INSTRUCTIONA

L MATERIALS
1 Nature of Instructional Material
2 Kinds/Types/Forms of Teaching Materials
3 Principles/Roles of Material Development
4 Functions of Materials
5 Benefits of Instructional Material
6 Factors Affecting Materials Preparation
7 Proper Use of Materials
8 Authentic vs. Created Materials

Jundelle Marie Bagioen, LPT

BatStateU-JPLPC Malvar
jmbagioen@gmail.com
1.Instructional materialsrefer to the human
and non-humanmaterialsand facilities that
can be used to ease, encourage, improved and
promote teaching and learning activities. They are
whatevermaterials
used in the process of instruction. They
indicate a
systematic way of designing, carrying out and
employing the total process of learning and
communication and employing human and non-
human resources to bring out a more
2. Instructional materialsare defined
as resources that organize and support
instruction, such as textbooks, tasks, and
supplementary resources (adapted from
Remillard & Heck, 2014 ).
 Instructional material is defined as content that
conveys the essential knowledge and skills of a
subject in the public school curriculum through a
medium or a combination of media for conveying
information to a student. The term includes a book,
supplementary materials, a combination of a book,
workbook, and supplementary materials, computer
software, magnetic media, DVD, CD-ROM, computer
courseware, online services, or an electronic medium, or
other means of conveying information to the student or
otherwise contributing to the learning process through
electronic means, including open-source instructional
material.Education Code 31.002
Open-source instructional material is
electronic instructional material that is
available for downloading from the
Internet at no charge to a student and
without requiring the purchase of an unlock
code, membership, or other access or use
charge, except for a charge to order an
optional printed copy of all or part of the
instructional material.Education Code 31.002
Technology equipment is hardware, a
device, or equipment necessary for
instructional use in the classroom,
including to gain access to or enhance the
use of electronic instructional materials; or
professional use by a classroom
teacher.Education Code 31.002
 VIEWS ABOUT
INSTRUCTIONAL
MATERIAL
UTILIZATION
According to Ibe (1998), utilization of
instructional material in teaching
associated with the function of the
teacher as the manager of instructional
process is important to the teacher to
arrange the mechanics of the
presentation and also plan to make the
materials meaningful to the audience.
Learning is enhanced commenting
on the use of resources in
learning, Lewis (1994) believed
in hear and forget, see and
remember, do and
understand.
Thisview was supported by Cohen
(1996)
Positive effect of IMs in teaching in schools
Great deal of cognitive change in the
school system could be made possible
through the use of audio-visual such as
charts, tape recorder, radio and television
programmes, pictures and programmed
materials,
 KINDS/TYPES/
FORMS OF
Insert product photo here INSTRUCTION
AL
MATERIALS
 Year Name Kinds
Reading, Audio-visual and
1980 Michealis
community resources
Dubey and Reading, Audio-visual, community
1981
Barth resources and Human Resources
Material which offer content,
1981 Kissock
Material for presenting the content

1986 Jarolimek Reading and Non-Reading

2009 Ofeogbu Human resources and Non-human

 Agu Okogbuo (2000)
Material/ Non-Projected
Visual Material
Software Media

Equipment/ 2D Instructional
Audio Material
Hardware Material

Audio-visual 3D Instructional
Electronics
Material Material
PRINCIPLES OF
MATERIAL
DEVELOPMENT
Penalflorida (1995) reports her use of the six
principles of material design identified by
Nunan (1988):
a) Materialsshouldbe clearly linkedto the curriculumthey serve
b) Materials should be authentic in terms of text and task
c) Materials should stimulate interaction
d) Materials should allow learners to focus on formal aspects of
the language
e) Materials should encouragelearners todeveloplearning skills,
andskills in learning
f) Materialsshould encourage learners to apply their developing
skills to the world beyond the classroom
Principles in the preparation of IM
1. Organization. It reflects and support a particular
philosophical orientation. (Teacher-centered or learner-
centered)
2. Sequence. It can improve the effectiveness of formal
instruction.
3. Completeness. The extent to which materials supply
the learner with the information and support needed
determine how the instructional goal will be attained.
4. Modality. It determines the types of stimuli that will be
present during the learning experience.
ADDIE Instructional Model
1. Analysis. The process of defining what is to be learned.
2. Design. The process of specifying how learning will
occur.
3. Development. The process of authoring and producing
the materials.
4. Implementation. The process of installing the
instruction in the real world.
5. Evaluation. The process of determining the impact of
instruction.
Thomas Nagels PPPF

Prepare yourself.It simply means that you should

know your lesson objective and your expectation
from the class after the session. There should be a
planning ahead on how you're going to proceed the
discussion and evaluate after.

