ADM – 002- 20- 0061

COURSE CODE: EL 105 TABLE OF CONTENTS

DESCRIPTIVE TITLE: Language Learning Materials TOPIC 1: Roles of Instructional Materials

Development
TOPIC 2: Dale’s Cone of Experience
PREREQUISITE(S):
TOPIC 3: Principle of Instructional Material
CREDIT UNITS: 3 Design

COURSE DESCRIPTION: This course engages the pre- TOPIC 4: Procedures in Materials Development
service English teachers in the selection, development,
production, and evaluation of variety of language TOPIC 5: Formulating Objectives
teaching and learning resources based on the identified
K to 12 learning competencies. Through these activities, TOPIC 6: Materials for Teaching Grammar and
they are able to demonstrate content knowledge on the Vocabulary
principles and procedures of language materials
development. Students show competence in employing TOPIC 7: Materials for Developing
innovative strategies on the design and development of
contextualized and localized instructional materials that TOPIC 8: Using Computer Assisted for Language
provide opportunities for meaningful, purposeful Learning
language use thereby facilitate language learning and
teaching. TOPIC 9: Using DVD or Video

COURSE OUTCOMES: After successful completion of TOPIC 10: Using Games, drama activities.
the course, students should be able to:
TOPIC 11: Portfolio Completion
1. demonstrate content knowledge on the
principles and procedures of designing and
developing contextualized and localized
materials; and
2. show competence in the selection and
development of language learning materials.

EL 105 – Language Learning Materials Development | 2nd semester, AY 2020-2021 1

 ADM – 002- 20- 0061
WEEK NO: 1 • A resource for presentation materials. (spoken
Roles of Instructional Materials or written)
- types • A source of activities for learner practice and
communicative interaction.
- classifications
• A reference source of learner on grammar,
- roles vocabulary, pronunciation, and so on.
• A source of simulation and ideas for classroom.
As classroom teachers, it is essential that we • A syllabus where they can reflect learning
become conversant with the type of instructional objectives that have already been determined.
materials, which can be used in any teaching or learning • A support for less experienced teachers who
situations. Instructional materials as it is said are have yet to gain in confidence.
synonymous with what we call 'teaching aids.'
Criteria for selection of Instructional Materials

Appropriateness – Materials are appropriate for the

subject matter, and appropriate for the learner’s
capacity or levels of learning.

Authenticity – Materials which may not have been

specifically designed for classroom use, but for use in
real-life situations.

Interest – Students need a personal connection to

the material, whether that is through engaging them
Instructional materials refer to those alternative
emotionally or connecting the new information with
channels of communication, which a classroom teacher
previously acquired knowledge. Without that,
can use to concretize a concept during teaching and
students may not only disengage and quickly forget,
learning process. Traditionally, classroom teachers have
but they may also lose the motivation to try.
relied heavily on the 'talk-chalk' method during their
teaching. But recently, instructional materials help to Presentation – Comprehensive of student and
provide variations in the ways in which messages are teacher resources; alignment of instructional
sent across. components; organization of instructional materials;
readability of instructional materials; pacing of
Instructional materials are also a content that
content; ease of use and durability of materials.
conveys essential knowledge and skills of subject in the
school curriculum through a medium or a combination of Cost – The materials used for teaching should not be
media for conveying information to a student. The term expensive, as long as it eyes captivating and catches
includes a book, supplementary materials, a combination the attention of the students then it is an effective
of book, workbook, computer software, magnetic media, instructional material.
DVD, CD-ROM, computer courseware, on-line services,
Common Types of Instructional Material
or an electronic medium, or other means of conveying
information to the student or otherwise contributing to
the learning process through electronic means, including
open-source instructional material.

Instructional materials constitute alternative

channels of communication, which a teacher can use to
convey more vividly instructional information to
learners. They represent a range of materials which can
be used to 'extend the range of vicarious experience' of • Print Materials: Readings, Syllabus, Lesson or
learners in a teaching-learning situation. Assignment Files, Rubrics, Handouts.

Roles of Instructional Material - Create accessible course materials and develop

instructions using the online activity worksheet.
• teaching materials are a key component in most - it is extremely portable, cost effective, readily available,
language programs that the teachers use as the and comfortable to use. Students don’t need special
basis for much of the language input the learners equipment to us it, and with adequate light, print
receive and the language practice that occurs in materials can be used anywhere at any time. Students
the classroom. can review the materials at their own speed.
• Inexperienced teachers, materials may also Examples: Assignment, Rubrics, and Discussion Prompt
serve as a form of teacher training – they provide
• Digital Media/Recorded Lectures (Audio or
ideas on how to plan and teach lessons as well as
Video): Movies/TV Clips/ YouTube, Podcasts,
formats that teachers can use.
Screencasts, TEDx Talks, etc.
Cunningsworth (1995) summarizes the role of materials
in language teaching as:
EL 105 – Language Learning Materials Development | 2nd semester, AY 2020-2021 2
 ADM – 002- 20- 0061

• Visualizations: Illustrative Pictures, Graphics,

Interactive Data

- Screencast information, resources, and more examples.

- How to use Capture Space Lite to upload video, create
a screencast, and record audio record.
- it is the most dominant mode of instruction.
Examples: Motivation YouTube Video, TED Talks, and
Podcasts

• Presentation Materials: Lecture Notes,

PowerPoint, Prezi, Adobe Captivate)

- How to create effective eLearning presentations.

