Instructional Materials Development and Evaluation

Lesson 4
Theories in Instructional Materials Preparation

A. INTRODUCTION
In this lesson, we’ll explore how the preparation of instructional materials is a
multifaceted process that requires a strong theoretical foundation to ensure their
relevance and effectiveness. This module introduces the core theories that guide the
design, development, and evaluation of instructional materials. These theories, rooted in
disciplines such as psychology, linguistics, and education, provide essential frameworks
for understanding how materials can support diverse learning needs.

Defining the instructional materials and tracing their historical evolution as a

discipline is important. Key theories such as behaviorism, constructivism, cognitive load
theory, and second language acquisition (SLA) highlight their unique contributions to
materials development. Principles of alignment with learner needs, cultural sensitivity,
and the integration of authentic content are also discussed, ensuring materials resonate
with the intended audience.

Practical processes, including needs assessment, iterative design, and materials

adaptation, are emphasized to equip learners with actionable skills. Evaluation methods
and strategies for enhancing relevance and inclusivity further underscore the dynamic
nature of instructional materials preparation. Finally, the module explores emerging
trends, such as digital innovations and gamification, offering insights into the future of this
evolving field.

B. LEARNING OBJECTIVES

By the end of this module, learners will be able to:

1. Define and explain the key theories in instructional materials preparation.
2. Evaluate how these theories influence the design and implementation of materials.
 3. Develop instructional materials using theoretical frameworks to address specific
learner needs.

C. LECTURE DISCUSSION

Theories in Instructional Materials Preparation

Behaviorist Theory
Behaviorist theory, primarily developed by B.F. Skinner views learning as a
response to external stimuli, where reinforcement plays a critical role in shaping
behaviors. According to this theory, repetition and practice are essential in building
foundational skills. Instructional materials influenced by behaviorism often include
structured activities designed to reinforce correct responses. For instance, language
learning materials may feature repeated drills to master vocabulary or grammar rules.
Similarly, computer-assisted learning programs use immediate feedback and rewards to
motivate learners and solidify their understanding. While effective for foundational skills,
behaviorism is less suited for tasks requiring critical thinking or creativity, as it focuses on
observable behaviors rather than internal cognitive processes.

`Constructivist Theory
Constructivist theory, rooted in the works of Jean Piaget and Lev Vygotsky,
emphasizes the learner's active role in constructing knowledge through experiences and
interactions. This theory argues that learning is most effective when students are engaged
in meaningful tasks that connect new information to prior knowledge. Instructional
materials grounded in constructivism are often designed to promote exploration and
collaboration. For example, a science workbook might guide students through
experiments, encouraging them to hypothesize, test, and draw conclusions based on their
observations. Collaborative learning tools, such as discussion prompts or group projects,
reflect Vygotsky’s concept of the "zone of proximal development," where learners benefit
from the guidance of more knowledgeable peers or instructors. Constructivist approaches
are particularly valuable for fostering critical thinking, problem-solving, and a deeper
understanding of complex concepts.

Cognitive Load Theory

Cognitive Load Theory, introduced by John Sweller, focuses on the limitations of
working memory and the need to manage information processing effectively. This theory
emphasizes the importance of minimizing extraneous cognitive load, which refers to
unnecessary distractions or overly complex presentations that can hinder learning.
Instructional materials designed with this theory in mind prioritize clarity and simplicity.
For instance, a well-designed infographic might present key information in a visually
appealing manner, reducing the cognitive effort required to understand a topic. Similarly,
textbooks structured with clear headings, concise explanations, and illustrative diagrams
help learners process and retain information more efficiently. By balancing essential and
supplemental content, materials informed by Cognitive Load Theory enable learners to
focus their cognitive resources on meaningful learning tasks.
Second Language Acquisition (SLA) Theory
Second Language Acquisition (SLA) Theory examines how people learn a second
language and emphasizes the importance of exposure to authentic language use and
emotional engagement. Stephen Krashen's Affective Filter Hypothesis highlights the role
of motivation, self-confidence, and anxiety in language learning. Instructional materials
aligned with SLA Theory often integrate real-world language experiences, such as
dialogues, role-plays, and multimedia resources showcasing cultural nuances. For
example, an English-as-a-Second-Language (ESL) textbook might include interviews
with native speakers or articles from online magazines to expose learners to diverse
linguistic contexts. Moreover, these materials are designed to create a supportive
environment where learners feel comfortable experimenting with the language. By
blending authentic input with opportunities for meaningful communication, SLA-based
materials facilitate both linguistic and cultural competence.
Universal Design for Learning (UDL)
Universal Design for Learning (UDL) provides a framework for creating instructional
materials that accommodate diverse learners, including those with disabilities. UDL
advocates for multiple means of representation, engagement, and expression, ensuring
that all learners have equal opportunities to succeed. Instructional materials guided by
UDL principles are inherently flexible. For instance, a history lesson might be presented
as a written text, an audio recording, and a video to cater to different sensory preferences.
Interactive features, such as quizzes or simulations, encourage active engagement, while
options for expressing understanding, such as written reports or multimedia
presentations, give learners autonomy in demonstrating their knowledge. UDL
emphasizes inclusivity and adaptability, ensuring that educational materials meet the
needs of all students, regardless of their abilities or learning styles.

