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Principles of Effective Material Preparation for Language Teaching, Study notes of English Literature

University of the Philippines Visayas (UPV)English Literature

The key principles and factors that teachers should consider when preparing materials for language teaching. It highlights the importance of creating materials that help learners feel comfortable, develop confidence, and expose them to authentic language use. The document also emphasizes the need to cater to different learning styles, aptitudes, and proficiency levels of students. Additionally, it outlines the pedagogical principles, such as student-centered approach and communicative approach, that should guide the material preparation process. The document also addresses the importance of considering the cultural and social context in which the students are learning, as well as the need to align the materials with the curriculum and learning objectives. Overall, the document provides a comprehensive overview of the various elements that teachers must consider when designing effective instructional materials for language teaching.

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Principles of Materials Development by Brian Tomlinson
1. “Materials should achieve impact.” Which means they should have attractive presentation and
appealing content to target learners.
2. “Materials should help learners to feel at ease.” Which means texts & illustration in materials
should make learners feel comfortable, relaxed and being supportive.
3. “Materials should help learners to develop confidence.” Which means they should make learners
feel successful and push learners to develop their skills.
4. “What is being taught should be perceived by learners as relevant and useful.” Which means
materials should convince learners that teaching points are useful whereby teachers need to
find what the learners are interested in.
5. “Materials should require & facilitate learners self-investment.” Which means they should
encourage learners to invest their interests, efforts and attentions.
6. “Learners must be ready to acquire the points being taught.” Which means using materials to
prepare learners to focus on features of target language which they haven’t learnt yet, so they
might be attentive to learn these features.
7. “Materials should expose learners to language in authentic use.” Which means they should
provide learners with advice and instructions for their activities, spoken language and written
text.
8. “The learners’ attention should be drawn to linguistic features of the input.” Which means
materials should include grammar and how the language is actually used.
9. “Materials should provide learners with opportunities to use target language to achieve
communication process.”
10. Take into account that the positive effect of instructions are usually delayed.
11. “Materials should take in account that learners differ in learning style.” Which means they
should provide a variety of activities and should support all learning styles, such as, visual
learners, auditory learners, kinesthetic learners, studial learners, experiential learners, analytic
learners, global learners, dependent learners and independent learners.
12. “Materials should take in account that learners differ in affective attitudes.” Which means they
should provide different types of text and activities, as well as should be aware of cultural
sensitivities of target learners.
13. “Materials should permit a silent period at the beginning of instruction.” Which means they
should not force learners to speak until they are ready.
14. “Materials should maximise learning potential by encouraging inellectual, aesthetic & emotional
involvement which stimulates both right and left brain activities.”
15. “Materials should not reply too much on controlled practice.” Which means they should focus on
language use.
16. “Materials should provide opportunuties for outcome feedback, especially feedback on the
effectiveness of use of language rather than accuracy of language.”
Factors Affecting Materials Preparation
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Principles of Materials Development by Brian Tomlinson

  1. “Materials should achieve impact.” Which means they should have attractive presentation and appealing content to target learners.
  2. “Materials should help learners to feel at ease.” Which means texts & illustration in materials should make learners feel comfortable, relaxed and being supportive.
  3. “Materials should help learners to develop confidence.” Which means they should make learners feel successful and push learners to develop their skills.
  4. “What is being taught should be perceived by learners as relevant and useful.” Which means materials should convince learners that teaching points are useful whereby teachers need to find what the learners are interested in.
  5. “Materials should require & facilitate learners self-investment.” Which means they should encourage learners to invest their interests, efforts and attentions.
  6. “Learners must be ready to acquire the points being taught.” Which means using materials to prepare learners to focus on features of target language which they haven’t learnt yet, so they might be attentive to learn these features.
  7. “Materials should expose learners to language in authentic use.” Which means they should provide learners with advice and instructions for their activities, spoken language and written text.
  8. “The learners’ attention should be drawn to linguistic features of the input.” Which means materials should include grammar and how the language is actually used.
  9. “Materials should provide learners with opportunities to use target language to achieve communication process.”
  10. Take into account that the positive effect of instructions are usually delayed.
  11. “Materials should take in account that learners differ in learning style.” Which means they should provide a variety of activities and should support all learning styles, such as, visual learners, auditory learners, kinesthetic learners, studial learners, experiential learners, analytic learners, global learners, dependent learners and independent learners.
  12. “Materials should take in account that learners differ in affective attitudes.” Which means they should provide different types of text and activities, as well as should be aware of cultural sensitivities of target learners.
  13. “Materials should permit a silent period at the beginning of instruction.” Which means they should not force learners to speak until they are ready.
  14. “Materials should maximise learning potential by encouraging inellectual, aesthetic & emotional involvement which stimulates both right and left brain activities.”
  15. “Materials should not reply too much on controlled practice.” Which means they should focus on language use.
  16. “Materials should provide opportunuties for outcome feedback, especially feedback on the effectiveness of use of language rather than accuracy of language.” Factors Affecting Materials Preparation

