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Revising Instructional Materials

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This document discusses revising instructional materials. It notes that instructional materials must be revised carefully through a methodical process using feedback from experts, students, and field tests. Revisions can improve clarity, address weaknesses, and ensure materials meet learner needs. Data from evaluations informs the revision process. Designers and teachers can both revise materials as needed.

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Revising Instructional Materials Presented by SylondiaHooks InstructionalDesignSystem 501 April 5, 2015
Summary  Revising instructional materials is a vital step in the instruction process as it helps yield materials that are effective and useful for the demographic of students it will reach. For this reason, the revision process must be precise, methodical, and carefully considered so that it will be most useful for teachers and students.
Objectives  How to identify weaknesses in instructional materials  How to identify weaknesses in instructor-led materials  Identify problems in instructional materials  How to suggest revisions for problematic materials
Instructional Materials  What are they?  A medium for delivering content  Aids in transferring information  They can include books, maps, media, audio
Revising Instructional Materials  Who revises instructional materials?  Designers trained to evaluate the materials and suggest revisions.  There are specific steps they must follow as well as certain data they must collect to aid in revising instructional materials.  Teachers may also revise instructional materials.
Revising Instructional Materials  Information needed to begin revising instructional materials:  Results from formative evaluations of materials from content experts and learners from assessments such as one-to-one, small group, and field-trial evaluations.  Results from context evaluations  Results from select in-use instructional materials  Information about learner achievement and attitudes
Revising Instructional Materials  Steps to begin revising instructional material follow:  Plan-  Method for examining data  Summarize-  Data from experts  Data from one-to-one evaluations  Small group evaluations  Analyze-  Data from field trial evaluations  Data from performance context evaluations
How Data Helps in Revising Instructional Materials  One-to-one formative evaluation  Focuses on how the instruction is received  Are the instructions clearly written?  Are the instructions free of errors?  Did the students have any/a few/many questions?  Sits with one learner to evaluate  Only select students participate  Will also focus on how the learner is affected  Did the learner grasp the objective?  If at all, how little/much assistance did learner need?
One-to-one Evaluation Data in Revising Instructional Materials  The evaluator will collect notes and observe the student in a performance capacity  The information obtained from the one-to- one evaluation will help the designer determine if the instructional materials are an effective component of the curriculum.  The information obtained will also be useful information for the teacher.
One-to-one Evaluation in Revising Instructional Materials  What revisions to be made will be determined after the one-to-one evaluations are completed and notes gathered.  Revisions from a designer standpoint may include changing the use of particular words or situations.  More diversity may need to be added.  How questions and statements are worded and sequenced may need revision.
One-to-one Evaluation in Revising Instructional Materials  What revisions to be made will be determined after the one-to-one evaluations are completed and notes gathered.  Revisions from an instructor’s standpoint may include teaching certain information differently to better prepare students for the information on the materials.  Giving clearer instructions.  Providing students with more practice time.
Small Group and Field Trial Evaluations in Revising Instructional Materials  Small group evaluations is an extension of one-to- one evaluations in that a small group of students are chosen to be evaluated. In the case of small groups, instead of just one child, it is several children  The information gathered from small group evaluation will be collected and utilized just as in one-to-one evaluation.  Field-trial evaluations  These evaluations yield more factual information as they are conducted in an environment that mimics the actual one the materials will be used in.
Types of Revisions  The main type of revision is of instructional materials.  Instructional materials must not only be carefully designed, but also free of errors and free of mistakes that may cause confusion.  With this in mind, revisions to content, word usage, word amount, readability, and ability to be comprehended must be looked over again and again until it is most suitable for for teacher and student use.
Types of Revisions  Another type of revision that can occur with instructional materials, though more indirect, is with how the teacher utilizes them.  Instructional materials are designed to be used certain ways to help yield certain results.  If a teacher uses instructional materials in ways they are not designed, the students will not benefit.  If the teacher is not mindful of the instructional materials s/he chooses, student achievement may not excel as desired.
How the Teacher Can Revise Instructional Materials  Omission: Omitting part of the materials/instruction that the students may not be prepared for or that may not correspond to goals and objectives.  Include other types of material to supplement and complete instruction.  A teacher can also create instructional material to go along with objectives.
Revising Instruction  Working from an instructor’s manual, a teacher can notate any changes made within the manual for future reference and use.  Notes should include questions and inquiries from students as well as teacher’s responses.  Revising instruction can be done immediately and while instruction is occurring.
Specific Data to View for Revising Instructional Materials  Entrance behaviors and attitudes  Results from pretests and posttests  Comprehension based on instructional strategy  The amount of learning time provided and used  Instructional strategies
Summary  Instructional materials are vital parts to a complete objective-lined lesson plan.They aid in learning by providing visual representations and to supplement the teaching.Though it is expected to use instructional materials that correspond perfectly with a lesson, there may be times that they need to be revised. Sometimes designers may find it necessary to revise the materials before they are in rotation. Revision of instructional materials can occur through trials and testing, or as they material are being used by the teacher.
Thank you! Sylondia Hooks shooksasu@gmail.com https://sites.google.com/site/shookspink / http://shookspink.blogspot.com/

