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Concepts and Theories in

Instructional Material
Development
By:
DR. JANNETH Q. RONDINA
PEDE I. CASING
INGRID L. NATINGA-PEÑAFLOR
WHAT ARE INSTRUCTIONAL
MATERIALS?
Educational Resources

Delivery Vehicles

Improve Students’ Knowledge

Give color to the learning process


Increases the
effectiveness of the Stimulates Interest
teacher

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

Brain-based theory helps us to understand how we


learn and can stimulate a student’s brain to develop
patterns and create meaning by linking experience and
sensory stimuli to new knowledge through real-life
application.
Constructivism Theory
Another is John Dewey’s theory of Constructivism. This
theory encourages the students to create their knowledge based
on their own experience, applying these ideas to a new situation,
and integrating the new knowledge gained by pre-existing
intellectual constructs (Berns and Erickson, 2001).
Progressivism Theory
It can be gleaned also from John Dewey progressivism in
which it helps students to study well if they learn about something
that they have known. Teaching-learning process will be produced if
the students are involved actively in the teaching- learning
process at school.
Theory of Multiple Intelligences

Harvard psychologist Howard Gardner’s theory of multiple


intelligences counters the view of intelligence as a single trait or set of traits
that some people have more of or less than compared to others. Learning can
be facilitated by activities that allow children to learn in harmony with their
own unique minds.
References
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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

Science Education, 14(2), 65-81. doi: 10.12973/tused.10199a

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

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Napil, J. (2018). Design Theories in Instructional Development. University of Mindanao

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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.

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