Examples: PowerPoint for E-Learning
• Expert Interviews, Guest Speaker Recordings

- Pedagogical Roles for Video in Online Learning and

develop Your Video Presence.
Examples: Video Example: John Hawks – Tour of
Gibraltar caves to explore Neandertal behavior for • Role Playing
Human Evolution: Past and Future MOOC.

- act out the ideas and resources in a certain topic.

• Case Studies/Scenarios
• Student-Created Content
- Articulate storyline example courtesy of the subject
- adding student-generated student.
chosen.
- for the most part any of the other content types can
Examples: Writing case study.
also be created by students as an assignment and then
could be used as examples in your course.
• Expert Blogs

• Educational Games

- things you should know about the topic using games on

learning. - Blog about the things you should know about the topic.
Examples: Scrabbles or any board games. - The Rapid E-Learning Blog is a great resource for
building learning.
• Simulations
• Open Educational Resources (OER): Textbooks,
- Uses, trends & implications for simulation technologies Online Articles, Audio or Video Clips, Links to
in education. Online Resources, Databases, Examples;
Examples: Diffusion Simulation Game Simulations.

EL 105 – Language Learning Materials Development | 2nd semester, AY 2020-2021 3

 ADM – 002- 20- 0061

educators should use in transferring knowledge to the

learner. Like what was mentioned above, the
experiences in each stage can be mixed and are
interrelated thus, a balance must be achieved between
concrete and abstract experiences in order to cater the
and address all the need of the learner in all the domains
of development and in order to help each learner in their
- integrating OERs in teaching and learning. holistic development.
- explore OER.
Moreover, the generalization about the Cone of
• Websites or Really Simple Syndication (RSS)
Experience that was presented above is not enough. We
feeds
should try to go deeper in each of the component of the
cone since Educational Technology basically revolves
around the Cone of Experience. By going one-by-one,
starting from concrete to abstract, we will understand
more the different components of the cone that will help
us in grasping the real meaning of educational
technology.
- maximizing the use of website on teaching and learning
the topic.

• Software & Topical Training

- using online training library of video tutorials that is

available for free to staff and students.

WEEK NO: 2-3

Dale’s cone of Experience

Dale’s Cone of Experience is a model that

incorporates several theories related to instructional
design and learning processes. During the 1960s, Edgar
Dale theorized that learners retain more information by
what they “do” as opposed to what is “heard”, “read” or
“observed”. His research led to the development of the
Cone of Experience. Today, this “learning by doing” has
become known as “experiential learning” or “action
learning”.

Dale’s Cone of Experience is composed of eleven Dale’s Cone of Experience

(11) stages starting from concrete experiences at the
To help clear any lingering cone-fusion
bottom of the cone then it becomes more and more
(confusion), this is the summary of the levels of the
abstract as it reaches the peak of the cone. Also,
authentic Cone of Experience (with a few modernizing
according to Dale, the arrangement in the cone is not
touches, but minimal deviation from Dale's own words).
based on its difficulty but rather based on abstraction
and on the number of senses involved. The experiences Verbal Symbols (Text)
in each stage can be mixed and are interrelated that Absolute abstraction. We cannot get much
fosters more meaningful learning. further away from reality than reading about it on paper
or screen. Verbal symbols bear no resemblance to the
objects or ideas they stand for. Nevertheless, they
According to one of the principles in the readily convey an endless range of subject matter
selection and use of teaching strategies, the more senses
that are involved in learning, the more and the better the
learning will be, but it does not mean that concrete
experience is the only effective experience that
EL 105 – Language Learning Materials Development | 2nd semester, AY 2020-2021 4
 ADM – 002- 20- 0061

terminology, concepts, principles, formulas, and another

knowledge.

Practice:

Read this word: jablko

Jablko is the Slovak term for Apple.

The letters J-A-B-L-K-O and A-P-P-L-E don't look, sound,
smell, taste, or feel anything like actual fruit. What they
do share is a common meaning that native
Slovak/English speakers learn at a very young age.

Visual Symbols: Charts, Graphs, Maps, Etc. (+ Diagrams,

Infographics)
Source: Microsoft Office

Did combining textual, visual, and auditory

inputs strengthen the connection between abstraction
and meaning? If not, repetition, repetition, repetition!

Motion Pictures (Videos, Animations)

A moving feast for the eyes and ears. Unfolding

with a compression of time and space, videos present on-
screen abstractions of real-life processes and events.

Although streaming experiences cannot recreate the

richness of reality, and they deliver that reality in a
deliberate and contrived order, this loss of directness has
Graphic substitutes for literal reality. If you could certain compensating advantages. Not only do learning
examine numbers then, charts and graphs would serve videos edit out the irrelevant stuff from the live edition
little purpose. To recognize patterns and relationships in of the show, but they can also add zoom and slow motion
numeric data, most of our brains prefer the visual to parts we should concentrate on, which we can rewind
interpretability of bars, lines, and scatterplots. and replay as many times as it takes. (p. 44)

Visual symbolism is not just for numbers. Practice:

Flowcharts convert stages of operation into basic shapes
Click here to watch an indie microdocumentary (okay,
and arrows—org charts do the same for what people do
13-second iPhone video) featuring a jablko.
and who they report to.
https://www.youtube.com/watch?v=NTMdvVS32bc
Diagrams and schematics reduce the assembly,
operation, and repair of concrete objects into simple
illustrations free of unnecessary detail. Parts of the
earth? Maps. Events from the past? Timelines. Just about
any reality we need to explain clearly can be easier to
understand with visual symbolism. (p. 45-46)

Still Pictures, Radio, Recordings (Photos, Podcasts,

Audio)

A feast for the eyes or ears. Level 3 represents

unisensory media that we can experience in no fixed
order—photographs and audio recordings. Notice that
unlike common misrepresentations of the Cone of
Experience, which treat "seeing" as more effective than
"hearing," Dale placed still pictures (visual media) on the Exhibits
same level of abstraction as radio and recordings
(auditory media).

