Supervision of Instruction

with Materials Development

Topics to be discussed:
 Types of Instructional Materials
 Processes of Materials Development
 Types of Evaluation
Maria Ericka M. Del Rosario
Master of Arts in Education
Major in Educational Management
 Supervision of Instruction
with Materials Development

TYPES OF
INSTRUCTIONAL
MATERIALS

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 WHAT IS AN INSTRUCTIONAL MATERIAL?

Instructional Materials are any compilation of materials,

including animated and inanimate objects and human and
non-human resources that a teacher may use in the
teaching and learning process to attain higher learning
outcomes.
 INSTRUCTIONAL MATERIALS

are whatever materials used in the

process of instruction.
are a broad range of resource which
can be used to facilitate effective
instruction.
What type of Instructional
Materials do you use in the
process of instruction?
 TYPES OF
INSTRUCTIONAL MATERIALS

1. Printed / Duplicated Materials

Includes textbooks, books of problems and exercises;
books for recording scientific observations, and
laboratory manuals
Supplementary reading materials
self- learning modules
Workbooks/ worksheets
 TYPES OF
INSTRUCTIONAL MATERIALS

2. Non-Projected Display Materials

Non - projected visuals also have display materials that are often
seen in the classroom which can be used for a wide range of
teaching and learning aids which are used without any projection.
So they translate abstract ideas into a more realistic format. They
allow instruction to move from verbal representation to a more
concrete level.
 TYPES OF
INSTRUCTIONAL MATERIALS

Non-Projected Display Materials

 charts  flashcards
 graphs  maps
 diagrams  models
 posters  display boards
 dioramas
 TYPES OF
INSTRUCTIONAL MATERIALS
3. Projected Display Materials
 ROLES OF
INSTRUCTIONAL MATERIALS

Resource for presentation Source of stimulation

materials and ideas for classroom
activities
Source of activities for
learner practice and
communicative interaction Syllabus

Reference for learners on Support for less

different language topics experienced
teachers
How do you select the proper
Instructional Materials to use
in the process of instruction?
 Things to Consider in Preparing
Instructional Materials
 Do the materials give a true picture of the ideas they
present?
 Do the materials contribute meaningful content to the
topic under study?
 Is the material appropriate for the age, intelligence, and
experience of the learner?
 Things to Consider in Preparing
Instructional Materials
 Is the physical; condition of the material satisfactory?
 Is there a teacher’s guide to provide a briefing for effective
use?
 Can the materials in question help to make students better
thinkers and develop their critical faculties?
 Is the material worth the time, expense, and effort involved?
 USING AND EVALUATING
INSTRUCTIONAL MATERIALS

The Proper of Use of Materials

 Prepare yourself (know the lesson objectives)
 Prepare your students (set class expectations and learning
goals)
 Present the material (rehearse and carefully planned
performance)
 Follow up
 Questions
1. What is the importance of Instructional Materials in the
teaching and learning process?

2. What do you think is the best type of Instructional Materials

to use to meet the needs of your learners?
No instructional material,
no matter how superior,
can take the place of an
EFFECTIVE TEACHER.
 Supervision of Instruction
with Materials Development

PROCESSES OF
MATERIALS DEVELOPMENT

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 MATERIALS DEVELOPMENT

Anything which is done by writers,

teachers or learners to provide sources of
language input and to exploit those
sources in ways which maximize the
intake.
 MATERIALS DEVELOPMENT

 Studies the principles and procedures of the

design, implementation and evaluation of
language teaching materials.
 Involves production, evaluation, and
adaptation of language teaching materials
 EVALUATING
THE TEXTBOOKS
In evaluating the textbook:
Teachers observe what works and what does not work and
they add their own preference/style and interpretation to the
textbook.
Teachers will select and evaluate textbook according to
how appropriate they seem for the given text.
Can also be evaluated by exploring teachers and learners
experiences and opinions about the textbooks as used in the
classroom.
 ADAPTING
TEACHING MATERIALS

helps meet learners' needs, improve

strengths, and create a positive learning
environment.
 SUPPLEMENTARY
LEARNING/TEACHING MATERIALS
Can vary according to the availability of the materials
or creativity of the teachers.
Supplementary materials can be used to provide all
skills which are not covered in the main course book
in detail as well as to be used for learning in regular
classes, enrichment purposes or remedial purposes.
 CREATING
OWN MATERIALS