Material Preparation plays a critical role in the delivery of effective education. Educators need to consider various factors when designing teaching materials to ensure that they are aligned with the curriculum, meet the needs of diverse learners, adhere to pedagogical principles, and address societal demands. This report explores the factors affecting material preparation in education, including the curriculum, learner’s characteristics, pedagogical principles and societal demands. Material preparation is an important aspect of language teaching that can greatly impact the effectiveness of the lessons. Before diving into the factors affecting materials preparation, it is also necessary to know and understand its meaning. Material preparation is defined as the process of selecting, adapting, and creating instructional materials for language teaching. It involves carefully selecting and designing materials that align with the specific needs, goals, and proficiency levels of the language learners. Material preparation helps the teachers to create effective lessons that meet the needs of their students. Material preparation is important in several ways in terms of language teaching.

  • Helps teachers to create effective lessons.
  • Ensures that teachers have all the resources they need
  • Keeps students engaged and motivated
  • Helps students learn more effectively
  • Saves time and reduces stress for teachers After knowing the use and importance of material preparation, it is now the time to find out the different factors affecting material preparation. Because, it is where the efficacy and relevance of the material depends. The first factor is the curriculum, syllabus and the learning competencies. These documents provide guidelines on what content should be covered and what skills and knowledge the students should acquire. The curriculum, syllabus and the learning competencies: ✓ Provide a framework for lesson planning ✓ Guide the selection of materials ✓ Ensure that lessons are aligned with learning goals ✓ Help teachers to assess student’s progress The second factor is the learner’s learning styles, aptitude, and proficiency. Understanding these three can help teachers to prepare more effective materials for language teaching  Learning styles When preparing materials for language teaching, teachers can take the different learning styles into account by incorporating a variety of activities and media that cater to different learning styles.  Aptitude Aptitude refers to student’s natural ability in particular subject. Some students may have a natural talent for languages, while others may struggle more. When preparing materials for language teaching, teachers can take these differences in aptitude into account by providing differentiated instruction.  Proficiency Proficiency refers to a student’s current level of skill or knowledge in a particular subject. Some students may be beginners, while others may be more advanced. When preparing materials, the teacher should provide an appropriate material depending upon the capacity of each learner. Students have different learning styles and here are some strategies to balance the needs of each group:  Use differentiated instruction You might provide more basic materials and activities for beginner learners and more challenging materials for advanced learners.  Use authentic materials Using authentic materials can help challenge advanced learners while still being accessible to beginner learners.  Use Scaffolding

Teachers should consider the cultural context in which their learners are studying and select materials that are culturally appropriate and relevant. The cultural appropriateness of the material can be determined through the following:  Reflect cultural diversity  Avoid stereotypes and biases  Respectful and Accurate portrayal of cultures

