering the ASSURE Model to curbing problems of technology

Integration in Nigerian learning institutions, Research in Learning Technology, 26, 1-8,

journal.alt.ac.uk>rlt>pdf_1PDF

Witt, A. (2015) ASSURE Model Retrieved from the World Wide Web at https://youtu.be/rp1X-g7xs1E

on February 22, 2021.

At the end of the lesson, the students must have :

1. Identified the different types of instructional materials used in the curriculum (CLO1);

2. Prepared samples of instructional materials discussed (CLO3); and

3. Make a Computer-Aided Material in conducting a topic presentation (CLO5).

Preparation:

Instructions: Look for ten objects near you. Then answer the following questions:

1. What are those ten objects near you?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

2. Have you experience using those in during classes or at school? How?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

3. Are those objects useful in your learning? In what ways do those objects helpful?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

Presentation

There are numerous instructional materials that have tremendously made the educational field interesting and entirely different.

I. Non-Print Instructional Material

They come in two forms: projected instructional material and non-projected material. Projected Instructional Materials require light source for projection, such as film projector slides. Non-projected instructional material do not require light source. They include three-dimensional objects, two-dimensional objects, prints, charts, models, etc.

Projector

Overhead Projector

Opaque Projector

Slide Projector

A. Projected Non-Print Instructional Material

Projected Visual Aids are images shown upon a screen by the use of a certain machine such as a film strip projector, slide projector, overhead projector, or TV. The still pictures are either magnified or diminished or displayed on screen for the convenience and adaptability of all grade levels for instructions.

Importance of Projected Visuals

1. Contributors of concepts, information, facts, and principles.

2. Enforces attention and stimulates longer attention span.

3. Elicits creativity and stirs learners’ sense of focus.

4. Can easily adjust the sizes of objects applicable to learners.

5. Energizers the users to enjoy what they see.

6. Learners remember better when seen.

7. Maximizes time consumption

Tips in Utilizing Projected Material

1. Check every projected material for age suitability, delicate issues, and creed.

2. Utilize the projected material as instructional support only, not a substitute. It is a vehicle to create a better construct of reality, which should not be used as time filler for the unprepared lessons.

3. Consider class size and students interest

Factors that Affect Quality of Projected Images

1. Kind of Screen, and placement of audience in relation to the screen

2. Size of images and their brightness, and quality of scanned photos and texts.

3. Room Size and Lighting

Dos in preparing PowerPoint Slides

1. Know your audience

2. Create the structure or outline, and organize your information clearly

3. Use keywords and essential words only, and use legible fonts

4. Ensure design consistency

5. Be smart about colors, and use visual elements to illustrate your ideas

6. End the slide with a summary or references

7. Use animation, sound effects, and transitions appropriately

DONTs in preparing PowerPoint Slides

1. Put everything on one slide

2. Overuse transitions, animations and sound

3. Use hard-to-read color combinations and fonts

4. Use generic graphics and (very) stock photos

5. Think the slides are for you

6. Relay on templates rather explore creativity

7. Read everything on the slides

GRAPHICS AND GRAPHIC ORGANIZERS

Graphics

• Visual images or designs combining with texts and colors

• Photographs, drawings, line arts, diagrams, typography, numbers, symbols, geometric designs, maps, and many more.

• Two-fold goals (1) make the data stand out on page, and (2) make the data support on main purpose.

• Types of graphic formats

  • Tables

  • Graphs and Charts

  • Photographs, Drawings, and Diagrams

  • Posters

Table

Graph

Diagram

Poster

Graphic Organizers

• Can be called as knowledge map, concept map, story map, cognitive organizer, advance organizer, or concept diagram.

• Forms of Graphic Organizers

1. Relation Organizers

   1. Storyboard

   2. Fishbone

   3. Cause and effect Web

   4. Chart

2. Category / Classification Organizers

   1. Concept Mapping

   2. KWL Chart

   3. Mind Map

   4. Sequence Organizers

   5. Chain

   6. Ladder

   7. Cycle

3. Compare Contrast Organizers

   1. Dashboard (Business)

   2. Venn Diagrams

4. Concepts Development Organizers

   1. Story Web

   2. Word Web

   3. Circle Chart

   4. Flow Chart

• Graphic Organizers improve students’ performance in retention, reading comprehension, student achievements, and thinking and learning skills.

