COURSE NAME

1
 FLEXIBLE LEARNING COURSE PLAN

Course Name LANGUAGE LEARNING MATERIALS DEVELOPMENT

Course Description Preparation of language-learning materials gives students advanced instruction and practice in writing and creating
learning materials within an academic discipline and makes students aware of the development and administration of
language-learning programs in either educational or workplace settings will need little persuading that materials
evaluation and design, along with for example, syllabus design, learner assessment and the study of classroom
processes are centrally important applied-linguistic activities. This course is designed for students to develop
instructional materials. It will provide the context and focus for the materials. Students will identify a vital 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 to address the issue inclusively
and design an evaluation plan. At each step, the process will be grounded in the foundational knowledge in the
disciplinary and educational literature
Contact Hours/Week 3 hours/week
Prerequisite None
Program Vision-Mission V M
I Become a frontline teacher education institution in the I Establish and sustain a program that encompasses effective
S region branded with quality, integrity, and accessibility in the S instruction, enabling research and service-oriented extension
I greater community. S imbued with high ethical standards under the new normal
O I learning condition essential in the practice of the teaching
N O profession.
N

Program Outcomes 1. Demonstrate a working awareness of the methodological processes involved in the teaching of the four language
skills. 2. Understand what is involved in the communicative teaching of listening, speaking, reading and writing.
3. Develop, implement, and evaluate original lessons integrating the teaching of listening, speaking, reading, writing,
and culture on the basis of relevant theories.
4. Adapt and evaluate existing course materials on the basis of their learners’ proficiency levels and needs.
5. Produce learning materials regarding the educational goals, organizational frameworks and experiences they
provide; 6. Engage in critical thinking and demonstrate skills in practicing reflective teaching.
Aligned Year Level Outcome Demonstrate child-centered learning facilitation imbued with fundamental principles, processes and practices.
Course Intended Learning Outcomes At the end of the course, the students are expected to:
Cognitive:
Define and discuss the purposes of instructional materials.
Explain the basis for choosing appropriate instructional material.
Analyze and systematize the approaches to materials evaluation.
Identify, analyze, and evaluate the process of supplementary materials design.
Plan, organize, revise, practice, edit, and proofread to improve the development and clarity of ideas.
Affective: Show appreciation for the availability of textbooks.
2
 Respect other people’s creativity and uniqueness.
Show an understanding of the advantages and disadvantages of a ready-made IM.
Work harmoniously with group members.
Psychomotor:
Conduct needs analysis.
Design instructional material.
Write a clear and compelling coursebook in language, using conventions appropriate to the target students.
Design worksheet exercises, grammar exercises and vocabulary exercises out of the coursebook.
Pilots test the instructional material.

Course Output / Culminating Activity Instructional Materials

Diversity of Learners and Contexts Secondary and Elementary Education students specializing in fields of English, Filipino, and General Education belonging to middle socio-
economic status from Limay and neighboring municipalities under Alert Levels 1, 2, 3, and 4.
Flexible Learning Options Online Learning Platforms: Google Classroom, Zoom, Google Meet, Skype, Google Form, Microsoft Teams, messenger, video call and
Facebook Live
Asynchronous: Learning Modules (Print and thru USB)
Computer-Assisted
Homework, Textbook-based and Research through Google search engines

Faculty Schedule/Modality ONSITE

Onsite 3 hr. contact mtg onsite

MODEL/REQUIREMENT Online
Offline

Flexible Learning Course Plan

Course Content/Subject Web Sources, References and Links Teaching-Learning Options Assessment, Tasks
Desired Learning Outcomes Matter with Number of Learning Materials and Platforms and Outputs
Hours/Meetings
ONSITE ONLINE OFFLINE
1. Understand the principles of a second Week 1 and 2 Brown, Douglas 1987. Principles of Face-to-face discussion, Video recording Module/ handouts Class participation
language when developing materials. 1. Principles of Language Learning and Teaching 2nd ed. reporting, hands-on activity Online discussion Written quiz
2. Distinguish the learning materials from other Second Language New Jersey: Prentice Hall, Inc. Online quiz Reflection paper