  1. Align with mainstream values Teachers should select materials that align with the mainstream values and avoid content that is offensive or promotes illegal or unethical behavior. To ensure that the materials they select align with mainstream values, teachers can take the following steps:  Conduct a thorough review of the materials.  Consider cultural sensitivity.  Seek feedback from colleagues and experts.  Use reputable resources.  Adapt materials as needed.
  2. Stay up-to-date with trends and interest Teachers should stay informed about current trends and interests in society and among their learners to select materials that are engaging and appealing. By incorporating societal demands into material preparation, teachers can create a learning environment that is relevant, engaging and aligned with the needs and interest of their learners. this can help learners develop their language skills while also preparing them for the diverse and globalized world which we lived. In conclusion, factors affecting material preparation in language teaching are numerous and complex teachers must consider the curriculum, syllabus, and learning competencies as well as the learners’ learning styles, aptitude and proficiency, they must also take an account with their own pedagogical principles and the societal demands of the context in which they are teaching. By carefully considering these factors, teachers can prepare effective and engaging materials that meet the needs of their students and help them achieve their language learning goals. Instructional material, also known as teaching/learning materials (TLM) are any collection of materials including animate and inanimate objects and human and non-human resources that a teacher may use in teaching and learning situations to help achieve desired learning objectives. TYPES OF INSTRUCTIONAL MATERIALS
  3. Printed  Textbooks- a book containing a comprehensive compilation of content in a branch of study with the intention of explaining it. Used as a standard source of information on a particular subject. It is typically used in a classroom setting and contains information that is meant to be learned and memorized.  Workbook/Skill book- a book that contains problems or exercises and that students use to practice what they are learning in a class.  Teacher’s Book / Teacher’s Manual/ Teach Guide – The teacher’s guide defines him as the assistant, on which teachers rely on teaching courses and transporting them to students, which is the motivation and mentor of the teacher in how to give lessons to students and each stage of study his own guide so that teachers can convey the message clearly without any complications.  Work Text- A work text is a combination of a workbook and a textbook. It contains information that is meant to be learned, but also includes exercises and activities that allow the student to apply what they have learned.  Module or Self-learning Kit (SLK)- Self-learning module (SLM) is designed for independent learning. SLM contains objectives, pretest and post test, and uses directory modules, content. Resources for further study.  Reference Books – A book of facts, such as a dictionary or an encyclopedia, which you look at to get information.
  1. Audio  Podcast ( Audio Recordings) – A podcast is a form of digital media that consists of audio recordings, typically in an episodic series, which can be downloaded or streamed over the internet.  Microphone – A mic, short for microphone, is a device that converts sound waves into electrical signals. It is used to capture audio and facilitate amplification, recording, or transmission of the sound.  Cassettes — Cassettes, also known as cassette tapes, are a type of magnetic tape storage medium for audio recording and playback.  Radio - Refers to the device used for receiving broadcasts. Radios are typically composed of a receiver that tunes in to specific frequencies or channels to capture and convert radio waves into audible sound.  Audio Lectures – Audio lectures are educational presentations or lessons that are delivered in an audio format. They are designed to provide information, instruction, or insight on a particular subject or topic.  Audiobooks — Audiobooks are narrated versions of written texts. They can be educational textbooks, literature, or even specialized subject material. Audiobooks provide an alternative method for students to access information and improve their auditory comprehension and melodies.  Music or Songs – Music and songs are forms of artistic expression that involve organized sounds.  Compact Disk (CD)-Care optical storage media that are commonly used for storing and playing back digital audio, video, and data. They are circular discs made of polycarbonate plastic, typically measuring 12 cm in diameter.
  2. Visual  Photographs- A photograph is an image captured by a camera or other imaging devices using light-sensitive materials or sensors. It is a visual representation of a moment frozen in time.  Posters  Posters are visual displays typically printed on large sheets of paper or other materials. They contain images, text, and graphics designed to inform, promote, advertise, or decorate.  Graphics and charts  Graphics refer to visual representations, often created using computer software or traditional artistic methods. Graphics can take various forms, including illustrations, designs, logos, icons, or symbols. Charts are graphical representations of data or information, visually displaying relationships, comparisons, trends, or patterns.  Manipulatives or real objects- A real object refers to a tangible, physical entity that exists in the physical world. It has a physical presence and can be observed or interacted with using our senses. Real objects occupy space and have properties such as size, shape, texture, weight, and color.  Concept Map — A concept map is a visual representation of ideas, concepts, or knowledge with their relationships and connections  Map – A map is a visual representation of a geographic area, typically depicting land, bodies of water, roads, landmarks, and other relevant features.  PowerPoint Presentations- A PowerPoint presentation refers to a digital slideshow created using Microsoft PowerPoint software or similar presentation software. It consists of a series of slides that contain text, images, graphics, charts, multimedia elements, and other visual elements.
  3. Audiovisual  Slides with sounds – Slides with sounds refer to presentation slides that incorporate audio elements. They go beyond the traditional use of visual aids and add an auditory dimension to enhance the overall presentation experience.  Films — Films, also known as movies or motion pictures, are a form of visual storytelling that utilizes a sequence of rapidly moving images to create the illusion of motion. They are one of the most widely consumed and popular forms of entertainment and artistic expression.  Television — Television, often abbreviated as TV, is a widely used medium of transmitting and receiving broadcasted visual and audio content. It is a device that receives broadcast signals and displays them as moving images accompanied by sound.