B. Non-Projected Non-Print Instructional Material

1. Chart – Wall Board (Chalk, Card, Flannel, Bulletin, Models)

2. Realias – actual objects or items

• Reasons Why Realia should be used in the classroom

  • Provides the learners with hands-on experience

  • Allows students to explore directions and using of maps

  • Clarify students understanding the reason they are learning a particular lesson component.

3. Diorama - a model representing a scene with three-dimensional figures, either in miniature or as a large-scale museum exhibit.

Chart

Realia

Diorama

II. Print Instructional Materials

They are paper publications circulated in the forms of books, journals, magazines, newspaper, workbook, and textbooks among others.

Books

Journals

Magazine

Newspaper

Workbook

Poster

Hand-Outs

Flyer

Pamphlet

III. Electronic Instructional Materials

A. Audio IM- Audio Tape (Cassette, Records, Radio)

B. Visual IM- Calculator, Computer, Electric Board, White Board

C. Audio-Visual IM

• Teaching aids with sounds and visual components

• Any recorded sound and / or moving or still pictures

• Multi-media materials contain two or more audio-visual expressions like sound plus image plus text and animations

• Television, Video Tapes, Cine Films, PowerPoint Presentation

• PowerPoint Presentation

  • Complete graphics package, format all slides, and imports from other Microsoft products

  • Offers word processing, outlining, drawing, graphing, and presentation management tools.

  • Users can print audience hand-outs, outlines, and speaker’s notes

• Importance of Audio-visual Materials in Teaching and Learning

  • Arouse learner’s interest

  • Learners have clearer view of what has been taught

  • Enhance teaching methods, and build up learner’s comprehension

Using Audio-visual Materials When Presenting a Report

1. Define the goal

2. Have an outline as a guide

3. Research is finalized, as possible.

4. The final report is written.

5. Illustrations are added as needed.

6. Provide proofs for the assertions.

7. Emphasize key points

8. Enhance the appearance of the report

9. Add touch of humor and emotional impact.

10. Simplify statistical materials

Tips in designing Appropriate Visuals

1. Colors- play them with cool colors

2. Typography – know your type including texture, gradient, shading, etc.

3. Shapes – shape your design, and consider the use and placement of shapes.

4. Hierarchy – every element has a place (Hierarchy principles exist for a reason, the main one being that the user’s eye must gravitate to the most valuable information for a product to be effective)

5. Lines – Lines can speak your moods. Vertical lines imply feelings of dynamics and speed, while horizontal lines tend to create a sense of serenity and calm. The use of lines in visual design might seem like an afterthought to the untrained eye, but to a designer they are a critical component of his or her work.

6. Contrast – no room for grey areas. When there’s too much contrast, the user’s eye is drawn away from the critical information and instead focuses on the design itself because the elements pop too much and demand their full attention.

7. Order – Keep things aligned. When things are organized, a user is more likely to have a calm, distraction-free experience with an interface. When things are disorganized, a user’s eye is quick to catch the flaw and he/she immediately feels a sense of discomfort as they attempt to continue navigating their way through the information.

8. Weights – Size matters. It should serve a purpose, like highlighting a concept, an action, or a title.

9. Space – less space is more space. In the same way that silences and calculated pauses are effective when giving a speech, negative spaces allow the user to breathe a little, and to understand and digest the information they’ve been given.

10. Iconography. The images within a design set the tone for what the user is going to experience as he/she navigates the interface, probably more so than any other element.

Audio Tape

Audio Player

Calculator

Television

Electronic Board

Computer

Practice

Instructions: Click thumbs-up button if the picture has appropriate label, and thumbs-down, if not.

______Books ______

Magazine

Newspapers

Pamphlet

Overhead Projector

Film Strip Projector

Television

Computer

Audio Tape

Audio Player

Diorama

Charts

Questions:

1. What instructional materials is the most effective? Why?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________.

2. Read studies or news, or watch videos about the following topics:

a. Gender and Development Issues

b. Brain Drain Phenomenon and CTU’s Internationalization

c. New Academic Normal and Education for Sustainable development (ESD)

3. How do these topics affect you?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________.

Performance

Instructions:

Make a Computer-Aided Material in conducting a topic presentation. Topics are about issues in

a. Gender and Development Issues

b. Brain Drain Phenomenon and CTU’s Internationalization

c. New Academic Normal and Education for Sustainable development (ESD)

With the topics above, reflect your presentation in the following questions:

1. What is the issue all about? (Defining Important Terms, and Explaining the Problem)

2. How does it affect to socio-economic activities in your barangay, locality, in the country? (Implications to society)

3. What are your ways to address the issue (gender and development, etc.)? (Present recommendation and calls for action)

Scoring Rubric for Topic Presentation:

Content and Scientific Merit (20 points)

Introduction:

○ Defines background, important terms, issue at hand and importance of topic.

