Beruflich Dokumente
Kultur Dokumente
Instructional Material
Development
By:
DR. JANNETH Q. RONDINA
PEDE I. CASING
INGRID L. NATINGA-PEÑAFLOR
WHAT ARE INSTRUCTIONAL
MATERIALS?
Educational Resources
Delivery Vehicles
Helps make
Clarifies the subject
learning more
matter
permanent
THINGS TO CONSIDER
Types of Instructional Materials
1. PRINTS – include textbooks, pamphlets, hand-outs, study guides, manuals
2. AUDIO – include cassettes, microphone
3. VISUALS – include charts, real objects, photographs, transparencies
4. AUDIOVISUALS – include slides, tapes, films, filmstrips, television, video,
multimedia
5. ELECTRONIC INTERACTIVES – include computers, graphing calculators,
tablets.
THEORIES IN
INSTRUCTIONAL
MATERIAL
DEVELOPMENT
Instructional Design Theory
It is the systematic development of instructional specifications
using learning and instructional theory to ensure the quality of
instruction.
It includes development of instructional materials and
activities; and try out and evaluation of all instruction and
learner activities.
Behaviorist Theory
Early in the 20th-century, E. L. Thorndike, Behaviorist theory is
based on the idea that learning is a change in overt behavior
and that changes in overt behavior occur as a response to
external stimuli.
Responses to stimuli produce consequences when the
consequences are positive the behavior is reinforced. With
consistent reinforcement, the behavior pattern becomes
conditioned.
Cognitive Learning Theories
Cognitive learning theories have their origins with the Gestalt Psychologist and
their interest in perception of forms, shapes and procedures.
One influential cognitive theory is Gagne’s Conditions of Learning in which he
came up to 5 major categories:
Intellectual Skills
Cognitive Strategies
Verbal Information
Attitudes
Motor Skills
Humanist Theory
Humanists are more concerned with education’s role in the
development of the person as a person.
Social/Situated Learning Theories
The social learning theory of Bandura emphasizes the importance of
observing and modelling the behaviors, attitudes, and emotional reactions of
others.
The most common (and pervasive) examples of social learning situations are
television commercials.
Cybernetic Theory
This system typically relies on error detection and correction (through
feedback) and provides a model for a different view of learning, the
cybernetic orientation.
Cybernetic orientation views the learner as an element in a larger human-
machine or a human-computer system.
Brain-based Theory
Ballesteros, J.O. (2016). Localization and contextualization of science activities in enhancing learners’ performance. Retrieved from
https://www.academia.edu/26424467/Localization_and_Contextualization_of_Science_Activities_in_Enhancing_Learners_Performance
Berns, R.G., & Erickson, P.M. (2001). Contextual teaching and learning: preparing the students for the new economy. Louisville: University of Louisville.
Bilgin, A.K., Yürükel, F.N.D., & Yiğit, N. (2017) The effect of a developed REACT strategy on the conceptual understanding of students: particulate nature of matter. Journal of Turkish
CORD, (1999). Teaching science contextually, CORD Communications, Inc., Waco, Texas, USA.
International Bureau of Education-UNESCO. (2009). Training tools for curriculum development. a resource pack. Retrieved from
http://www.ibe.unesco.org/fileadmin/user_upload/COPs/Pages_documents/Resource_Packs/TTCD/sitemap/Module_4/Module_4.html
Karsli, F. & Yigit, M. (2017): Effectiveness of the REACT strategy on 12th grade students’ understanding of the alkenes concept, Research in Science & Technological Education,
DOI:10.1080/02635143.2017.1295369
Silverman, S.L., Casazza, M.E. (2000). Learning and development: making connections to enhance teaching. San Francisco: Jossey-Bass Publishing Company.
Taylor, E.W. (2004). The theory and practice of transformative learning: a critical review. Journal of Education. (374), Retrieved from https://files.eric.ed.gov/fulltext/ED423422.pdf
Ültay, E. & Alev, N. (2017). Investigating the effect of the activities based on explanation assisted REACT strategy on learning impulse, momentum and collisions topics. Journal of Education
Utami, W.S., Sumarmi, Ruja, N.I., Utaya, S. (2016). REACT (relating, experiencing, applying, cooperative, transferring) strategy to develop geography skills. Journal of Education and Practice,
7(17), 100-104.
Van Hook, S.R. (2008) Theories of intelligence and motivation as a basic educational praxis. Retrieved from
https://www.academia.edu/31548904/Theories_of_Intelligence_Learning_and_Motivation_as_a_Basic_Educational_Praxis