Practice:

Click this stock photo of a jablko to open its Wiktionary

page. Then play the audio clip of its pronunciation.

EL 105 – Language Learning Materials Development | 2nd semester, AY 2020-2021 5

 ADM – 002- 20- 0061

Meaningful displays with limited handling. Dramatic Participation (Roleplay Exercises)

Levels 6 through 4 open the door for—but do not
necessarily let in—an expanded range of sensory and
participatory experiences. While some exhibits are
specifically designed for interactivity, others restrict
learners to look but do not touch.

Field Trips

Reconstructing situations for instructional purposes.

Level 3 marks the point where learners—at least some of
them—must shift from observers to participants.
Dramatization of real-life experiences can help eliminate
elements that mean little and distract attention, while
sharpening and emphasizing those that really "matter."

Practice:

Sights and sounds of real-world settings. Aside from the Either individually or with a partner, roleplay the
occasional opportunity to hop in a fire truck or milk a following scenario in which a non-Slovak speaker
cow, the main activity for field trippers is observing from desperately needs a specific piece of fruit:
the sidelines.
Your Slovak friend has abandoned you at his parents'
Demonstrations new country cottage, where you have just awoken from
an extended, absinthe-and-jetlag-induced slumber. You
would kill to bite into a crisp juicy apple.

You wander into the kitchen only to discover that the

brand-new residence has yet to be stocked with anything
edible. While wobbling back to your cave, you plow
torso-first into your Slovak friend's mother. Of course,
she speaks not a word of English.

After an agonizing exchange of gibberish and hand

gestures, you figure out that she is going to the market
and asking if you have any requests. Luckily enough, the
one thing your craving is the only word you know in
Slovak...

On a sheet of paper, write the word apple in Slovak. Then

hold it up and show it to your friend's mother as you
enunciate the word and slowly nod.

This is how it works and/or how you do it. Like Contrived Experiences (Simulations, Some
exhibits and field trips, demonstrations may or may not Gamification)
include an element of participation. In some learning
situations, seeing how it has done is not much good if we
cannot try it for ourselves. In others, either the
demonstration alone gives us what we need to know, or
hands-on activity is logistically unfeasible.

"Editing" of reality that make it easier to grasp. Some

realities are far too much to take in all at once. Their
sprawling acreage or mechanical functions would be
complicated and baffling to a first-time first hander. That
is why mock-ups, working models, and simulations differ
from the original in size or complexity.
EL 105 – Language Learning Materials Development | nd
2 semester, AY 2020-2021 6
 ADM – 002- 20- 0061

Whether they cut the colossal down to comprehensible to practice every chance they get. This goes for eLearning
size, carve out a cross-section from a concealed interior, as well as on-site programs.
or control distractions competing for cognitive load,
Getting students quickly to a place in which they
contrived experiences are imitations that teach better
can begin to put their knowledge into practice is essential
than the realities they imitate.
to effective Instructional Design. Efficiency, point out the
Direct Purposeful Experiences (Hands-On Practice) book’s authors, is the best way to achieve that goal.

Concrete reality. At the base of Dale's Cone of Consider Students’ Backgrounds as You Design Material
Experience, we learn through first-hand participation
Look at the students’ background to develop materials
with responsibility for the outcome:
that challenge them without overwhelming them. This
It is the rich, full-bodied experience that is the bedrock will help them learn at the fastest rate possible for them.
[sic] of all education. It is the purposeful experience that
Include Supplementary Material
is seen, handled, tasted, felt, touched, smelled. It is the
unabridged version of life itself—tangible experience, Offer supplementary material for students whose
which we commonly refer to as "something you can get backgrounds or abilities allow them to learn more quickly
your fingers on," "something you can sink your teeth than the rest of the class. This is especially true for uni
into," eLearning, where extra material in a field about which
they are passionate can inspire them to take even more
coursework in that field—even to consider graduate-
level work or a career in that field.

Add Remedial Material for Struggling Students

As you design your course, include some extra material

that can help bring struggling students up to speed. Step-
by-step explanations in more simplified language, as well
as lessons that involve multiple senses, can help guide
these slower learners to true understanding.