○ States objective, and is able to identify relevant questions or problems or issue assigned.

Body:

○ Presenter has a scientifically valid argument.

○ Addresses audience at an appropriate level (rigorous, but generally understandable to a scientifically-minded group).

○ Offers evidence of proof/disproof.

○ Describes methodology.

○ The talk is logical.

Conclusion:

○ Summarizes major points of talk.

○ Summarizes potential weaknesses (if any) in findings.

○ Provides you with a “take-home” message.

Speaking Style/Delivery (20 points)

○ Speaks clearly and at an understandable pace.

○ Maintains eye contact with audience.

○ Well-rehearsed (either extemporaneous or scripted presentation).

○ Limited use of filler words (“umm,” “like,” etc.).

○ Speaker uses body language appropriately.

○ Speaker is within time limits (15minutes).

○ Speaker is able to answer questions professionally (5minutes).

○ Speaker is dressed appropriately.

Audio/Visual (20 points)

○ Graphs/figures are clear and understandable.

○ The text is readable and clear.

○ Audio/Visual components support the main points of the talk.

• Graphic organizers are used appropriately

• Good play of colors, shapes, lines, and space.

○ Appropriate referencing of data that is/was not generated by presenter

General Comments

__________________________________________________

__________________________________________________

__________________________________________________

General Guidelines

1. Work with 5 – 8 members of a group.

2. Share your information you got from your readings, as to conduct a small group discussion via FB messenger or any online platform you can access easily.

3. Take note of the important details. Be guided with the questions above.

4. Outline your presentation.

5. Use PowerPoint as an aid in presenting the issue of your assigned topic.

6. Each group are given a maximum of 15 minutes for the presentation, and 5 minutes for the question and answer.

7. Record your presentation ahead. You may upload it in YouTube as unlisted, or save it to your Google drive for easy access and less destruction during the presentation.

8. You may send the link (YouTube or Gdrive Link) ahead.

Note:

Everyone must be part of the crafting of the instructional material, may it be in providing information, researching, encoding, editing, until presenting.

Formative Test (Online or Offline) Link for the written exam will be posted in Google Classroom.

Note: Please see the course pack for the photos.

Lesson 5b: Types of Instructional Materials prepared by Rowanne Marie Mangompit

Course Intended Learning Outcomes:

1. Identify the different types of instructional materials used in the curriculum (CLO1);

2. Prepare samples of instructional materials discussed (CLO4); and

3. Make a Computer-Aided Material in conducting a topic presentation

Preparation: Schema Building on the Instructional Materials

Presentation:

Watch the video on the ICT in the Education: An ODEL Practitioner’s perspective by Prof. Roberto Figueroa Jr. in this link: https://youtu.be/URg7bIJxmcI

Prepare your reactions after watching this video for the interactive discussion.

There are types of instructional materials as mentioned in the book titled

“Educational Technology 1 by Bernardo & Gonzales (2017).

TYPES OF INSTRUCTIONAL MATERIALS

A. Audio Materials

B. Visual Materials

1. Printed Materials

1.1. Textbooks

1.2 Manuals

1.3. Workbooks

1.4 Big Books

2. Charts, dioramas, etc.

3. Realias

C. Audio-visual Materials

1. video clips

D. Computer-Aided Materials presentations

Practice: Watch the second video on the existing and emerging technologies in this link:

https://youtu.be/XxYWXCb7RSkthe. Reflect on the emerging technologies and their

relevance to the context in the flexible learning system of the Cebu Technological

University learners.

Performance: Meet your groupmates and choose any of the topics to present in a teaching-

learning context and use at least three emerging technologies discussed in any of

the two videos watched.

a. Gender and Development Issues

b. Brain Drain Phenomenon and CTU’s Internationalization

c. New Academic Normal and Education for Sustainable development (ESD)

REFERENCES

Bernardo, Alejandro & Gonzales, Helen (2017) Educational technology 1. Manila: National

Bookstore. Retrieved on May 2, 2021 from the World Wide Web at rexestore.com.

Figueroa, R. (2021) ICT in the Education: An ODEL Practitioner’s perspective. Retrieved on

May 2, 2021 from the World Wide Web at https://youtu.be/URg7bIJxmcI

McDermott, L. (2021). Retrieved on May 2, 2021 from the World Wide Web at

https://youtu.be/XxYWXCb7RSk