References
Bandura, A. (1977). Social learning theory. Prentice Hall.
Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.
Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). Holt,
Rinehart & Winston.
Krashen, S. D. (1982). Principles and practice in second language acquisition.
Pergamon Press.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
Reiser, R. A., & Dempsey, J. V. (Eds.). (2017). Trends and issues in instructional design
and technology (4th ed.). Pearson.
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge
University Press.
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal
design for learning. Association for Supervision and Curriculum Development.
Skinner, B. F. (1957). Verbal behavior. Appleton-Century-Crofts.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive
Science, 12(2), 257–285.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all
learners. ASCD.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Harvard University Press.
Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.).
ASCD.
Willis, J. (2006). Research-based strategies to ignite student learning: Insights from a
neurologist and classroom teacher. ASCD.
 Lesson 5
Different Models of Instructional Materials
A. INTRODUCTION
Instructional design serves as the backbone of effective teaching and learning, bridging
theory and practice to create impactful educational experiences. Lesson 5 delves into
various models of instructional materials, showcasing systematic approaches that cater
to diverse learning contexts. These models, from the foundational ADDIE framework to
the learner-centered Universal Design for Learning (UDL), offer educators versatile tools
to address learners’ needs while fostering engagement, inclusivity, and efficiency in the
learning process. With a focus on practical examples and applications, the lesson
emphasizes how these models can be tailored to the Philippine educational setting,
aligning theory with local cultural and institutional realities.

This lesson also highlights the significant contributions of cognitive frameworks like
Bloom's Taxonomy and innovative approaches such as the ASSURE and Dick and Carey
models. Each model is explored in terms of its function, purpose, and application,
enabling educators to choose the most appropriate method for their instructional goals.
From leveraging multimedia in classrooms to designing step-by-step training modules,
these strategies demonstrate the adaptability of instructional models to both traditional
and modern educational challenges.

Ultimately, Lesson 5 equips educators with a comprehensive understanding of

instructional design frameworks and their relevance to current and future educational
practices. By integrating theoretical insights with practical application, this lesson
prepares educators to create instructional materials that are not only pedagogically sound
but also responsive to the dynamic needs of learners. Through this exploration, educators
are empowered to foster equitable and effective learning environments.

B. LEARNING OBJECTIVES
By the end of this session, you will be able to:
 1. Understand the purpose and process of the ADDIE Model in developing
instructional materials.
2. Identify and apply the six levels of Bloom's Taxonomy to create learning objectives
and assessments.
3. Develop instructional strategies that align the ADDIE phases with Bloom's
cognitive domains.
4. Evaluate existing instructional materials using principles from ADDIE and Bloom’s
Taxonomy.
5. Contextualize and design inclusive examples of instructional activities that cater to
learners of all genders and backgrounds.

C. LECTURE DISCUSSION

1. ADDIE Model
Definition and Discussion
The ADDIE model is a systematic instructional design process encompassing five
stages: Analysis, Design, Development, Implementation, and Evaluation. It is a
systematic and iterative process ensuring that instructional materials are aligned
with learning goals and responsive to learners’ needs (Branch, 2009).
· Analysis: Identifies learner needs, goals, and challenges.
· Design: Plans instructional strategies, content, and delivery
methods.
· Development: Creates materials based on the design phase.
· Implementation: Delivers the materials to the learners.
· Evaluation: Assesses effectiveness and revises materials as
needed.
Function and Purpose
· Function: Guides educators through the structured workflow, creation,
and refinement of instructional materials.
· Purpose: Ensures alignment with learning objectives and continuous
improvement as it addresses the learners’ needs.
 Example (Philippine Setting):
For a DepEd Science module, the Analysis stage identifies the need for
climate change education. In the Design phase, visuals and interactive
activities are planned. During Development, teachers create infographics
about Philippine typhoons. Materials are tested in the Implementation
phase and improved based on feedback during Evaluation.

2. ASSURE Model
Definition and Discussion
The ASSURE model emphasizes integrating technology and media into
instruction. Its steps include analyzing learners, stating objectives, selecting and
using media, requiring learner participation, and evaluating (Smaldino et al., 2005).
Discussion:
· Emphasizes learner characteristics to select appropriate media.
· Requires active participation and feedback mechanisms.

Function and Purpose

· Function: Guides and facilitates the integration and effective use of
technology in education.
· Purpose: Engages learners through multimedia, interactive participation,
and tailored experiences.
Example (Philippine Setting):
A teacher uses the ASSURE model to design a module on Filipino history, using
YouTube videos about local heroes and interactive quizzes to assess students'
understanding.
3. Universal Design for Learning (UDL)
Definition and Discussion
UDL is a framework for creating accessible and inclusive instructional materials to
all learners. It offers multiple means of representation, action, and engagement
(Meyer et al., 2014).
 Discussion:
● Promotes equity by addressing diverse learner needs.
● Encourages materials that can be adapted to various learning styles and abilities.