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Revising Instructional Materials

  • 1. Revising Instructional Materials Presented by SylondiaHooks InstructionalDesignSystem 501 April 5, 2015
  • 2. Summary  Revising instructional materials is a vital step in the instruction process as it helps yield materials that are effective and useful for the demographic of students it will reach. For this reason, the revision process must be precise, methodical, and carefully considered so that it will be most useful for teachers and students.
  • 3. Objectives  How to identify weaknesses in instructional materials  How to identify weaknesses in instructor-led materials  Identify problems in instructional materials  How to suggest revisions for problematic materials
  • 4. Instructional Materials  What are they?  A medium for delivering content  Aids in transferring information  They can include books, maps, media, audio
  • 5. Revising Instructional Materials  Who revises instructional materials?  Designers trained to evaluate the materials and suggest revisions.  There are specific steps they must follow as well as certain data they must collect to aid in revising instructional materials.  Teachers may also revise instructional materials.
  • 6. Revising Instructional Materials  Information needed to begin revising instructional materials:  Results from formative evaluations of materials from content experts and learners from assessments such as one-to-one, small group, and field-trial evaluations.  Results from context evaluations  Results from select in-use instructional materials  Information about learner achievement and attitudes
  • 7. Revising Instructional Materials  Steps to begin revising instructional material follow:  Plan-  Method for examining data  Summarize-  Data from experts  Data from one-to-one evaluations  Small group evaluations  Analyze-  Data from field trial evaluations  Data from performance context evaluations
  • 8. How Data Helps in Revising Instructional Materials  One-to-one formative evaluation  Focuses on how the instruction is received  Are the instructions clearly written?  Are the instructions free of errors?  Did the students have any/a few/many questions?  Sits with one learner to evaluate  Only select students participate  Will also focus on how the learner is affected  Did the learner grasp the objective?  If at all, how little/much assistance did learner need?
  • 9. One-to-one Evaluation Data in Revising Instructional Materials  The evaluator will collect notes and observe the student in a performance capacity  The information obtained from the one-to- one evaluation will help the designer determine if the instructional materials are an effective component of the curriculum.  The information obtained will also be useful information for the teacher.
  • 10. One-to-one Evaluation in Revising Instructional Materials  What revisions to be made will be determined after the one-to-one evaluations are completed and notes gathered.  Revisions from a designer standpoint may include changing the use of particular words or situations.  More diversity may need to be added.  How questions and statements are worded and sequenced may need revision.
  • 11. One-to-one Evaluation in Revising Instructional Materials  What revisions to be made will be determined after the one-to-one evaluations are completed and notes gathered.  Revisions from an instructor’s standpoint may include teaching certain information differently to better prepare students for the information on the materials.  Giving clearer instructions.  Providing students with more practice time.
  • 12. Small Group and Field Trial Evaluations in Revising Instructional Materials  Small group evaluations is an extension of one-to- one evaluations in that a small group of students are chosen to be evaluated. In the case of small groups, instead of just one child, it is several children  The information gathered from small group evaluation will be collected and utilized just as in one-to-one evaluation.  Field-trial evaluations  These evaluations yield more factual information as they are conducted in an environment that mimics the actual one the materials will be used in.
  • 13. Types of Revisions  The main type of revision is of instructional materials.  Instructional materials must not only be carefully designed, but also free of errors and free of mistakes that may cause confusion.  With this in mind, revisions to content, word usage, word amount, readability, and ability to be comprehended must be looked over again and again until it is most suitable for for teacher and student use.
  • 14. Types of Revisions  Another type of revision that can occur with instructional materials, though more indirect, is with how the teacher utilizes them.  Instructional materials are designed to be used certain ways to help yield certain results.  If a teacher uses instructional materials in ways they are not designed, the students will not benefit.  If the teacher is not mindful of the instructional materials s/he chooses, student achievement may not excel as desired.
  • 15. How the Teacher Can Revise Instructional Materials  Omission: Omitting part of the materials/instruction that the students may not be prepared for or that may not correspond to goals and objectives.  Include other types of material to supplement and complete instruction.  A teacher can also create instructional material to go along with objectives.
  • 16. Revising Instruction  Working from an instructor’s manual, a teacher can notate any changes made within the manual for future reference and use.  Notes should include questions and inquiries from students as well as teacher’s responses.  Revising instruction can be done immediately and while instruction is occurring.
  • 17. Specific Data to View for Revising Instructional Materials  Entrance behaviors and attitudes  Results from pretests and posttests  Comprehension based on instructional strategy  The amount of learning time provided and used  Instructional strategies
  • 18. Summary  Instructional materials are vital parts to a complete objective-lined lesson plan.They aid in learning by providing visual representations and to supplement the teaching.Though it is expected to use instructional materials that correspond perfectly with a lesson, there may be times that they need to be revised. Sometimes designers may find it necessary to revise the materials before they are in rotation. Revision of instructional materials can occur through trials and testing, or as they material are being used by the teacher.