Use A Clear, Organized Format

An important ingredient in efficiency is the format in

Practice:
which you design the system. Use terminology in plain
State the Slovak word for apple. Then go grab the nearest English—no jargon or complicated wording. Keep the
apple and repeat the word as you touch, smell, and taste format simple so the material itself is the challenge.
the apple. (Mentally repeat it while you chew the apple.) Organize the material in a logical sequence that makes
sense, depending on the material. For instance, for a
WEEK NO: 4 history course design, the sequence might be
chronological, while for literature themes might make
Principle of Instructional Material better sense. Save tangential information for enrichment
Design material. Irrelevant information can distract the student
from the main focus of each lesson. Infographics and
other visual and audio aids should be easy to see and
Instructional Systems Design: Basic Principles easy to understand.
The National Research Council of the National Provide Structure
Academies states clearly the goal of all learning:
expertise. Instructional Design, therefore, they point out, As the material builds in complexity, always relate new
must be such that learners develop “conceptually rich material to previously learned material. Point out how
and organized representations of knowledge that resist the new material relates to the old—and how it points to
forgetting, can be retrieved automatically and can be what is coming in later lessons. Use outlines and tables
applied flexibly across tasks and situations.” to organize hierarchical structures and diagrams to
illustrate more complicated relationships among various
Those who design instructional systems, components of the material.
therefore, must keep that goal in mind as they create
their system. Pto guide you as you become a future Use Small Units to Speed Up Learning
educator, here are the basic principles of effective It may be counterintuitive, but people learn better in
Instructional Systems Design (ISD). small chunks than if you ask them to digest a lot of
1. Instructional Design Should Proceed at An material at once. You might have presented a lot of
Efficient Pace material, but that portion of the material that the
students internalize is larger when you use smaller
Since students need many hours of practice in a chunks.
skill to achieve expertise, an instructional program
should teach material efficiently, encouraging students
EL 105 – Language Learning Materials Development | 2nd semester, AY 2020-2021 7
 ADM – 002- 20- 0061

2. Instructional Design Should Contextualize teaching how to detect certain fallacies, would be wise
Information to pass out several popular adverts to their students to
see if they can put their theoretical knowledge to work.
When students can relate new information and theories
Memorizing truth tables and lists of informal fallacies is
with that which they already know, they can learn faster.
one thing. Putting them to work in real life makes that
Not only that, but they can also apply it better in real life
knowledge memorable.
through more situations and tasks.
Build New Knowledge on The Foundations of Existing
Use Multiple Examples
Knowledge
Since not all your students’ backgrounds and experiences
Leverage your students’ life experiences to teach new
will be similar, a wide range of examples will help get
skills and knowledge. If, for instance, your students are
information across. If you are aware of your students’
learning how to roll thin, see-through sheets of baklava
backgrounds, you can pull examples from situations they
and they have already learned to roll out plain pie pastry,
might find familiar. For example, if you are teaching
build on that skill to teach the more difficult skill of rolling
French, and you know that a couple of your students are
out baklava sheets. Similarly, if your students know some
chefs, you can use examples from food culture, such as
Spanish words and are learning French, use the common
‘bon appetit’ to teach the meaning of good (bon) or ‘au
Latin roots in both to teach new French vocabulary
jus’ (with juice) to teach the multiple meanings of the
words. Everyday experiences, too, can become powerful
preposition ‘au,’ which can mean ‘to the,’ or loosely in
tools to help students understand new principles. If they
English, ‘with.’
are learning about the emotional and philosophical
Use Varied Formats implications of a story in literature, have them relate the
story to similar real-life experiences.
Some students learn better from written material, others
from infographics and yet others from videos. As time 3. Design Your Course to Be Learner Community-
allows, design your instructional format to include a wide Based
range of formats to better speak to learners’ unique
Learning does not take place in a vacuum. The learning
learning styles.
community, even in an eLearning or universal eLearning
Use A Variety of Meaning Contexts situation, plays a valuable part in the learning process,
say the authors of the Hungarian Online University’s
Without overwhelming your students at one time, teach book Basic Principles and Models of Instruction
how the same material may take on different meanings Technology.
in various contexts. Manners, for instance, can demand
one type of behavior in one context, while another in a Peer Feedback Is A Huge Part of Learning
different situation. Likewise, vocabulary words, such as
Peer feedback not only helps those evaluated better
‘stop,’ may have one meaning to a driver, while it takes
internalize the material, but it helps the evaluators as
on a whole other meaning to an organist, who uses
well. For example, a law student learning how to apply a
‘stops’ to change the tone quality of the music he plays.
certain statute in an argument before a judge. If his/her
Vary the Types of Practical Applications You Offer classmates, as well as the professor, evaluate the
strengths of his/her argument, they will learn to apply
When you design a section of a course that contains new those principles to their own argument. In fact, the
vocabulary words, have the students read, speak, and professor can point out which parts of the peer feedback
write the new words. Similarly, for a new section of are valid, which are not, and why. Everyone—not just the
music, have the students repeat it from rote by imitating person being evaluated—will learn from the experience.
the teacher’s movements over the instrument (or the
vocal technique), and the next time, have them perform Most Real-Life Positions Require Teamwork
the same section of the piece from the written score.
On the job, when your students will have to apply the
Link Theoretical Concepts to Practical Experiences knowledge they gained from your course, they will need
to learn how to function as a part of a team—and as a
When you create a section of your curriculum in which part of the larger community inside the organization or
you present a set of directions on how to do a task, do business. They will need to learn how to cooperate with
not just have them memorize the steps. Have them each other, learn from each other, and teach each other
practice the skill as you teach it. Make sure you explain if the team is to succeed. They will need to learn how to
to them that it is OK to mess up, at least at first. present their ideas with confidence and apply their
Example: knowledge as a part of the team. Furthermore, they will
need to be able to divide tasks up among themselves as
As one figure skating coach said to his frustrated they put their knowledge to work. Learning how to parcel
beginner students who fell time after time as they out the steps in performing a task quickly and efficiently
attempted the difficult Axel jump, ‘That’s good. If you’re is as much a part of mastering the ability as it is to do the
not falling, you’re not learning’. Even if it’s awkward at task by oneself.
first, students internalize concepts better when they
utilize more senses. A philosophy professor, when Provide Space for Student-Student Connections