 Give them more opportunity to make the best use of their time and skills to do more real teaching. Students  Concretize the syllabus.  Opportunity for individual work in or outside the classroom.  Follow a course of study with little help from teachers. SYLLABUS AND ITS TYPES What is a syllabus? ● Syllabus is a document that outlines all the essential information about a certain course or subject. (Shorelight.com) ● A document that communicates information about an academic course and defines expectations and responsibilities. (Wikipedia) ● A summary of a discourse, a list of topics that will be studied in a specific course. (Merriam Webster) There are six (6) types of language teaching syllabus.

  1. STRUCTURAL (FORMAL) SYLLABUS- the content of language teaching is the collection of forms and structures, usually grammatical, of the language being taught. ● This type of syllabus is grammar based and is known as the commonest syllabus structure. ● This syllabus assumes that the grammatical or structural aspects of language forms are the most basic and useful in learning languages. ● Examples of structure include: nouns, verbs, adjectives, statements, questions, complex sentences, past tense and so on. ● This syllabus is designed to develop learners’ explicit knowledge of grammatical properties. Issue/Criticism: ● Overemphasis on language structure ● Grammatical syllabus focuses on only one aspect of language— the grammar. The truth is, there are lots of aspects to be considered in language. ● Recent corpus based research suggests that there is divergence between grammar of the spoken and written language, raising implications for the grading of content in grammar based syllabuses.
  2. NOTIONAL/FUNCTIONAL SYLLABUS- the content of language teaching is a collection of the functions that are performed when a language is used, or of the notions that a language is used to express. ● Language content is organized according to meanings which learners need to express. ● Examples of the function include: informing, agreeing, apologizing, requesting. ● Examples of notions include: age, size, color, comparison, time and so on. ● The functions such as making requests, apologizing, giving directions or conceptual categories such as place, time, and emotions— and the exponents used to communicate them. ● For describing location- notional exponents include such grammatical categories as prepositions (in, on, and at) etc. Issue/Criticism: ● It is important to remember that notional/functional syllabus is that the needs of the students to be explored and analyzed by different types of interaction a learner may be involved in. ● Needs analysis (define deficiencies or problems and identities causes and solutions) is the central point of notional/functional syllabus. ● This type of syllabus proposes a new list consisting notions and functions that becomes the main focus in the syllabus. ● White (1988) claims that, “language does not happen in isolation” there is also difficulty in selecting and grading function and form.
  3. SITUATIONAL SYLLABUS- The content of the language teaching is a collection of real or imaginary situations in which a language occurs or is used. A situation usually involves several

participants who are engaged in some activity in a specific meeting. The language occurring in the situation involves a number of functions, combined into a plausible segment of discourse. ● The primary purpose of a situational language-teaching syllabus is to teach the language that occurs in the specific situations. ● Examples of these situations include: seeing the dentist, complaining to the landlord, buying a book, meeting a new student, and so on. ● Such examples may also include a role play where students can play out situations using their own language and possibly settings. ISSUE/CRITICISM ● Too great a use of predetermined and artificial situations can lead to lack of transfer to real language use.