Function and Purpose

● Function: Provides flexibility in teaching strategies and resources while ensuring
inclusivity in instructional materials.
● Purpose: Addresses diverse needs and ensures that all learners, including those
with disabilities, have equal access to learning opportunities.
Example (Philippine Setting):
In a classroom with visually impaired students, a Mathematics teacher provides
tactile 3D graphs and audio descriptions of lessons.

4. Dick and Carey Model

Definition and Discussion
This systems-based model views instruction as an interdependent, interrelated
component and process. It involves identifying goals, analyzing learners,
developing materials, and evaluating performance (Dick, Carey & Carey, 2015).
Discussion:
· Integrates all elements of instruction for cohesive learning.
· Focuses on achieving specific performance objectives.
Function and Purpose
● Function: Provides a framework for achieving learning outcomes by organizing
instruction systematically.
● Purpose: Develops cohesive, outcome-driven instruction while ensuring each
component contributes to the overall learning goals.

Example (Philippine Setting):

A TESDA vocational course develops step-by-step welding guides, ensuring that
each module builds on the previous one.
5. Constructivist-Based Models
Definition and Discussion
These models emphasize learning through discovery, interaction, and experience.
Learners build knowledge by interacting with their environment (Piaget, 1950).
Discussion:
· Encourages learners to solve real-world problems and reflect on
experiences.
· Learners actively participate in their learning process.

Function and Purpose

· Function: Encourages exploration and critical thinking through hands-on
learning.
· Purpose: Helps learners connect learning and apply knowledge to real-life
contexts.
Example (Philippine Setting):
Students in agriculture programs participate in hands-on farming activities to
understand crop cycles.

6. Kirkpatrick's Model
Definition and Discussion
Kirkpatrick’s model evaluates training programs on four levels: Reaction, Learning,
Behavior, and Results (Kirkpatrick & Kirkpatrick, 2006).
Discussion:
· Measures short-term and long-term impacts of instructional interventions.
· Focuses on tangible outcomes like performance improvement.

Function and Purpose

● Function: Provides a framework for measuring the effectiveness of instructional
interventions.
 ● Purpose: Ensures alignment with desired outcomes and that training impacts
learners and achieves organizational goals.
Example (Philippine Setting):
A corporate training program on customer service evaluates how well Filipino BPO
employees apply new communication techniques.

7. Gagné’s Nine Events of Instruction

Definition and Discussion
Gagné’s model outlines nine instructional events, such as gaining attention,
presenting content, and providing feedback, that promote effective learning
(Gagné, 1985).
Discussion:
· Follows a logical sequence for effective lesson delivery.
· Addresses cognitive, affective, and psychomotor learning domains.
Function and Purpose
· Function: Guides lesson planning and delivery by structuring lessons to
maximize engagement and understanding.
· Purpose: Facilitates comprehensive learning experiences by enhancing
learning process through sequential events.
Example (Philippine Setting):
An English teacher uses storytelling (gain attention) before presenting grammar
rules and conducting peer editing exercises (feedback).

8. Kemp Model
Definition and Discussion
The Kemp model emphasizes flexibility and iterative development by focusing and
integrating instructional problems, learner needs, and resource constraints
(Morrison et al., 2010).
Discussion:
· Adapts to diverse contexts and resource limitations.
· Focuses on learner-centered strategies.
 Function and Purpose
· Function: Adapts to diverse contexts and evolving needs.
· Purpose: Creates practical and adaptable instructional materials.
Example (Philippine Setting):
In a barangay literacy program, instructors create flexible modules that address
varied literacy levels within the community.

D. LINK TO SUPPLEMENTARY VIDEO:

ADDIE Model of Instructional Design
https://www.youtube.com/watch?v=JxShaB4R0d8

Bloom's Taxonomy In 5 Minutes | Blooms Taxonomy Explained | What Is Bloom's

Taxonomy? | Simplilearn
https://www.youtube.com/watch?v=NjOa6l4GFJA

References
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching,
and assessing: A revision of Bloom's taxonomy of educational objectives. Allyn &
Bacon.

Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of

educational goals. Handbook I: Cognitive domain. David McKay Company.

Branch, R. M. (2009). Instructional Design: The ADDIE Approach.

Dick, W., Carey, L., & Carey, J. O. (2014). The systematic design of instruction (8th
ed.). Pearson.

Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of
instructional design (5th ed.). Wadsworth/Thomson Learning.
Gagné, R. M. (1985). The Conditions of Learning and Theory of Instruction.

Kirkpatrick, D., & Kirkpatrick, J. (2006). Evaluating Training Programs.

Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into

Practice, 41(4), 212–218. https://doi.org/10.1207/s15430421tip4104_2

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and
Practice.

Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement,

42(5), 34–36. https://doi.org/10.1002/pfi.4930420508

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2010). Designing Effective Instruction.

Reiser, R. A., & Dempsey, J. V. (Eds.). (2017). Trends and issues in instructional design
and technology (4th ed.). Pearson.

Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2005). Instructional Technology and
Media for Learning.

Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Wiley.

Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.).
ASCD.