EL 105 – Language Learning Materials Development | 2nd semester, AY 2020-2021 8

 ADM – 002- 20- 0061

In an eLearning situation, it may be more difficult to Often a problem can unravel when one takes a different
connect students with one another—but it is essential to perspective. Shifting perspective will develop cognitive
expand one’s learning. Encourage online chat with one flexibility, which can benefit students greatly when in the
another, as well as meetups for those who live near workplace. Arguing a point from both a pro and con
another student. Conversations about the material viewpoint can open students’ minds to find a third way
taught and its practical applications often bear much that avoids the problems inherent in the standard
fruit when it comes to internalizing facts and concepts. positions, or theories about a given problem. It was not
Not only that, but a course whose design includes such until Einstein learned to ‘think outside the (standard)
opportunities can forge connections that help students box’ that he could come up with his theory of relativity.
expand their professional networks to find more job
Create Courses That Teach Students to Become Lifelong
opportunities and the chance to advance in their
Learners
respective fields.
The adage “teach a person to fish, and you’ve fed them
4. Include Opportunities for Students to Produce
for a lifetime” is never so true as in Instructional Design.
Original Content
Incorporate tried-and-true learning strategies within
A course that only requires students to remember your course. Teach them to ask questions—never accept
information to spit back in a tightly controlled the status quo. Pique their curiosity. Once that pump is
environment, such as a multiple-choice test or fill-in-the- primed, students will never be the same. They will
blank, does its students a disservice. Instead, within the develop a thirst for knowledge that will keep them at the
lesson structure, include opportunities for students to forefront of their field for a lifetime. Teach them to love
produce original content. the word ‘why’.

Reaction Papers or Oral Presentations Help Students 5. Create Fair, Well-Thought-Out Evaluation Tools
Organize and Understand Issues Administered at The Proper Time

After a reading assignment, video assignment, or The old model of cramming a lot of material into each
another task, ask the students to write their reaction to lesson results in students who cram for tests. This, in
the positions presented in the assigned reading. As they turn, relegates the information and skills to short-term
discuss the material in their own words, they will memory, and so they are promptly forgotten when the
internalize the principles presented—even if only to exams are over. That does not sit well with modern
refute them. Do not, however, allow students to produce employers, who want workers that have internalized the
non-supported gut reactions. Require them to use skills, principles, and facts they have learned in their
reasoned arguments combined with the facts they have coursework. Instead, provide students with material
learned to write their reaction paper or speech. Such presented and tested at a pace at which they can
opportunities will prepare them for on-the-job situations internalize the knowledge for a lifetime.
in which they must make their case for doing a task in a
Space Out New Material and Evaluations
given manner to maximize efficiency.
Allow plenty of time and opportunities for students to
Encourage Students to Put Their Newfound Knowledge
digest new material before you do any large-scale
or Skills To Work Outside Of Class
evaluations. Smaller, less-formal evaluations, such as
In a cooking course, for instance, have the students reaction papers, demonstrations, or quizzes spaced out
prepare dishes for their families or roommates. In a over the course of each topic work better than
political science course, include a requirement that they presenting a large amount of material and then testing
participate in a campaign or otherwise take part in the students on those huge chunks.
political process. Some of these efforts may, like all
Test Your Tests
beginnings, be awkward at first, but producing original
work while using the skills they learn in the classroom will Course design is fluid. If a testing instrument (or some of
pay off huge dividends in the working world. the components of a given test) are not working, change
them. Evaluate student test and quiz results to see if you
Incorporate Critical Thinking Exercises in Course
are missing something either in your presentation of the
Material
material, or if certain questions are unfair or unclear. See
Teach students to look for contradictions, explanations, if spacing out the material in smaller chunks over time
and resolutions. Critical thinking is one of the most will help the students better understand. Look carefully
transferable skills for today’s workforce. Problems that (and ask your students and fellow teachers to do so as
come up usually arise because of contradictions at the well) at your questions to see if rephrasing them might
core of an argument or at the heart of a theory about produce better results.
how something works. Critical thinking helps students
Provide Helpful Feedback
look for those anomalies, discover why something is not
working, and figure out a way to make it work. A simple score tells a student little about how to correct
a thought process that led them to the wrong answer.
Teach Students to Look At A Problem From Multiple
Teachers should provide comments that help the student
Points Of View
identify the point where she went off the right track.