  1. SKILL-BASED SYLLABUS- The content of the language teaching is a collection of specific abilities that may play a part using language. Skills are things that people must be able to do to be competent in a language, relatively independent of the situation or setting in which the language use can occur. ● While the situational syllabi group functions together into specific settings of the language use, skill-based syllabi group linguistic competencies (pronunciation, vocabulary, grammar, and discourse) together into generalized types of behavior, such as listening to spoken language for main idea, writing well- formed paragraphs, giving effective oral presentations, and so on. ● The primary purpose of the skill-based instruction is to learn specific language skills. ● A possible secondary purpose is to develop more general competence in the language, leaving only incidentally any information that may be available while applying the language skills. ISSUE/CRITICISM ● The degree to which ability to perform specific tasks in a language is dependent on or independent of overall language proficiency.
  2. TASK-BASED SYLLABUS- based on task-based learning, an approach where learners carry out tasks such as solving a problem or planning an activity. The language learnt comes out of the linguistic demands of the activity. A task-based syllabus is structured around a series of these tasks. The performance of the tasks is approached in a way intended to develop second language ability. ● Task-based teaching differs from situation-based teaching in a way that situational teaching has the goal of teaching the specific language content that occurs in the situation (pre-defined products), task-based teaching has the goal of teaching students to draw on resources to complete some piece of work (a process). The students draw on a variety of language forms, functions, and skills often in an individual and unpredictable way, in completing the tasks. ● Tasks that can be used for language learning are, generally, tasks that the learners actually have to perform in real life. ● Examples include: Applying for a job, talking with a social worker, getting housing information over the telephone, and so on. ISSUE/CONCERN ● Tasks have to be carefully planned to meet the correct criteria.
  3. CONTENT-BASED SYLLABUS- The primary purpose of the instruction is to teach some content or information using the language that the students are also learning. ● The subject matter is primary, and the language learning occurs incidentally to the content teaming. The content teaching is not organized around the language teaching, but vice-versa. ● Content-based language teaching is concerned with information, while task-based language of the written language teaching is concerned with communicative and cognitive processes, An example of content-based language teaching is a science class taught in the language the students need or want to learn, possibly with linguistic adjustment to make science more comprehensible. ISSUE/CONCERN ● Lack of focus on language form: A content-based syllabus may not focus on language form, which can lead to errors in grammar, vocabulary, and pronunciation.
  1. PACING- refers to how much and how quickly the lessons in the textbooks are presented. Key takeaways:
  • The volume or length of the materials should not overwhelm students.
  • There is a target time condition for the lesson proper and exercises.
  • Complexity of the content must be managed.
  • The age and level of the learners must be considered.
  1. REVIEWING-refers to the extent to which the materials allows students to link new ideas to old concept in the form of a review. Key takeaways:
  • Linking new concepts from old ones will increase their learning pace. Less proficient learners would need more review or linking that the more proficient ones.
  1. ELABORATING-ensures that students learn better through a variety of ways. Key takeaways:
  • Provide opportunities for students to transform information to one form to another.
  • To apply new information to new knowledge by using various techniques (ex. Comparing and contrasting, drawing inferences, paraphrasing, summarizing, predicting, etc.)
  • The author/writer must provide students with a broad list of questions (of comparing and contrasting, drawing, analogies, etc.)
  1. TRANSFER OF LEARNING- may be done in a number of ways; wherein Transfer of learning maybe concept-related, inquiry-related, learner or utilization related. The following are ways of transfer of learning:
  • Concept-related contents presents ‘big ideas’ such as theories, principles, or structures; works best with intrinsically motivated learners.
  • Inquiry-related derived from critical thinking skills and procedures employed by learning theorists or scholars in the field; works best with intrinsically motivated learners.
  • Learner-related – related to the needs, interest or experiences of the students; works best with extrinsically motivated learners.
  • Utilization-related show how people can use or proceed with them in real life Situations; works best with extrinsically motivated learners. PRINCIPLES IN MATERIALS DESIGN (NUNAN, 1988)
  1. Materials should be clearly linked to the curriculum they serve. It’s about how educational resources like textbooks, worksheets, and multimedia. Content should directly support the learning objectives set out in the curriculum. For example, when you’re teaching language, the materials you should use will help students to develop the skills and knowledge that the curriculum specifies, like certain grammar structure or vocabulary.
  2. Materials should be authentic in terms of text and task.  AUTHENTIC TEXT- These are the texts that is not especially written for educational but are still relevant and useful for learning purposes. Example: newspaper articles, blog posts, novels, emails, emails, and social media posts.  AUTHENTIC TASK- These are activities that require students to apply their knowledge and skills in realistic contexts, mirroring the tasks they would perform outside the classroom. Example: Writing a formal letter/email to a potential employer. Make a phone call to book a hotel room.
  3. Materials should stimulate interaction. Refers to creating teaching materials that will encourage students to engage with content, their peers, and the teacher, fostering a collaborative and dynamic learning environment. Here are some ways that materials can be designed to stimulate interaction:
  • GROUP ACTIVITIES
  • ROLE PLAYING
  • PEER REVIEW
  • QUESTION AND ANSWER SESSIONS

