Eng 109 - Preparation and Evaluation of Instructional Materials: The Materials Preparation Cycle

1. Preparation and Evaluationof
Instructional Materials
ENG 109

2. Instructionalmaterials are a key component in most
languageprograms.
It generally serve as the basisfor much of the
language inputlearners receive and the language
practice that occurs in theclassroom.

3. Instructionalmaterials can be:
a) printed materialssuch as books, workbooks,
worksheets orreaders
b) non-printed materialssuch as cassette oraudio
materials, videosor computer-based materials

4. c) materialsthat comprise
both printedand non-
printed sources suchas
self-access materials and
materials on theinternet

5. Dudley-Evans and St. John(1998, 170-171) suggest that for
teachers of ESP courses, materials serve the followingfunctions:
•as a sourceoflanguage
•as a learning support
•for motivation andstimulation
•for reference

6. Authentic Materials
Versus
Created Materials

7. Authentic Materials - refers to the use in teaching of texts, photographs,
video selections, and other teaching resources that were not specially
preparedfor pedagogicalpurposes.

8. Created Materials - refers to textbooks and other specially
developedinstructional resources.

9. Some have argued that authentic materials are
preferred over created materials because they contain
authentic language and reflect real-world uses of
language compared with the contrived content of
much created materials.

10. Advantages claimedfor authentic materials are (Phillipsand
Shettlesworth 1978; Clarke 1989; Peacock 1997):
• They have a positive effect on learner motivation.
• They provide authentic cultural informationabout the target
culture.
• They provide exposureto real language.

11. • They relate more closely to learners' needs.
• They support a more creative approach to teaching.

12. In both materials development and classroom teaching,
the goalis to developa sequence ofactivities that leads
teachers and learners through a learning route that is at
an appropriate level of difficulty, is engaging, that
provides both motivating and useful practice.

13. Goodmaterialsshould (Rowntree1997, 92):
•arouse the learners'interest
•remind them of their earlierlearning
•tellthem what they willbelearningnext
•explainnew learningcontent to them
•relatethese ideasto learners'previouslearning
•get learnersto think about newcontent

14. • helpthem get new feedbackon their learning
• encourage them to practice
• make sure they know what they are supposedto be doing
• enable them to check their progress
helpthem to dobetter

15. Input - refers to anything thatinitiates the
learning process and that students respondto in
some way in using thematerial.

16. Different Kinds of Materialsfor Language
Subjects
•Grammar materials
•Listeningmaterials
•Readingmaterials
•Writingmaterials
•Speakingmaterials
•Materialsthat are availableon the
Internet

17. The Materials
Preparation Cycle

18. PREPARE A
WORKING
OUTLINE
(SYLLABUS)
EXAMINING EXISTING
INSTRUCTIONAL
MATERIALS
ARRANGING OR
MODIFYINGEXISTING
MATERIALS
PREPARING
INSTRUCTIONAL
MATERIALS
SELECTINGOR
PREPARING LEARNER
ACTIVITIES

19. PREPARE A WORKING OUTLINE (SYLLABUS)
• It is based on the instructional strategy.
• It is based on measurable, sequencedperforming
objectives.
• It shouldbe based onthe instructional event.

20. EXAMINING EXISTING INSTRUCTIONAL MATERIALS
• You can use existing instructionalmaterials, if
they fit your strategy- this saves up a lot oftime
and money.

21. ARRANGING OR MODIFYING EXISTING MATERIALS
•Securecopyright.
•Arrangematerialsto caterto your needs.

22. PREPARING INSTRUCTIONAL MATERIALS
•Two types of activitiesexist:
IndividualorGroup
SELECTING OR PREPARING LEARNER ACTIVITIES

23. • Almost any type of experiencecan be transformed into an
individuallearningactivity, if:
1. Outcomes are specifiedin advance.
2. Outcomes can becomparedto pre-established performance
objectives.
3. The experiencemeets learner and instructor needs.

24. THANK YOU
AND
GOD BLESS!

25. BSE 3A – English
Mariano Quinto Alarilla Polytechnic
College