EL 105 – Language Learning Materials Development | 2nd semester, AY 2020-2021 9

 ADM – 002- 20- 0061

Commend the student for strategies that are innovative • Help focus attention on the important task and
and logical but locate the point at which they went off information.
the track. Partial credit for ‘wrong’ answers that
Bloom’s taxonomy
demonstrate some command of the material can help to
encourage a student. A calculus professor, for instance, Bloom’s Taxonomy was created by Benjamin
whose student used the right strategy at every step but Bloom in 1956, published as a kind of classification of
made a typo or an elementary arithmetic mistake could learning outcomes and objectives that have, in the more
issue partial credit because that student has a better than half-century since, been used for everything from
grasp of the material than one who made no arithmetic framing digital tasks and evaluating apps to writing
errors yet failed to show his work or took shortcuts. questions and assessments.
Provide Immediate Feedback The original sequence of cognitive skills was Knowledge,
Comprehension, Application, Analysis, Synthesis, and
Instructors are some of the busiest people on earth. Piles
Evaluation. The framework was revised in 2001 by Lorin
of papers to grade and records to keep combine to cause
Anderson and David Krathwohl, yielding the revised
some to delay grading papers or issuing feedback.
Bloom’s Taxonomy. The most significant change was the
Instead, design courses to have shorter, yet more
removal of ‘Synthesis’ and the addition of ‘Creation’ as
effective assessments to keep a handle on the workload.
the highest-level of Bloom’s Taxonomy. And being at the
Students learn better from feedback soon after the
highest level, the implication is that it’s the most complex
assessment, while the work is still fresh on their minds.
or demanding cognitive skill–or at least represents a kind
Immediate feedback allows students to correct their
of pinnacle for cognitive tasks.
thought process before it becomes ingrained in their
minds. How Bloom’s Taxonomy Is Useful For Teachers
With a course design that keeps moving at an efficient In a separate post, we are going to cover exactly
pace, puts the learning into a practical context, involves how Bloom’s can be used by teachers. There are many
the learning community, encourages students to create reasons for the popularity of Bloom’s Taxonomy (that
original content, and provides appropriate, thoughtful likely deserve an article of their own to explore). For
feedback, instructors and committees can provide now, many educators love Bloom’s because, among
relevant courses that will produce students who can other virtues, it gives them a way to think about their
confidently take their place in their chosen field. teaching—and the subsequent learning of their students.

As mentioned above, the framework can be used to use

WEEK NO: 5 to create assessments, evaluate the complexity of
Formulating Objectives assignments, increase the rigor of a lesson, simplify an
activity to help personalize learning, design a summative
assessment, plan project-based learning, frame a group
Instructional Objectives:
discussion, and more. Because it simply provides an
• When a teacher starts teaching, a teacher mut order for cognitive behaviors, it can be applied to almost
be guided by instructional objective, followed by anything. (You can see one example here–one of our
strategies and tolls to accomplish the task, and teaching materials that combined Bloom’s Taxonomy
then evaluate the task. with common digital tasks.)
• Instructional Objectives are statement that
The image above visually demonstrates the hierarchy of
describes what the learners will be able to do
Bloom’ hierarchymy, which is crucial because it is that
upon completion of the learning experience.
structure that characterizes its use. There are six levels in
• It is also known as learning objectives. Bloom’s Taxonomy (the initialism RUA2EC may be useful
• Objectives are tools to ensure your students to recall the levels).
reach the goal.
The 6 Levels of Bloom’s Taxonomy
Objectives must be:

Related to intended outcomes.

Are specific and measurable.

Concerned with students.

Need for Instructional Objectives:

• Specifies what the student should learn to do.

• Provide direction to the teacher in the teaching
learning process to attain the stated objectives.
• Provide guidance to the questions paper setter
for evaluating student’s achievements.
• Help the instructor choose appropriate
instructional and learning strategies.
EL 105 – Language Learning Materials Development | 2nd semester, AY 2020-2021 10
 ADM – 002- 20- 0061

1. The first level of Bloom’s Taxonomy is to Remember. The cognitive domain involves knowledge and the
development of intellectual skills (Bloom, 1956). This
Example activities at the Remembering level: memorize
includes the recall or recognition of specific facts,
a poem, recall state capitals, remember math formulas.
procedural patterns, and concepts that serve in the
2. The second level of Bloom’s Taxonomy is to development of intellectual abilities and skills. There are
Understand. six major categories of cognitive an processes, starting
from the simplest to the most complex (see the table
Example activities at the Understanding level: organize below for an in-depth coverage of each category):
the animal kingdom based on a given framework,
illustrate the difference between a rectangle and square, • Knowledge
summarize the plot of a simple story. • Comprehension
• Application
3. The third level of Bloom’s Taxonomy is to Apply.
• Analysis
Example activities at the Application level: use a formula • Synthesis
to solve a problem, select a design to meet a purpose, • Evaluation
reconstruct the passage of a new law through a given
government/system.
The categories can be thought of as degrees of
4. The fourth level of Bloom’s Taxonomy is to Analyze. difficulties. That is, the first ones must normally be
mastered before the next one can take place.
Example activities at the Analysis level: identify the ‘parts
of’ democracy, explain how the steps of the scientific Affective domain
process work together, identify why a machine is not
The affective domain (Krathwohl, Bloom, Masia,
working.
1973) includes the way we deal with things emotionally,
5. The fifth level of Bloom’s Taxonomy is to Evaluate. such as feelings, values, appreciation, enthusiasms,
motivations, and attitudes. The five major categories are
Example activities at the Evaluation level: make a
listed from the simplest behavior to the most complex:
judgment regarding an ethical dilemma, interpret the
significance of a given law of physics, illustrate the Category Examples Key Words
relative value of a technological innovation in a specific (verbs)
setting—a tool that helps recover topsoil farming, for Receiving Listen to others Acknowledge,
example. Phenomena: with respect. asks,
Awareness, Listen for and attentive,
6. The sixth and final level of Bloom’s taxonomy is to willingness to remember the courteous,
Create. hear, selected name of the dutiful,
attention. newly follows
Example activities at the Creation level: design a new
introduced
solution to an ‘old’ problem that honors/acknowledges people.
the previous failures, delete the least useful arguments Responds to Participates in Answers,
in a persuasive essay, write a poem based on a given Phenomena: class discussions. assists, aids,
theme and tone. Active Gives a complies,
participation on presentation. conforms,
The Three Domains of Learning
the part of the Questions new discusses,
The committee identified three domains of educational learners. Attend ideals, concepts, greets, helps,
activities or learning (Bloom, et al. 1956): and react to a models, etc. to labels,
particular fully understand performs,
Cognitive: mental skills (knowledge) phenomenon. them. Know the presents, and
Learning safety rules and tells.
Affective: growth in feelings or emotional areas (attitude outcomes may practice them.
or self) emphasize
Psychomotor: manual or physical skills (skills) compliance in
responding,
Since the work was produced by higher education, the willingness to
words tend to be a little bigger than we normally use. respond, or
Domains may be thought of as categories. Instructional satisfaction in
designers, trainers, and educators often refer to these responding
three categories as KSA (Knowledge [cognitive], Skills (motivation).
[psychomotor], and Attitudes [affective]). This taxonomy Valuing: the Demonstrates Appreciates,
worth or value a belief in the cherish,
of learning behaviors may be thought of as “the goals of
person attaches democratic treasure,
the learning process.” That is, after a learning episode,
to a particular process. Is demonstrates
the learner should have acquired a new skill, knowledge, object, sensitive , initiates,
and/or attitude. phenomenon, or towards invites, joins,
Cognitive Domain behavior. This individual and justifies,
ranges from cultural proposes,