• INTERACTIVE MULTIMEDIA

  1. Materials should allow learners to focus on formal aspects of the language. This principle is particularly important in language learning and teaching. It emphasizes the importance of providing students with opportunities to study and practice the rules and structures that govern a language, such as grammar, syntax, and pronunciation. Here are some ways that materials can be designed to allow learners to focus on formal aspects of the language:
  • GRAMMAR EXERCISES
  • PRONUNCIATION PRACTICE
  • VOCABULARY BUILDING
  • READING AND LISTENING COMPREHENSION
  • WRITING AND SPEAKING PRACTICE
  1. Materials should encourage learners to develop learning skills and Skills in learning. This principle of material design is about creating teaching materials that not only focus on the content knowledge but also help students to become more effective be independent learners. Here are some ways that materials can be designed to encourage learners to develop learning skills and skills in learning:
  • METACOGNITIVE STRATEGIES
  • STUDY SKILLS
  • PROBLEM-SOLVING SKILLS
  • COLLABORATIVE LEARNING
  • SELF-DIRECTED LEARNING
  1. Materials should encourage learners to apply their developing skills to the world beyond the classroom. This principle of material design is about creating teaching materials that help students see the relevance of what they’re learning and how it can be applied in real-life situations. Here are some ways that materials can be designed to encourage learners to apply their developing skills to the world beyond the classroom:
  • REAL-WORLD CONTEXTS
  • PROJECT-BASED LEARNING
  • CAREER EXPLORATION
  • COMMUNITY ENGAGEMENT
  • REFLECTION AND GOAL SETTING Authentic versus Created Materials Authentic materials refer to the use in teaching of texts, e.g., photographs, video selections and other teaching resources, that were not specially prepared for pedagogic purposes. Authentic materials are also knowns as real-life or genuine materials.
  • Meanwhile, Klickaya (2004) characterizes authentic materials as materials which expose the real world and how it is used in the target language.
  • On the other side, Little, Devitt, and Singleton (1989) as cited in Peacock (1997) identify real-life materials as materials which are created and used for a social purpose in the language community of the native speakers.
  • Rogers and Medley (1988) characterize authentic as materials which expose the genuineness and naturalness of the language and well-contextualized in the native speaker’s context. These materials can be in the form of oral and written form.
  • Using authentic materials is a burden for teachers. In order to develop learning resources around authentic materials, teachers have to be prepared to spend a considerable amount of time locating suitable sources for materials and developing activities and exercises to accompany the materials. When selecting authentic materials for teaching, it’s essential to consider the proficiency level of the learners and the specific learning objectives. While authentic materials offer many benefits, they can also be challenging, so scaffolding and support may be necessary to ensure effective learning. The distinction between authentic and created materials lies whether the resources were originally intended for language teaching or not, and the choice depends on pedagogical considerations. GUIDELINES FOR DEVELOPING MATERIALS The following guidelines were based on the final report of the 5th^ sub-regional workshop on the development of basic literacy learning materials for ‘un-reached’ population in South Asia (1998)
  1. Needs Assessment – Surveys and identifies the concerns of target learners because the objectives of the materials should be carefully drafted based on the interests, problems, and need of the target learners.
  2. Development of curriculum grid – Helps materials developers and teachers to know learner’s needs and to decide on the content and the level of materials to be produced. A. Goals of national literacy program c. Core content based on national concerns d. Locally relevant content based on the identified needs of the learners e. Prescribed levels on the three Rs f. Levels of literacy skills of learners By creating a curriculum grid, educators and curriculum developers can ensure that the curriculum is well-structured, coherent, and aligned with educational goals. It serves as a roadmap for designing instructional materials, lesson plans, and assessments that align with the curriculum’s objectives and outcomes. This grid helps educators maintain consistency and clarity in their teaching and assessment practices, making it valuable tool in the development of educational materials.
  3. Selection of themes  Educational Objectives: Themes should align with the educational goals and objectives in the curriculum. They should support the development of knowledge, skills, and competencies that are essential for students’ learning and growth.  Relevance: Themes should be relevant to the students’ age, grade level, and cultural context. They should also connect to real-world experiences and current events to engage students effectively.  Curriculum standards: Themes should align with educational standards and guidelines established by educational authorities or institutions to ensure that the curriculum meets specific learning benchmarks.  Interest and engagement: Choose themes that are likely to capture students’ interest and curiosity, as this can enhance their motivation to learn.  Scope and Depth: Determine the scope and depth of each themes, considering how much time and attention should be devoted to it within the curriculum.
  4. Setting up objectives

