Principles of IMs

SPEC 311
Preparation for Instructional Materials
ANTHONY D. LOPEZ MARY VINCENTIA O. BELDIA

Discussant Course Facilitator
PRINCIPLES OF INSTRUCTIONAL MATERIALS DESIGN
PRINCIPLE 1:
DEVELOP UNITS AROUND THEMES
Themes – Declarative statement of a point of view or perspective

Topic – Just a subject matter
Thematic Units:
 Bring in authentic and meaningful reading activities in the room;
 Allow learners to pursue ideas thoroughly and develop deep understanding of the unit;
 Provide more flexibility and focus; and
 Help the learners become more aware of the links across ideas and/or lessons.
Example A Example B
Sarabia, Cecile et al (1997) Hualda-Dolce, Jane & Raidis Laudiano
(1998)
Grade 1
Grade 3
Theme: Imagination is the product of our
mind. Theme: For every child, a better world
Topic: Topic:
1. Creatures of the Night 1. One’s Identity

2. Friendly Imaginary Creatures 2. Children’s basic needs
3. Our Own Creation 3. Right to a Family
4. Right to Education
PRINCIPLE 2:
STRUCTURE AND SEQUENCE OF CONTENT INTO MEANING CONTEXTS
After deciding on the theme, work on the object matter through topics or ket concepts. These
make up the major ideas your students need to understand, and insights they should gain from
the lesson.
Questions on scope and sequence that need to be answered:
 What topics/concepts should be included?

 How many should be there?
 How should these be sequenced?
 How extensive/detailed should the topics be?
 What reading skills should be tapped/honed?
 When considering the depth and extent of to be included, list possible topics and ideas in
a graphic organizer like a concept map or a semantic web.
 Write main topic.
 Identify the connection between and among sub-topics and sub sub-topics.
 Write down ideas as they come to mind.
 Show relationships by showing solid lines to connect directly related topics; use dotted
lines for not so relate topics.
 When considering the depth and extent of to be included, list possible topics and ideas in
a graphic organizer like a concept map or a semantic web.
 Write main topic.
HOW TO SEQUENCE TOPICS INTO A LOGICAL AND MEANINGFUL CONTEXT:

Random Topics – while built around the theme, the topics are independent of one another.
Chronological – the topics are discussed in the order they happen, following some kind of time
order
Structural Logic – knowledge of the topic is a prerequisite to understanding a subsequent topic.
EXAMPLE 1 EXAMPLE 2 EXAMPLE 3

First Year High School First Year High School First Year High School
Theme: Health is Wealth Theme: Growing Up is Theme: The Brain the

Normal Wonderful Creation
Topics:
- Health Foods Topics: Topics:
- Contagious Diseases - Physical Changes - Composition of the Brain
- Listen to Your Body - Peer Group Bonding - Parts of the Brain
- Herbal Medicine - Feelings Toward Opposite - Functions of Each Part
- Health Practices: Old and Sex - The Center of the Nervous
New - Search for Identity System
Other types of sequencing: concentric circles, spiraling sequence, casual sequence, problem-
centered sequence and backward chaining.
PRINCIPLE 3:
USE INTERACTIVE TEACHING STRATEGIES AND ACTIVITIES
Use istructional strategies include the following: pre-reading, during reading and post reading
teaching-learning activities and strategies which are designed to develop and enhance
metacognitive strategies.
 Purpose Setting
 Predicting and Verifying
 Organizing/Clustering
 Self-monitoring, self-questioning
 Self-correction
 Critical Analysis
 Problem-Solving
 Question Generation
SUCH TEACHING STRATEGIES MAKE USE OF INSTRUCTIONAL MATERIAL
SUCH:
 Story Map
 Story Frame
 Story Ladder
 Story Pyramid
 Character Profile
 KWL Chart
 Feelings Chart
 Decision Chart
 Semantic Web/Map
 Venn Diagram
PRINCIPLE 4:
USE INFORMAL PROCESS-ORIENTED ASSESSMENT STRATEGIES
 Broad assessment procedures to and materials to include more informal/alternative

approaches – less reliable on formal conventional tests.
 Shift fom being test-centered to being student-centered.
 To the best integrate technology into instruction; it must be viewed from the teacher’s
perspective rather than that of the technologist.
EXAMPLE : “KNOW THE PHILIPPINES FIRST”
1. The students viewed the “Earthlink Video”, a 20-minute documentary of “The Inside
Story, an evening program of ABS-CBN featuring:
Palawan – the Tabon caves and underground river
Batanes – the Ivatans and their unique houses
Bontoc – the Sagada burial caves
Banaue – the Ifugao culture and rice terraces
Cagayan – the Callao limestone caves
2. Working in 5 small groups, each group chose 1 of the places viewed and researched on it
for more data to answer the problem of preservation of these national treasures.
3. Then they prepared posters inviting visitors to the place and composed jingles persuading
Filipinos to visit these places.
4. The jingles and raps were recorded on cassette tape recorders.
5. The tape recorders were then played in the Grade 5 and 6 classes, initiating a “See the
Philippines First” campaign in school.

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SPEC 311

Preparation for Instructional Materials

ANTHONY D. LOPEZ MARY VINCENTIA O. BELDIA

PRINCIPLES OF INSTRUCTIONAL MATERIALS DESIGN

Themes – Declarative statement of a point of view or perspective

1. Creatures of the Night 1. One’s Identity

Questions on scope and sequence that need to be answered:

 What topics/concepts should be included?

HOW TO SEQUENCE TOPICS INTO A LOGICAL AND MEANINGFUL CONTEXT:

EXAMPLE 1 EXAMPLE 2 EXAMPLE 3

Theme: Health is Wealth Theme: Growing Up is Theme: The Brain the

 Broad assessment procedures to and materials to include more informal/alternative

EXAMPLE : “KNOW THE PHILIPPINES FIRST”

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