3
 teaching language materials. Acquisition Reflection
3. Review curriculum and instructional methods. Relevant to Davies, Paul. 2000. Success in En English. e-Portfolio
4. Identify elements of language curriculum Materials UK: Oxford University Press. Exit ticket
5. Adapt the thrust of a language curriculum. Development Graphic organizer
6. Distinguish the learning materials from other 2. Language Harwood, Nigel. (ed.). 2010. English
teaching language materials. curriculum Language Teaching Materials: Theory and
7. Review behavioral considerations in preparing Instructional methods Practice by New York: Cambridge
teaching materials. Teaching the Macro skills University Pres.
8. Determine cognitive, affective, and 3. IMs for Teaching Ornstein , Allan C. 1990. Strategies for
psychomotor considerations toward material Language Effective Teaching. New York: Harper
development 4. Role of Collins Publisher., Inc.
Instructional
Materials Ornstein, Allan C., Bahar-Horenstein, Linda
1. Hernandez 5. Learning theorist S., & Pajak, Edward F. (eds.).
2. Dimla Behaviorist Contemporary Issues in Curriculum 3rd ed.
3. Bernarte Cognitivist USA:
4. Humanist
Socialist Rex Meyer, G. 1988. Modules- From
Cybernetics Design to Implementation. 2nd ed. Manila:
JON K Printing Co. Inc.

Roblyer, M. 2003. Integrating Educational

Technology in Teaching. New Jersey:
Pearson Education, Inc.
1. Apply the principles of materials in Week 3 Rex Meyer, G. 1988. Modules- From Face-to-face discussion, Video recording Module/ handouts Class participation
developing language-learning 1. Basic Principles Design to Implementation. 2nd ed. Manila: reporting, hands-on activity Online discussion Written quiz
materials. and Procedures JON K Printing Co. Inc. Online quiz Reflection paper
2. Identify the benefits of instructional Reflection
in Materials
materials. Roblyer, M. 2003. Integrating Educational e-Portfolio
3. Classify the nature of the learner and
Development Technology in Teaching. New Jersey: Exit ticket
the teacher. 2. Benefits of Pearson Education, Inc Graphic organizer
4. Consider the nature of language instructional
teachers and learners. Material
3. Characteristics/
1. Ariola types of the
2. Honrado language teacher
3. Garcia and language
4.
learner
4. Teaching
preparation
5. Lesson planning
6. Instructional
technology
7. Classroom
management
8. Multi-cultural
setting

4
 1. Distinguish instructional materials Week 4-6 Brown, Douglas 1987. Principles of Face-to-face discussion, Video recording Module/ handouts Class participation
from other types used in the 1. Types of Language Learning and Teaching 2nd ed. reporting, hands-on activity Online discussion Written quiz
language class. instructional New Jersey: Prentice Hall, Inc. Online quiz Reflection paper
2. Differentiate authentic materials materials Reflection
from created materials used in the 2. Classification of Davies, paul. 2000. Success in En English. e-Portfolio
language class. materials UK: Oxford University Press. Exit ticket
3. Acknowledge planning up to the 3. Advantages Graphic organizer
evaluation procedure in designing a claimed for Harwood, Nigel. (ed.). 2010. English
teaching/learning material. authentic and Language Teaching Materials: Theory and
4. Review principles on lesson created materials. Practice by New York: Cambridge
planning and classroom 4. Qualities of good University Pres.
management. materials Ornstein , Allan C. 1990. Strategies for
5. Admit considerations of further 5. Factors considered Effective Teaching. New York: Harper
education principles in writing Collins Publisher., Inc.
6. instructional
Estrada materials. Ornstein, Allan C., Bahar-Horenstein, Linda
Jordan 6. Design S., & Pajak, Edward F. (eds.).
Bernales development and Contemporary Issues in Curriculum 3rd ed.
Ermino dissemination of USA:
Floress materials.
7. Guidelines for Rex Meyer, G. 1988. Modules- From
developing Design to Implementation. 2nd ed. Manila:
materials. JON K Printing Co. Inc.
8. Lesson planning
9. Instructional Roblyer, M. 2003. Integrating Educational
technology Technology in Teaching. New Jersey:
10. Classroom Pearson Education, Inc.
management Rex Meyer, G. 1988. Modules- From
11. Multi-cultural Design to Implementation. 2nd ed. Manila:
setting JON K Printing Co. Inc.

