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Sta. Ana Avenue, Davao City

Bachelor of Arts (AB)

Major: English


I. Course No.: English 20 Credit: 3 units

II. Course Title: Preparation and Evaluation of
Instructional Materials Pre-requisites : none
III.Course Description:

This course is designed for teams of students to develop instructional materials.

It will provide the context and focus for the materials. Students will identify an important
learning objective that learners have difficulty achieving in a given learning situation,
then develop a needs analysis tool about the source of the problem, design
instructional materials and ways to implement them in order to address the problem in
an inclusive way, and design an evaluation plan. At each step the process will be
grounded in the foundational knowledge that exists in the disciplinary and educational

The course format will be interactive and collaborative. The students will benefit
from the creativity, experience, and knowledge of each other in the course. One aim
is to promote a multifaceted team, based on the ADDIE model, in which complex
questions are addressed together, individual strengths are respected and nurtured, and
everyone works and learns cooperatively because of the collaborative nature of the

IV. Course Objectives: At the end of the course, the students can:
A. Cognitive (Knowledge):
1. Define and discuss the purposes of instructional materials.
2. Explain the basis for choosing an appropriate instructional material.
3. Describe the models of instructional materials development.
4. Explain the framework of instructional materials development.
B. Affective (Attitude) :
1. Show appreciation of the availability of textbooks.
2. Respect other peoples creativity and uniqueness.
3. Show understanding of the advantages and disadvantages of a
ready-made IM.
4. Work harmoniously with group members.
C. Psychomotor:
1. Conduct needs analysis.
2. Design an instructional material.
3. Pilot test the instructional material.
4. Evaluate the instructional material.

V. Course Outline
Contents No. of Hours

A. Introduction
1. Definition 1
2. Examples 1
3. Purposes 1
B. Writers or Providers of Materials
1. Carrier content vs. real content 1
2. The teacher-generated materials vs. learner
generated materials 2
3. Arguments For and Against Textbooks 1
C. Training the Trainers in Information Literacy
1. Instructional System Design Model (ISD) 1
D. Models of Instructional Design
1. ADDIE Model 1
2. Dick and Carey Model 1
3. Smith and Ragan Model 1
4. C/ID Model 3
E. Instructional System Design
1. Analysis and Evaluation (Part I) 2
F. Design
1. Objectives 2
2. Instructional Methods and Media 3
3. Designing of Class Outline/ Course Outline 5
G.. Implementation
1. Conduct Remedial/Enhancement Program to
identified learners 5
2. Evaluate Enhancement/Remedial Program Design 6
3. Improve Enhancement/Remedial Program 4

H. Worktext Writing
1. Worktext Evaluation 3
2. Guidelines in Writing 3
3. Grammar Guide 4
4. How to Write a Module/Worktext 3

VI. References

A. Books

Ref. 1. Dudley-Evans, T. & St John, M.J. (2008). Developments in ESP: a multi-

disciplinary approach. Cambridge University Press.
Ref. 2. Paltridge, B. (2008, November 13). Thinking About Advantages and
disadvantages of using a coursebook. (Notes of Lecture)
Ref. 3. Stevenson, M. (2009, August 6). Planning lessons and designing
materials (Notes of Lecture)

B. Web Resources

Ref .4. Alun, A. (2008). Instructional design. Training the trainers in information
literacy workshop: Angara , Turkey. Retrieved on November 30, 2013
Ref. 5. Instructional Design (2014). ADDIE model. Retrieved April 3, 2014 from
Ref .6. Rothrauff, L. (2011). Theories of learning and instructional design
framework. Retrieved on December 12, 2013 from
Ref. 7. The Bridge School (2008). Instructional framework for effective learning.
Retrieved on December 10,