PRINCIPLES IN

DEVELOPING
INSTRUCTIONAL PLANS
AND OTHER TEACHING
MATERIALS

Instructional Materials
resources utilized by students
and teachers to facilitate,
enhance, or enrich the learning
process. Instructional materials
can have strong influence on
the nature and organization of
a course and profoundly affect
the learning experiences of the
students

Types of Instructional
Materials
Course Textbooks
Reference books
syllabi
modules
workbooks
manuals and
teacher/study guides

Principles
Certain principles in the preparation of instructional
materials affect instructional effectiveness.

ORGANIZATION

SEQUENCE

MODALITY

COMPLETENESS

The way in which materials are

organized reflects and support a
particular philosophical orientation
(teacher-centered
philosophy
or
learner-centered philosophy).

Or

a
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n
ga

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ti

Sequence

The manner
in
which
instructional
materials are
sequence can
improve the
effectiveness
of
formal
instruction.

The modality
of
instructional
material
determines
the types of
stimuli that
will be
present during
the learning
experiences.

MODALITY

The extent to which

materials supply the
learner
with
the
information
and
support needed to
determine how the
instructional goal will
be attained.

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ETE

ADDIE Instructional Model

A
D
D
I
E

NALYSIS - the process of defining what is to be learned

ESIGN - the process of specifying how learning will occur
EVELOPMENT - the process of authoring and producing
the materials

MPLEMENTATION- the process of installing the instruction

in the real world
VALUATION- the process of determining the impact of
instruction

SEQUENCE OF DEVELOPMENT OF
INSTRUCTIONAL MATERIAL
-Map the content
areas & processes
to be included
-Agree on the
general approach,
structure
&
format
-Make a plan of
the
set
of
materials to be PLANNING
produce
-Allocate writing
&
development
tasks
-Develop
the
format & layout to
guide writing
-Sequence
the
content
-Agree a time
scale

-Profile learners
- Identify aims &
objectives of the
materials
-Identify available
resources
and
constraints
-Choose media to PREPARING
for
be used
-Gather relevant WRITING
materials
-Plan a schedule
- Start planning
the
learner
support
-Identify training
needs for those
involved

-Write outline of
the
teaching
material
-Write first draft
-Get
comment
from others
-Think
about
graphics
-Review & rewrite
draft 1, based on
the
feedback
received
-Get comments on
draft 2 & try out
-Review & rewrite
-Edit
(with
professional
editors)
-Write
final
version
-Pilot materials

WRITING
and
EDITING

II
N
N
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T
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R
R
U
U
C
C
T
II
O
O
N
N
A
A
L

M
M
A
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T
T
E
R
R
II
A
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REQUIREMENTS IN THE PREPARATION OF INSTRUCTIONAL

MATERIALS
Include learners in
gathering resources
for the unit and help
them understand how
to find a variety
information sources;

If necessary, convert materials

into appropriate media for
better learner understanding;

Well-developed instructional
design draw information from
multiple resources (both
traditional and electronic);

Determine how the same idea can be

explained in a variety of forms (graphics,
texts, charts, graphs) to meet a variety of
learning styles;

Incorporate appropriate use of primary

resources (documents and artifacts). Help
learners know how to access archival
information and authentic primary
resources;

Evaluate all resources for accuracy and

appropriateness. Teach learners how to
assess reliability and validity

Incorporate multiple perspectives

whenever possible. Coach learners to
discriminate points of view, scope or slant
of the information, and detect bias,
stereotyping, or propaganda techniques.

In preparing instructional materials, one

need to have expertise in the following
(Van Enckevort and de Wolf, 1998)
Knowing and
understanding the
Mastering the
Learning to
elements of a
Learning to use the
process of
research and used
subject field: the
methods and
acquisition and
specialized
concepts,
techniques that are
presentation of
literature as well as
terminology,
specific to the
scientific
all other
definitions,
subject
knowledgeacquiring
documentary
methods and
a critical mind
sources
theories and models

3.5% through smell

11% through hearing

WHY MOTIVATE
We learn

83% through sight

1% through taste

1.5% through touch

10% of what we read

20% of what we hear

30% of what we see

We remember

90% of what we say

And do

80% of what we say

50% of what we see

and hear

VISIBLE
VISIBLE

PRACTICAL
PRACTICAL

Five
Requirements
of Effective
Learning Aids

INTERESTING
INTERESTING

ACCURATE
ACCURATE

SIMPLE
SIMPLE

VISIBLE

a. projected visuals can easily

be seen.
b. printed materials can easily
be read.

PRACTICAL

a. programs can be easily identified

with from the students point of
view.
b. tools provided the application
oriented and easy to understand.

INTERESTING

a. the design, colors and graphics

attract attention.
b. the illustrations and examples
promote retention.

ACCURATE

a. information is up-to-date, factual,

properly ordered and complete.
b. if revisions have been made, all
teaching materials must reflect the
revisions.

SIMPLE

A. content is digested, limited.

b. key words and concepts are
highlighted.

1. SIMPLIFYING

2.FOCUSING ATTENTION

The Six
Purposes
of Learning
Aids

3. MAKING POINTS MEMORABLE

4. TAKING US WHERE WE OTHERWISE
COULD NOT GO
5. CREATING VARIETY

6. SAVING TIME

1. SIMPLIFYING

a. they can simplify complex or observe

material.
b. if a learning aid simplifies what you are
teaching, keep it. If not, create a new one or do
without.

2.FOCUSING ATTENTION

a. they can draw the attention of both the

students and the teacher to the key point of
the topic.
b. they can keep the lesson from getting
sidetracked.

3. MAKING POINTS MEMORABLE

a. they constitute a multi-sensory learning.

b. they can be dramatic.

4. TAKING US WHERE WE OTHERWISE

COULD NOT GO

a. when it is not practical to take the students to

the experience, we can bring the experience to the
students
through the use of videos, audio tapes,
and on the edge of training technology, virtual
reality.
b. it is not important not to let the
entertainment value of the medium overcome its
learning purpose.

5. CREATING VARIETY

a. it can improve the students concentration

by providing a change of pace.
b. remember too much variety is as bad as too
little.

6. SAVING TIME

a. having a model to handle or a diagram to

refer to not only simplifies your presentation,
but it also makes understanding the content
easier for the students.

THANK YOU!!!