There should be fundamental bases in order to

create own materials, among others, teaching
objectives or instructional goals, student’s needs,
and topic-based planning.
 FRAMEWORKS OF
MATERIALS AND METHODS
 GUIDELINES FOR
DEVELOPING MATERIALS

1.Needs Assessment 6. Selection and

2. Development of Arrangement of Content
Curriculum Grid 7. Titles and Captions
3. Selection of themes 8. Scriptwriting
4. Setting Up Objectives 9. Illustrations
5. Deciding on the format 10. Editing
1.Needs Assessment
• Surveys and identifies the concerns of the
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
learners’ needs and to decide on the content and
the level of materials to be produced.
 Goals of national literacy program
 Core content based on national outcomes
 Locally relevant content based on the identified
needs of the learners
 Levels of literacy skills of learners
 3. Selection of themes
4. Setting Up Objectives
5. Deciding on the format

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
6. Selection and Arrangement of Content
7. Titles and Captions
8. Scriptwriting
9. Illustrations
10. Editing
Considerations:
 Script expressions, inclusive language
 Short sentences
 Reading flow
 Attractive layout
 Reflection:

What challenges have you experienced in

creating and using Instructional materials?
How did you solve these challenges?
 Supervision of Instruction
with Materials Development

TYPES OF
EVALUATION

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 EVALUATION

Evaluation refers to the systematic process of

assessing and judging the effectiveness, quality,
and outcomes of educational programs, strategies,
or interventions. It involves gathering and
analyzing data to make informed decisions about
the success and impact of educational
initiatives.
 EVALUATION

An evaluation should be as logical and

objective as possible.
An evaluation is methodical, offering data
that are realistic, consistent, and valuable to
facilitate the integration of experiences
realized into decision-making process.
 PURPOSE OF EVALUATION
➢ Assessing student learning and performance.
➢ Measuring the effectiveness of teaching methods
and curriculum.
➢ Evaluating the success of educational programs or
interventions.
➢ Providing feedback for continuous improvement.
➢ Making informed decisions for future planning and
resource allocation.
 TYPES OF EVALUATION

1. Formative evaluation
2. Summative evaluation
3. Process evaluation
4. Outcome evaluation
5. Impact evaluation
6. Performance evaluation
 1. FORMATIVE EVALUATION

Formative evaluation is a type of assessment

conducted during the learning process to provide
ongoing feedback and facilitate continuous
improvement. Its primary purpose is to monitor
progress, identify areas for improvement, and guide
instructional adjustments in real-time.
Key characteristics of formative evaluation include:
➢ It occurs regularly throughout the learning
process.
➢ Emphasis is placed on providing constructive
feedback to learners.
➢ The goal is to enhance learning and teaching
during the course.
Formative evaluation methods may include:
Quizzes Discussions
Observations Informal assessments

Teachers use the information gathered from

formative evaluation to adapt their
teaching strategies, address students' needs,
and optimize the learning experience.
 2. SUMMATIVE EVALUATION

Summative evaluation is an assessment conducted

at the end of a course, program, or instructional
period to measure the overall learning outcomes,
achievement, or success. Unlike formative evaluation,
which occurs during the learning process to guide
improvements, summative evaluation provides a final
judgment of the effectiveness of the educational
experience.
Key characteristics of summative evaluation
include:
➢ It is conducted at the conclusion of a course
or program.
➢ Focuses on determining the overall level of
achievement or competence.
➢ Aims to assess the extent to which learning
objectives have been met.
Common methods of summative evaluation include:
 final exams
 standardized tests
 comprehensive projects
 end-of-term assessments.

The results of summative evaluation are

often used for grading, certification, or making decisions
about students' progression to the next
level or the success of an educational program.
 3. PROCESS EVALUATION

Process evaluation is a type of evaluation that focuses

on assessing the implementation and
delivery of a program, intervention, or educational
initiative. Process evaluation is concerned
with understanding how the program is carried out,
the quality of its delivery, and the factors
influencing its implementation.
Key components of process evaluation include:
➢ Assessing how well the program is delivered according to
its intended design.
➢ Examining the various elements and activities within the
program.
➢ Evaluating the level of involvement and participation of the
target audience.
➢ Identifying external factors that may influence the
program's implementation.
Process evaluation helps stakeholders
understand the mechanisms by which a
program works or does not work, providing
insights into the challenges faced during
implementation.
 4. OUTCOME EVALUATION
Outcome evaluation is a type of evaluation that
focuses on assessing the actual impact and
outcomes of a program, intervention, or
educational initiative. The primary purpose is to
measure the extent to which the intended goals and
objectives of the program have been achieved. Unlike
process evaluation, which looks at how well a program
is implemented, outcome evaluation examines the
results or changes brought about by the program.
Key characteristics of outcome evaluation include:
➢ It involves assessing the direct and tangible results of the
program, such as changes in knowledge, behavior, or
conditions.
➢ It often utilizes a combination of quantitative data (numeric
measurements) and qualitative data (descriptive insights) to
provide a comprehensive understanding.
➢ Outcome evaluation compares the actual outcomes to the
originally stated goals and objectives to determine success.
➢ It may involve examining sustained changes over time,
looking at the long-term impact of the program.
Common methods used in outcome evaluation include:
➢ pre- and post-test ➢ case studies
➢ surveys ➢ interviews
➢ quantitative data analysis