Prepare your students.It implies setting class

expectation and learning goals. This comes by
throwing them guide questions and motivating them
as a way of keeping them interested and engaged.
 Present the material.It means you should rehearsed first
the materials you are going to use before presenting them to
the class. This is important especially if the materials you are
using are mechanical in nature, for example, PowerPoints and
other multimedia presentations. This is to avoid what they call
as R.O.G. Syndrome of Running Out of Gas. This syndrome
usually occurs due to lack of planning.

Follow Up. The main function of using instructional material is

to achieve an objective and that is ultimately the learning of
the students. Using this is not an end in itself but a means to
an end so there is a need for follow up to know if you have
attained your objective.
FUNCTIONS/BENE
FITS OF
MATERIALS
UNESCO (1962)
Writingon the need to use learning resources,
state the importance of IM in teaching:

Inspiringstudents to be curious in learning

Serving to make concepts more readable to students
Serving as a source to answer questions.
Okwudiba (2005)
1. Provide increased interest in learning
2. Hold the learners attention
3. Provide the learners with opportunities of interacting
with their social and physical environment
4. Offer learners opportunity for independent and
individualized learning
5. Supply concepts basis for conceptual thinking
6. Offer opportunities for learners to develop their abilities
and skills
7. Promote the acquisition and longer retention of
knowledge
Rhert Heinrich (2001)
Hoban and Zizzman (2006)
Thevalue of audio-visual materials is function of their
degree of realism.
 Nwaji (2002)
1. Enrich the lesson as they help the teacher to
illustrate and explain aspects of the lesson for
better understanding.
2. Provide opportunity for the development of skills of
observation, manipulation and construction in the
learners.
3. Provide learners the opportunity to interact with the
social and physical environment
4. Stimulate interest and hold attention
5. Prevent boredom and frustration, which hinder
learning.
6. Encourage thinking, development of imagination,
independent and individualized learning.
7. Offer variety of concrete experiences for the
acquisition and better retention of learned materials.
8. Save a lot of time in making verbal explanations
and breaks the monotonous voice of the teacher.
(Dudley-Evans & St. John, 1998)
As a source of language
As a learning support
For motivation and stimulation
For reference
 FACTORS
AFFECTING
MATERIALS
PREPARATION
(ORNSTEIN)
1. Understanding the operational functionality
Since educational communication and technology is a fairly new
area of importance in education, it is a lightly technical field, and
to understand how it can affect the instructional delivery, one
first has to understand the operational functionality of the
resource kits

2. Teachers knowledge
- This has a great impact on the effective application of teaching
aids or instructional materials, this is because the teacher uses
need to understand the sequential presentation of the
instructional gadgets so as to suit the interests of the learners
and its appropriateness with the instructional tasks.
3.StudentPopulation
Part of the application of teaching aids or instructional materials
process is the target population for whom the materials are to
be used and the setting or vicinity where the learning should
take place.

4. Time
-is also a serious problem or factor that delay the effective use
of instructional materials ineffective instructional delivery in the
class, because in most cases the time that is allotted for a
subject on the timetable might not be enough for the teachers
to present his contents alongside with effective use of the
materials which will affect the wholesome delivery of the
content.
5. Lack of supply of materials
This factor seems to be the handicap why most educational
institutions are unable to acquire relevant teaching equipment
and materials. In line with this, students and teachers will lack
on the opportunity to learn and use new techniques in the field.
There are sophisticated teaching aids or instructional materials
that can make learning easier and faster such as computer-aided
program but lack of funds has effects on its importation and use
in schools.

6.Lack of Funds
Materials available for the effective instructional delivery are
poorly manhandled by both the teachers and some school
authority.
7.Poor handling of Materials
Schools are affected by non-availability of resource room for the
proper keeping of both the locally manufactured and the
commercially purchased teaching aids thereby limiting its use
as at the time needed.

8.Non-availability of resource room

Another pressed issue about teaching aids or instructional
materials for use is that, the materials are grossly lacking in the
schools. There was scarcity of both printed and audio-visual
materials in most of the instructional neither printed nor audio-
visual materials were available in sufficient quantity or quality.
9. Sufficiency of printed and audio-visual materials
The few institutions indicates the availability of these materials
but were rather in poor condition.

10.Poor condition
- requires matching the materials to the learners abilities and
prior knowledge. If the students did not understand the
materials, frustration sets in and making it more difficult.
The teacher should must know the materials if it is suited on
the level of understanding of the students.
11. Understanding
-involves organizing the material so that it is clear to the students.