Roblyer, M. 2003. Integrating Educational

Technology in Teaching. New Jersey:
Pearson Education, Inc
1. Revise, practice, edit, and proofread Week 7 Brown, Douglas 1987. Principles of Face-to-face discussion, Video recording Module/ handouts Class participation
to improve the development of the 1. Principles in Language Learning and Teaching 2nd ed. reporting, hands-on activity Online discussion Written quiz
worksheet. material design New Jersey: Prentice Hall, Inc. Online quiz Reflection paper
2. Identify the different ways of 2. Qualities of each Reflection
evaluating materials. unit of materials Davies, paul. 2000. Success in En English. e-Portfolio
3. Apply the principles on evaluating should reflect. UK: Oxford University Press. Exit ticket
the materials. 3. Types of materials Graphic organizer
4. Differentiate the different types of evaluation Harwood, Nigel. (ed.). 2010. English
evaluating materials. Language Teaching Materials: Theory and
Practice by New York: Cambridge
Berasis University Pres.
Delara Ornstein , Allan C. 1990. Strategies for
Arco Effective Teaching. New York: Harper
Collins Publisher., Inc.

5
 Ornstein, Allan C., Bahar-Horenstein, Linda
S., & Pajak, Edward F. (eds.).
Contemporary Issues in Curriculum 3rd ed.
USA:

1. Discuss IM theories. Week 8 Brown, Douglas 1987. Principles of Face-to-face discussion, Video recording Module/ handouts Class participation
2. Identify applicable theories for the 1. Instructional Language Learning and Teaching 2nd ed. reporting, hands-on activity Online discussion Written quiz
material. methods/models New Jersey: Prentice Hall, Inc. Online quiz Reflection paper
3. Acknowledge the applicability of the 2. ADDIE Reflection
theory 3. Interactive design Davies, paul. 2000. Success in En English. e-Portfolio
4. Instructional UK: Oxford University Press. Exit ticket
Dela vega Events Model Graphic organizer
Joaquin 5. Situated Harwood, Nigel. (ed.). 2010. English
Angeles Instructional Language Teaching Materials: Theory and
Canabe Model Practice by New York: Cambridge
Delarosa University Pres.
Ornstein , Allan C. 1990. Strategies for
Effective Teaching. New York: Harper
Collins Publisher., Inc.

Ornstein, Allan C., Bahar-Horenstein, Linda

S., & Pajak, Edward F. (eds.).
Contemporary Issues in Curriculum 3rd ed.
USA:

Week 9: MIDTERM EXAMINATION

1. Discuss the principle of material Week 10-11 Brown, Douglas 1987. Principles of Face-to-face discussion, Video recording Module/ handouts Class participation
adaptation. 1. Principles and procedure Language Learning and Teaching 2nd ed. reporting, hands- Online discussion Written quiz
2. Identify the techniques for materials for adapting materials. New Jersey: Prentice Hall, Inc. Online quiz Reflection paper
adaptation. 2. Teacher-centered and Reflection
3. Explain the reason for adapting materials. learner-centered approach to Davies, paul. 2000. Success in En English. e-Portfolio
4. Apply the evaluation process in adapting adaptation. UK: Oxford University Press. Exit ticket
materials. 3. Key features of materials Graphic organizer
5. Differentiate teacher-centered from adaptation Harwood, Nigel. (ed.). 2010. English
learner-centered instructions. 4. Materials and digital Language Teaching Materials: Theory and
6. Identify the significant features in design in technology. Practice by New York: Cambridge
adapting materials. 5. Using Technology and University Pres.
7. Integrate digital technology in a Instructional E-Material Ornstein , Allan C. 1990. Strategies for
language-learning classroom. among Technical Teachers Effective Teaching. New York: Harper
8. Incorporate social media interactive tools and Students in Teaching Collins Publisher., Inc.
in language teaching. and Learning: A Qualitative
9. Design games for interactive learning. Case Study Ornstein, Allan C., Bahar-Horenstein, Linda
Create their own e-learning kit. By: Mohamad Hisyam S., & Pajak, Edward F. (eds.).
Mohd. Hashim1on activity Contemporary Issues in Curriculum 3rd ed.
Castro USA:
Cena

6
 Dela rosa bhings Rex Meyer, G. 1988. Modules- From
Arriola caren Design to Implementation. 2nd ed. Manila:
Benitez JON K Printing Co. Inc.
Campana
alejandria Roblyer, M. 2003. Integrating Educational
Technology in Teaching. New Jersey:
Pearson Education, Inc.
Rex Meyer, G. 1988. Modules- From
Design to Implementation. 2nd ed. Manila:
JON K Printing Co. Inc.