EL 105 – Language Learning Materials Development | 2nd semester, AY 2020-2021 11

 ADM – 002- 20- 0061

simple differences respect, and

acceptance to the (value diversity). shares.
mores complex Shows the ability Psychomotor domain
state of to solve The psychomotor domain (Simpson, 1972)
commitment. problems. includes physical movement, coordination, and use if the
Valuing is based Proposes a plan
motor-skills areas. Development of these skills requires
on the to social
practice and is measured in terms of speed, precision,
internalization of improvement
a set of specified and follows distance, procedures, or techniques in execution. Thus,
values, while through with psychomotor skills rage from manual tasks, such as
clues to these commitment. digging a ditch or washing a car; to more complex tasks,
values are Informs such as operating a complex piece of machinery or
expressed in the management on dancing.
learner’s overt matters that one
behavior and are feels strongly The seven major categories are listed from the simplest
often identifiable. about. behavior to the most complex:
Organizing: Recognizes the Compares, 1. Perception (awareness) – the ability to use
Organizes values need for balance relates,
sensory cues to guide motor activity. This ranges
into priorities by between synthesizes.
from sensory stimulation, through cue selection,
contrasting freedom and
to translation.
different values, responsible
resolving conflicts behavior. Examples: detects non-verbal communication
between them, Explains the role cues. Estimate where a ball will land after it is
and creating of systematic thrown and the moving to the correct location to
unique value planning in catch the ball. Adjusts heat of stove to correct
system. The solving temperature by smell and taste of food. Adjusts
emphasis is on problems. the height of the forks on a forklift by comparing
comparing, Accepts where the forks are in relation to the pallet.
relating, and professional Key words: chooses, describes, detects,
synthesizing ethical differentiates, distinguishes, identifies, isolates,
values. standards. relates, selects.
Creates a life
2. Set: readiness to act. It includes mental, physical,
plan in harmony
and emotional sets. These three sets are
with abilities,
interests, and dispositions that predetermine a person’s
beliefs. response to different situations (sometimes
Prioritizes time called mindsets).
effectively to Examples: knows and acts upon a sequence of
meet the needs steps in a manufacturing process. Recognize
of the one’s abilities and limitations. Shows desire to
organization, learn a new process (motivation). NOTE: this
family, and self. subdivision of Psychomotor is closely related
Internalizes Shows self- Acts, with the “Responding to phenomena”
Values reliance when discriminates, subdivision of the affective domain.
(Characterization) working displays, Key words: begins, displays, explains, moves,
: has a value indeeependently influences,
proceeds, reacts, shows, states, volunteers.
system that . Cooperates in modifies,
3. Guided response: the early stages in learning a
controls their group activities performs,
behavior. The (display qualifies, complex skill that includes imitation and trial and
behavior is teamwork). Uses questions, error. Adequacy of performance is achieved by
pervasive, an objective revises, practicing.
consistent, approach in serves, Examples: performs a mathematical equation
predictable and problem solving. solves, ass demonstrated. Follows instructions to build a
most important Displays a verifies. model. Responds hand-signals of instructor
characteristic of professional while learning to operate a forklift.
the learner. commitment to Key words: copies, traces, follows, react,
Instructional ethical practice reproduce, responds.
objectives are daily. Revises 4. Mechanism (basic proficiency): this is the
concerned with judgments and intermediate stage in learning a complex skill.
the student’s changes
Learned responses have become habitual and
general patterns behavior in light
the movements can be performed with some
of adjustment of a new
(personal, social, evidence. Values confidence and proficiency.
emotional). people for what Examples: use a personal computer. Repair a
they are, not leaking faucet. Drive a car.
how they look.

