PAULA REPORT_Criteria for selecting Instructional Materials.pptx

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1. Criteria for selecting Instructional Materials PAULA L. MALINAO

2. Instructional Materials Defined as resources that organize and support instruction. (Remillard & Hech , 2014) Refer to those alternative channels of communication which a classroom teacher can use to concretize a concept during teaching and learning process. (Tyler,1987; Dike, 1989).

3. A D D I E MODEL

4. References: SELECTING INSTRUCTIONAL MATERIALS: BRIEF 1 — QUALITY How Teachers Judge the Quality of Instructional Materials by Dan Bugler, Stacy Marple, Elizabeth Burr, Min Chen- Gaddini , and Neal Finkelstein https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165445/resource-selecting-instructional-materials-brief-1-quality.pdf The Department of Education (DepEd) provides guidelines for selecting, developing, and evaluating instructional materials

5. Accuracy, visual appeal • No errors; correct information • Well written • Strong visual appeal

6. Content Validity, Accuracy, and Relevance Materials should be factually correct, up-to-date, and free from misinformation. S hould be culturally and contextually relevant to Philippine society, history, and values. Must promote Filipino identity, patriotism, and national development . Reference: DepEd Order No. 34, s. 2017 – Revised Guidelines on the Evaluation and Selection of Textbooks and Other Instructional Materials

7. Incorrect Practices in Selecting Instructional Materials Outdated and Inaccurate Content Using materials with incorrect information can mislead students. Reference: Posner, G. J. (2004). Analyzing the Curriculum . McGraw-Hill

8. Alignment to standards, depth of knowledge Aligned to standards Efficiently addresses standards Appropriate depth of knowledge, questions, and activities

9. Alignment with the K to 12 Curriculum and Learning Standards Instructional materials must be aligned with the K to 12 Curriculum Guide and the Most Essential Learning Competencies (MELCs) set by DepEd. S hould support the learning domains and ensure mastery of skills per grade level. Reference: DepEd Order No. 21, s. 2019 – Policy Guidelines on the K to 12 Basic Education Program

10. Incorrect Practices in Selecting Instructional Materials Over-reliance on a Single Source Relying on only one textbook or material limits students' exposure to diverse perspectives. Reference: Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction . University of Chicago Press

11. Ease of use, support

12. Readability, Accessibility, and Language Appropriateness Materials should match students’ reading levels and comprehension skills. Mother Tongue-Based Multilingual Education (MTB-MLE) should be followed for early grade levels. Must be accessible to learners with disabilities (e.g., braille, sign language, audio versions). Reference: DepEd Order No. 74, s. 2009 – Institutionalizing Mother Tongue-Based Multilingual Education (MTB-MLE)

13. Readability – Simple and clear words that students can understand. Accessibility – Materials are easy to access for all, including those with disabilities. Language Appropriateness – Uses words and language that match students' age and skill level.

14. Incorrect Practices in Selecting Instructional Materials Ignoring Accessibility Needs Materials that do not accommodate learners with disabilities exclude certain groups from effective learning. Reference: Rose, D. H., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning . ASCD

15. Engagement, ability to meet student needs • Engagement: Sparks student interest; relevant

16. Learner Engagement and Motivation Instructional materials should use interactive, engaging, and learner-centered approaches. P romote critical thinking, creativity, collaboration, and communication . Integration of local stories, traditions, and languages can enhance student interest. Reference: Constructivist Learning Theory (Bruner, 1966) & DepEd's Contextualized Learning Approach

17. Incorrect Practices in Selecting Instructional Materials Lack of Contextual Relevance Selecting materials that do not reflect the learners' local experiences or realities can hinder comprehension. Reference: Freire, P. (1970). Pedagogy of the Oppressed . Continuum

18. Engagement, ability to meet student needs • Differentiation: Appropriate material by skill level, language ability, cognitive capability, and learning style

19. By Skill Level – Easy or advanced tasks based on ability. By Language Ability – Simple words to complex By Cognitive Capability – Extra support for struggling learners, challenges for fast learners. By Learning Style – Visuals for visual learners, hands-on activities for kinesthetic learners.

20. Pedagogical Soundness and Instructional Effectiveness Materials should support active learning, differentiated instruction, and scaffolding strategies. Must include well-structured lesson plans, activities, and assessments . Reference: DepEd Order No. 42, s. 2017 – National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST)

21. Engagement, ability to meet student needs • Cultural and background knowledge: Culturally relevant; aligns with prior background knowledge

22. Culturally Relevant – Lessons relate to students' culture and identity. Aligns with Prior Knowledge – Connects new ideas to what students already know.

23. Inclusivity, Gender Sensitivity, and Cultural Appropriateness Materials must promote gender equality, inclusivity, and respect for diversity . S hould be free from bias, stereotypes, and discrimination based on ethnicity, religion, gender, or socioeconomic status. Reference: DepEd Order No. 32, s. 2017 – Gender-Responsive Basic Education Policy

24. Incorrect Practices in Selecting Instructional Materials Bias and Stereotyping Materials that promote discrimination or stereotypes should be avoided. Reference: Banks, J. A. (2015). Cultural Diversity and Education: Foundations, Curriculum, and Teaching . Routledge

25. Engagement, ability to meet student needs • Diverse activities: Group and individual, hands-on, requires movement, longer investigations

26. Diverse activities: - Group and Individual Work – mind mapping , brainstorming - Hands-on Activities – Learning by doing, such as experiments, building models, or crafting. - Requires Movement –role-playing, outdoor tasks. - Longer Investigations – projects , research that take more time to complete.

27. Usability, Practicality, and Affordability Materials must be easy for teachers to use with clear instructions and teaching guides. Digital tools should be compatible with available technology Reference: DepEd Order No. 018, s. 2020 – Policy Guidelines for the Provision of Learning Resources in the Implementation of the Basic Education Learning Continuity Plan (BE-LCP)

28. Assessment and Feedback Integration Materials must include formative and summative assessment tools to measure learning outcomes. Must provide opportunities for self-reflection, peer assessment, and teacher feedback . Reference: DepEd Order No. 8, s. 2015 – Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program

29. Assessment and Feedback Integration Assessment –quizzes, projects, presentations Feedback – give suggestions and comments to help students learn better Integration – assessment and feedback a regular part of teaching, so students can adjust and improve continuously.

30. "Tell me and I forget. Teach me and I remember. Involve me and I learn." – Benjamin Franklin