-According to Benjamin S. Bloom here are the process of setting objectives in developing materials:  Identify Educational Goals: Begin by identifying the broader educational goals or learning outcomes that you want to achieve. These goals should align with overall purpose and vision of the curriculum or educational program.  Break Down Goals: Break down these broad goals into smaller, more specific learning objectives. Learning objectives should be observable and measurable, focusing on what students will be able to do, know, or understand.  Use Action Verbs: When writing learning objectives, use action verbs that clearly specify the expected actions or behaviors of students. Common action verbs for objectives include “analyze”, “demonstrate,” “solve,” “explain,” “evaluate,” and “create.”  Consider Bloom’s Taxonomy: Bloom’s Taxonomy provides a framework for categorizing learning objectives by cognitive complexity.  Relevance: Learning objectives should be relevant to the student’s needs interests, and developmental levels.

  1. Deciding on the format a. Considerations  Age group  Location in which the IM is to be used  Literacy level of target clientele  Cost of development and use of the material  Ability of the teachers to utilize the material  Type of role that the material plays (i.e. motivational, instructional, awareness, building, informative, etc.) b. Various formats
  2. Written (e.g. booklet, flashcards, flip chart, posters, comics, games, wall papers)
  3. Electronic media (e.g. audio tapes like songs, dramas, talks, speeches, announcements, broadcasts: video presentation: radio and television program, etc.)
  4. Interactive formats (e.g. CD courseware, web-based courses, on-line hyperlinks)
  5. Selection and arrangement of content -According to Benjamin S. Bloom here are the principles for selecting and arranging content in educational materials:  Relevance: Ensuring that the content is relevant to the learning objectives and students’ need is paramount. Relevant content is more likely to engage students and help them see the practical application of what they’re learning.  Sequential Progression: Organizing content in a logical and sequential manner is crucial. A well- structured progression helps students build a solid foundation and grasp complex concepts by building on what they’ve already learned.

 Alignment with Objectives  Accessibility  Visual Elements  Engagement  Flow and Organizations  Feedback Integration