Roblyer, M. 2003. Integrating Educational

Technology in Teaching. New Jersey:
Pearson Education, Inc
1. Demonstration teaching using Week 12-17 Rex Meyer, G. 1988. Modules- From Video recording Module/ handouts e-Portfolio
design Ims 1. Teaching grammar Design to Implementation. 2nd ed. Manila: Online discussion Exit ticket
2. Develop instructional materials 2. Teaching JON K Printing Co. Inc. Online quiz Graphic organizer
suitable for every macro-skills vocabulary Creation of Ims,
language teaching. 3. Developing Roblyer, M. 2003. Integrating Educational Demonstration teaching
3. Create specific materials that cater reading Technology in Teaching. New Jersey: of created Ims
for the student's different learning 4. Developing writing Pearson Education, Inc.
styles and cultural differences. skills Rex Meyer, G. 1988. Modules- From
5. Developing Design to Implementation. 2nd ed. Manila:
speaking skills JON K Printing Co. Inc.
6. Developing
listening skills Roblyer, M. 2003. Integrating Educational
7. Developing Technology in Teaching. New Jersey:
viewing skills Pearson Education, Inc
8. Developing
cultural skills

Week 18: FINAL EXAMINATIONS

Course Requirements: E-Portfolio of Activity Outputs Grading Scheme: Major Examination 30%
Learning Output/ Reporting, Formative Assessments 20% Midterm 40%
demonstration teaching using Paper analysis, research and journal Output/Performance 30% Finals 50%
their design materials analysis, Participation 10% Post Test 10%
Attendance 10% Total 100%
Total 100%

Prepared by: References Attested by: Recommended by: Approved by:

7
BRYAN G. BULANADI, MAEd MS. JAIDE B. LLANDA APRIL R. CRUZ, MAEd DR. ELMER B. DE LEON
Faculty Librarian Head, General and Teacher Education College President

FRANCES ANN S. GENESE, MAEd

Director, Academic Affairs

ESSENTIAL TOPICS FOR LANGUAGE LEARNING MATERIAL DEVELOPMENT

DescriptionPreparation of language-learning materials gives students advanced instruction and practice in writing
and creating learning materials within an academic discipline and makes students aware of the
development and administration of language-learning programs in either educational or workplace
settings will need little persuading that materials evaluation and design, along with for example,
syllabus design, learner assessment and the study of classroom processes are centrally important
applied-linguistic activities. This course is designed for students to develop instructional materials. It
will provide the context and focus for the materials. Students will identify a vital 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 to address the
issue inclusively and design an evaluation plan. At each step, the process will be grounded in the
foundational knowledge in the disciplinary and educational literature
ALIGNED COMPETENCIES/OUTCOMES IN THE LICENSURE EXAMINATION FOR TEACHERS (LET)
8
1. Design Engaging and Authentic Learning Materials based on the learners need.
2. Incorporate Differentiated Instruction with integration of technology.
3. Promote Communicative Language Teaching (CLT) Principles
4. Foster Language Skills Development
5. Assess Learning Outcomes
6. Reflect on and Revise Materials

MIDTERM
Week 1 – Class Orientation, Introductory to the Course and Expectations
Pretest
Week 2 – Language curriculum and Instructional methods
Week 3 – Basic Principles and Procedures in Materials
Week 4 – Types of instructional materials.
Week 5 – Qualities of good materials
Week 6 –Factors considered in writing instructional materials.
Week 7 – Types of materials evaluation, and Principles in material design
Week 8 – Instructional methods/models
Week 9 – Mid-Term