The findings from outcome evaluations help

stakeholders understand the effectiveness of the program
and inform decision-making for future
planning and improvement.
 5. IMPACT EVALUATION
Impact evaluation is a type of evaluation that assesses
the broader and long-term effects of a program, policy,
or intervention. The primary goal is to understand the
significant changes or outcomes that result from the
implementation of the initiative. Unlike outcome evaluation,
which focuses on measuring the achievement of intended
goals, impact evaluation delves into the more profound
and often indirect consequences of the program on
individuals, communities, or entire societies.
Key characteristics of impact evaluation include:
➢ It often requires a longitudinal study design, tracking changes
over an extended period to observe sustained effects.
➢ It aims to establish a causal relationship between the program
and observed changes, addressing questions of attribution.
➢ Impact evaluation goes beyond immediate outcomes,
considering wider social, economic, or environmental
implications.
➢ It may involve comparing outcomes in the target group with
those in a similar group that did not participate in the program.
Common methods used in impact evaluation include:
➢ randomized control trials (RCTs) ➢ surveys
➢ quasi experimental designs ➢ interviews
➢ statistical analyses

The findings from impact evaluations provide valuable

insights into the lasting effects and broader implications of
the program, helping inform decision-making, policy
development, and future planning.
 6. PERFORMANCE EVALUATION

Performance evaluation typically refers to the

assessment and analysis of students'
academic achievements, skills, and overall
learning outcomes. It involves the systematic
measurement of individual students‘ performance
in various aspects of their education.
Here are some key aspects of performance evaluation in
education:
➢ Assessing students' understanding and mastery of the
subject matter through exams, quizzes, and assignments.
➢ Evaluating students' development of specific skills
related to the curriculum, such as critical thinking, problem-
solving, and communication skills.
➢ Considering students' behavior, engagement, and
participation in the learning process.
➢ Using ongoing assessments throughout the learning
process to provide feedback for improvement.
➢ Conducting assessments at the end of a learning
period to measure overall achievement and
competence.
➢ Assessing the performance and effectiveness of
educators in delivering instructional content and
fostering student learning.
 ACTIVITY
Instructions: Read each scenario carefully and determine which type of
evaluation (Formative, Summative, Process, Outcome, Impact, or
Performance) is most appropriate for the given context. Write down your
answers and reasoning.

Scenario 1: At the end of the semester, students in a

science class take a final exam covering all
the topics studied throughout the term.
Type of Evaluation:___________________
Reasoning:__________________________
 ACTIVITY
Scenario 2: A community college introduces a job readiness program aimed at
improving students' employability skills. The evaluation
involves assessing the program's impact on participants' ability to
secure employment after completing the program.
Type of Evaluation:___________________
Reasoning:__________________________
Scenario 3: A school introduces a new physical education curriculum. The
evaluation assesses how well teachers are implementing the curriculum, the
level of student engagement, and any challenges faced during the
implementation.
Type of Evaluation:___________________
Reasoning:__________________________
 ACTIVITY

Scenario 4: A high school math teacher conducts weekly quizzes to assess

students‘ understanding of new concepts. The teacher uses
the quiz results to adjust teaching strategies and provide additional
support where needed.
Type of Evaluation:___________________
Reasoning:__________________________
Scenario 5: Teachers in an elementary school undergo an annual evaluation
that considers their teaching effectiveness, contribution to the school
community, and professional development activities.
Types of Evaluation:__________________
Reasoning:__________________________
 ACTIVITY

Scenario 6: A university implements a campus-wide sustainability

initiative. The evaluation examines the
long-term effects of the initiative on reducing the institution's carbon
footprint and promoting sustainable practices.
Type of Evaluation:___________________
Reasoning:__________________________
THANK YOU
THANK YOU