Directions, objectives, and main ideas are stated clearly. Internal and
final summaries cover the content. Transition between main ideas is
smooth and well integrated. Sufficient examples are provided. New
terms are defined. Adequate practice and review assignments reinforce
new learning.

12.Structuring/Clarifying
-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. The four basic
ways of sequencing a material are (Simple to complex, Parts to whole,
Whole to parts, and Chronological arrangements.
13. Sequencing
-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. Horizontal relationships establish a
multidisciplinary and unified view of different subjects (e.g. the
content of the social studies course is related to English and Science.

14. Balancing materials

-refers to the way headings, terms, illustrations, and summary
exercises integrated with the content. Does the example illustrate
major concepts? Are the major ideas identified in the 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?
15. Explaining
-refers to how much and quickly the lessons in the
books are presented. The volume or the length should
not overwhelm the students. There must be enough to
have an effect.

16. Pacing
-refers to the extent to which the material allows
students to link new ideas to old concepts in a form of
review. Less proficient learners would need more
review or linking than the more proficient ones.
 17. Reviewing
-It 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.

18. 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 to one form to another, and to apply
information to new knowledge - by using various techniques such
as comparing and contrasting, drawing inferences, paraphrasing,
summarizing and predicting.
Other factors to be considered
the materials should present the precise and true ideas of
the topic or subject being discussed
the materials should add meaning to the content of the
topic and these should help you achieve your instructional
objectives
the materials should be appropriate to the age,
intelligence, and experiences of the students
Other factors to be considered
the materials should be satisfactory
the materials should have a teacher's guide for effective
use
the materials should develop the student's higher critical
thinking skills
the materials should be accessible and affordable for the
students
Authentic
vs.
Created
Materials
Authentic materials:
Teaching resources that are not specially
prepared for pedagogical purpose

Created materials:
Text books and other specially developed
instructional resources
Advantages of authentic materials

have a positive effect on learner motivation

provide authentic cultural information about the
target culture
provide exposure to real language
relate more closely to learners needs
support a more creative approach to teaching

(Phillips & Shettlesworth, 1978; Clarke, 1989; Peacock, 1997)

Critics of using authentic materials

Created materials can also be motivating for

learners
Authentic materials often contain difficult language
Created materials may be superior to authentic
materials because they are generally built around
a graded syllabus
Using authentic materials is a burden for teachers
Advantages of using commercial textbooks

Provide structure and a syllabus for a program

Help standardize instruction
Maintain quality
Provide a variety of learning resources
Be efficient
Provide effective language models and input
Train teachers
Visually appealing
Negative effects of commercial
textbooks
May contain inauthentic language
May distort content
May not reflect students needs
Can deskill teachers
Be expensive
Evaluating textbooks
Before evaluating a textbook, information is
needed on the following issues:
The role of the textbook in the program
ex. Will it be used with small classes or large ones?
The teachers in the program

ex. Are teachers free to adapt and supplement the book?

The learners in the program

ex. What do learners typically expect in a textbook?

Criteria for textbook evaluation
They should:
Correspond to learners needs.
Match the aims and objectives of the language learning
program.
Reflect the present or future uses
Take account of students needs
Have a clear role as a support for learning

(Cunningsworth, 1995)
A checklist for textbook evaluation and selection ( Appendix 2)

Organized under the following categories (p. 274)

Aims and approaches
Design and organization
Language content
Skills
Topic
Methodology
Teachers books
Practical considerations

(Cunningsworth, 1995)
Factors involved in textbook
evaluation and selection
Program factors
Teacher factors
Learner factors
Content factors
Pedagogical factors
Adapting textbooks
A good provider of materials will be able to:

Selectappropriately from what is available

Be creative with what is available
Modify activities to suit learners needs
Supplement by providing extra activities

(Dudley-Evans & St. John, 1998)

Forms of adaptation
Modifying content
Adding or deleting content
Reorganizing content
Addressing omissions
Modifying tasks
Extending tasks
Preparing materials for a
program
Advantages: Disadvantages
Relevance Cost
Develop expertise Quality
Reputation Training
Flexibility
BLACKBOARD
VS
FLIPCHART
VS
OVERHEAD
PROJECTOR
 Blackboard

ADVANTAGES DISADVANTAGES
Cheap. Often neglected and in poor
Easily found. condition.
Transportable (some). No memory-once you have
Can be prepared in rubbed something out its gone.
advance. Dusty, and the trainer needs to
turn away from audience to
write.
 HOW TO USE THE BLACKBOARD