FINAL TERM
Week 10 – Principles and procedure for adapting materials.
Week 11 – Materials and digital design in technology
Week 12 –Develop instructional materials suitable for every macro-skills language teaching (execution of IM and Demo teaching)
Week 13 – Develop instructional materials suitable for every macro-skills language teaching (execution of IM and Demo teaching)
Week 14 – Develop instructional materials suitable for every macro-skills language teaching (execution of IM and Demo teaching)
Week 15 – Develop instructional materials suitable for every macro-skills language teaching (execution of IM and Demo teaching)
Week 16 – Develop instructional materials suitable for every macro-skills language teaching (execution of IM and Demo teaching)
Week 17 – Course Output/Culminating Activity
Post Test
Week 18 – Final Examination

Prepared by:
BRYAN G. BULANADI

9
Rubrics for Reflective Essay
https://www.cte.cornell.edu/documents/Science%20Rubrics.pdf

Category Exceeds Standard Meets Standard Nearly Meets Standard Does Not Meet Standard No Evidence Score

Shows great depth of knowledge Shows great depth of knowledge Shows great depth of knowledge Does not go deeply into the Little or no Shows no
Reflect personal and learning, reveals feelings and learning, reveals feelings and and learning, reveals feelings and reflection of learning, explanation or evidence
learning stretch and thoughts, abstract ideas thoughts, abstract ideas reflected thoughts, abstract ideas reflected generalizations and limited reflection on of
in Language reflected through use of specific through use of specific details. through use of specific details. insight, uses some detail. learning, no or learning
Acquisition details. few details to or
(Lecture/Discussi support reflection
on/Readings) reflection. .

Organization Writer demonstrates logical and Paragraph development present Logical organization; organization No evidence of structure or
Structural subtle sequencing of ideas but not perfected. of ideas not fully developed. organization
Development of through well developed
the Idea paragraphs; transitions are used
to enhance organization.

Conclusion The conclusion is engaging and The conclusion restates the The conclusion does not Incomplete and/or unfocused.
restates personal learning. learning. adequately restate the learning.

Mechanics No errors in punctuation, Almost no errors in punctuation, Many errors in punctuation, Numerous and distracting errors Not applicable
capitalization and spelling. capitalization and spelling. capitalization and spelling. in punctuation, capitalization

10
 and spelling.

Usage No errors in sentence structure Almost no errors in sentence Many errors in sentence structure Numerous and distracting errors Not applicable
and word usage. structure and word usage. and word usage. in sentence structure and word
usage.

Rubric for Evaluating Instructional Materials in Language Class

Criteria Excellent (4) Good (3) Fair (2) Poor (1) Comments
1. Alignment with Curriculum Goals
2. Clarity and Organization
3. Authenticity and Relevance
4. Variety of Activities
5. Level of Challenge
6. Accessibility and Inclusivity
7. Feedback and Assessment
8. Technology Integration
9. Adaptability and Flexibility
10. Teacher Support and Resources
Overall Rating [ ] Excellent [ ] Good [ ] Fair [ ] Poor
Reviewer's Name: ________________________

Date: _________________________________

Criteria Description
1. Alignment with
Curriculum Goals The extent to which the materials align with the stated curriculum goals and objectives, ensuring that they support language learning outcomes.
2. Clarity and
Organization The clarity of instructions and the organization of content ensure that students can easily understand and navigate the materials.
3. Authenticity and
Relevance The authenticity of language use and relevance of content to real-world contexts, enhancing students' engagement and cultural understanding.

11
 Criteria Description
4. Variety of Activities The diversity and appropriateness of activities provided (e.g., listening, speaking, reading, writing) to cater to different learning styles and preferences.
5. Level of Challenge The appropriateness of the level of challenge presented by the materials matches the proficiency level of the students and promotes growth.
6. Accessibility and
Inclusivity The accessibility of materials to all students, including those with diverse learning needs, and the promotion of inclusivity in content and presentation.
7. Feedback and
Assessment The provision of opportunities for feedback and assessment within the materials, enabling students to monitor their progress and receive constructive input.
8. Technology
Integration If applicable, the effective integration of technology to enhance language learning experiences and facilitate engagement and interaction.
9. Adaptability and
Flexibility The ease with which materials can be adapted to different teaching contexts, student needs, and classroom dynamics, ensuring versatility and effectiveness.
10. Teacher Support and
Resources The availability of adequate support and supplementary resources for teachers to effectively implement the materials and support student learning.

12