1. Plan in your notes what is going to be written down.

2. Compile a running picture of the total coverage of
the board.
3. Do not draw a good drawing and then doodle over
it.
4. Resist temptation to fill up every bit of space-one
idea at a time.
5. If often takes a lot of good audience time if you
have to write a lot of things out before their very
eyes. Can you write or draw in advance?
6. Check your lettering by standing at the back of
the room before the group arrives.
7. Check coloured chalk too. Purple is inevitably
invisible. Orange is not much better.
8. The correct place for a board if you are right
handed is on your left hand side.
9. The correct place stand is to the side of the
board so that when you write on it you can swing
your hips. This minimizes the problem about losing
eye contact.
10. Do not talk while you are writing on the board if
you can help it.
 Flipchart

ADVANTAGES DISADVANTAGES
Easy to transport. Can run out of paper.
Has a memory. You can All the problems with eye
prepare lots of things in contact that you get with a
advance and refer to blackboard if you dont
them when you want to. prepare in advance
Paper and markers might
be too costly.
 HOW TO USE THE FLIP CHART
1. It is used in much the same way as a blackboard but you
can use marker pens or crayons
2. You can present a little information at a time and move
onto a new page.
3. You can refer back to what has been said. If you want to
refer back often to one page you can put a marker on it
like a piece of sticky paper which you can use as a
handle.
4. You can make notes in light pencil on the paper of the
flip chart page. This means your notes are right next to
what you will be writing. The audience will not see them
and it does not matter if they do.
5. You can prepare drawings or information in advance but
remember that it will have to be fixed on the chart in the
vertical position (called portrait) and that your desk in your
office is nearly horizontal (called landscape). Be sure that
you get the paper fixed carefully in position before you start
to train and make sure that it will flip over without falling off,
tearing etc.
6. If you move on to a new point in your development and you
no longer need the flip chart page that you are using, turn
it over and get rid of it. Otherwise it will be very distracting.
7. Anticipate when you are going to run out of paper before
you actually do.

ADVANTAGES
Can be used in normal day light. No
need to darken the room.
Can keep eye-contact with the
audience either sitting or standing.
Can be used to project transparent
copies of real documents in original
detail.
Transparencies- Can be prepared or
drawn in advance, are small and
easily transported
Good with colours
OHP
DISADVANTAGES
Relatively expensive.
Bulky.
Bulbs blow at inconvenient times.
Tends to gather dirt and dust.
Requires a minimum projection distance
onto a screen or else blurring occurs.
Not appropriate in areas without electricity
or irregular electricity.
 HOW TO USE THE OVERHEAD PROJECTOR

1. If you are sitting, the top of the projector should be

at the same level as your table top and your right
hand side (if you are right handed.)
2. If you are standing the projector should sit on the
table. This makes the top just about at writing
height. Make sure the projector bulk does not obscure
anyones sight.
3. Make sure you know how it switches on and how to
change the bulb before your audience arrives.
4. You buy transparent acetate either cut in boxes or in
rolls. You can use either permanent pens or water
washable. Water washable are essential if you want to
use the acetates again but if your hand is sweaty you
will need it use the permanent ones.

5. If you cannot get acetate you can use glass, but you
have to wash it each time.

6. When you change a transparency over switch the

machine off and switch it on again when the new
transparency is in place.
7. Do not use an overhead projector if you have a
hangover or other reasons for trembling hands.

8. If you want to point to something point to the

transparency not the screen otherwise you block
out the light.

9. People see illuminated visuals better than

unilluminated ones and therefore will tend to
remember them better.
10. When you write on a transparency use capitals
and as a check try reading the transparency held
fully at arms - length away from you. If you can read
it easily - so will your audience after it is projected.

11. You can frame your transparency in a cardboard

frame which is made to fit the projector. You fix the
acetate in with masking tape. Then you can write
notes in the margin of the frame.
CHARACTERISTI
CS OF GOOD
INSTRUCTIONAL
AIDS
The greatest value of instructional aids lies in:
Their appeal to trainees senses and perceptions
Their ability to attract and hold trainees attention and
interest.
The ability in developing understanding of the material
to be learned.
Helps the trainees to learn faster and save instructional
time.
Helps trainees to understand the relationships between
different concepts or ideas.
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http://www.igi-global.com/dictionary/instructional-materials/48956
http://
www.tsbvi.edu/e-policy/1676-efaa-instructional-materials-selection-and-adop
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http://www.gistarea.com/instructional-materials-teaching-examples-importa
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https://www.academia.edu/8216343/II._DISCUSSION_Principles_and_Procedur
es_of_Materials_Development_1._
Developing_Principled_Frameworks_for_Materials_Development
http://
collections.infocollections.org/ukedu/uk/d/Jgtz017e/6.13.1.html#Jgtz017e.6.1
3.1