EL 105 – Language Learning Materials Development | 2nd semester, AY 2020-2021 12

 ADM – 002- 20- 0061

Key words: assembles, calibrates, constructs, Key Words: act, build, execute, perform.
dismantles, displays, fastens, fixes, grinds, heats, 3. Precision: Refining, becoming more exact.
manipulates measures, mends, mixes, organizes, Performing a skill within a high degree of
sketches. precision.
5. Complex Overt Response (Expert): the skillful Examples: Working and reworking something,
performance of motor acts that involve complex so it will be “just right.” Perform a skill or task
movement patterns. Proficiency is indicated by a without assistance. Demonstrate a task to a
quick, accurate, and highly coordinated beginner.
performance, requiring a minimum of energy. Key Words: calibrate, demonstrate, master,
This category includes performing without perfectionism.
hesitation, and automatic performance. For 4. Articulation: Coordinating and adapting a series
example, players are often utter sounds of of actions to achieve harmony and internal
satisfaction or expletives as soon as they hit a consistency.
tennis ball or throw a football, because they can Examples: Maneuvers a car into a tight parallel
tell by the feel of the act what the result will parking spot. Operates a computer quickly and
produce. accurately. Displays competence while playing
Examples: maneuvers a car into a tight parallel the piano. Michael Jordan playing basketball or
parking spot. Operates a computer quickly and Nancy Lopez hitting a golf ball.
accurately. Displays competence while playing Key Words: create, design, develop, invent,
the piano. manage, naturally.
Key words: assembles, builds, calibrates,
constructs, dismantles, displays, fastens, fixes, Harrow (1972):
grinds, heats, manipulates, measures, mends,
mixes, organizes, sketches. 1. Reflex Movements: Reactions that are not
Note: the key words are the same as learned, such as an involuntary reaction.
Mechanism, but will have adverbs or adjectives Examples: instinctive response
that indicate that the performance is quicker, Key Words: react, respond.
better, more accurate, etc. 2. Fundamental Movements: Basic
6. Adaptation: skills are well developed, and the movements such as walking or grasping.
individual can modify movement patterns to fit Examples: perform a simple task
special requirements. Key Words: grasp an object, throw a ball,
Examples: responds effectively to unexpected walk.
experiences. Modifies instruction to meet the 3. Perceptual Abilities: Response to stimuli
needs of the learners. Perform a task with a such as visual, auditory, kinesthetic, or
machine that it was not originally intended to do tactile discrimination.
(machine is not damaged and there is no danger Examples: track a moving object, recognize
in performing the new task). a pattern
Key words: adapts, alters, combines, composes Key Words: catch a ball, draw or write.
constructs, creates, designs, initiate, makes, 4. Physical Abilities (fitness): Stamina that
originates. must be developed for further development
such as strength and agility.
Other Psychomotor Domain Taxonomies Examples: gain strength, run a marathon
As mentioned earlier, the committee did not Key Words: agility, endurance, strength.
produce a compilation for the psychomotor domain 5. Skilled movements: Advanced learned
model, but others have. The one discussed above is by movements as one would find in sports or
Simpson (1972). There are two other popular versions by acting.
Dave (1970) and Harrow (1972): Examples: Using an advanced series of
integrated movements, perform a role in a
Dave (1975): stage play or play in a set of series in a sports
1. Imitation: Observing and patterning behavior game.
after someone else. Performance may be of low Key Words: adapt, constructs, creates,
quality. modifies.
Examples: Copying a work of art. Performing a 6. Nondiscursive communication: Use
skill while observing a demonstrator. effective body language, such as gestures
Key words: copy, follow, mimic, repeat, and facial expressions.
replicate, reproduce, trace. Examples: Express oneself by using
2. Manipulation: Being able to perform certain movements and gestures
actions by memory or following instructions. Key Words: arrange, compose,
Examples: Being able to perform a skill on one's interpretation.
own after taking lessons or reading about it. The words which should not be used in the
Follows instructions to build a model. instructional objectives.

EL 105 – Language Learning Materials Development | 2nd semester, AY 2020-2021 13

 ADM – 002- 20- 0061

There are some vague words which should be

avoided.

1. To know
2. To understand
3. To enjoy
4. To grasp the significance of
5. To believe
6. To appreciate

Useful verbs in writing instruction objectives.

Specific words should be used so that it gives the

meaningful sentence.

1. To write
2. To define
3. To recite
4. To identify
5. To differentiate
6. To solve
7. To construct
8. To list
9. To compare

Few examples:

1. The students will be able to define the term

poetry.
2. The students will be able to list down the
dimensions of rectangle.
3. The students will be able to explain the types of
figure of speech.
4. The students will be able to describe the
meaning of semantics.
5. The students will be able to differentiate
semantics to pragmatics.
6. The students will be able to categorize the parts
of speech.
7. The students will be able to justify the statement
of the President.
8. The students will be able to assess the
importance of learning English.

EL 105 – Language Learning Materials Development | 2nd semester, AY 2020-2021 14

 ADM – 002- 20- 0061

ACTIVITY FOR WEEK NO. 1 ____________6. It uses online training library of video
tutorials that is available for free to staff and students.
Name: _______________________________________
____________7. He summarizes the role of materials in
Section: ___________________ language teaching.
Subject: EL 105 – Language Learning Materials ____________8. PowerPoint for E-Learning.
____________9. A syllabus that can reflect learning
Development objectives that have already been determined.
Instructor: Renz Dave J. Espiritu ____________10. Materials are appropriate for the
subject matter, and appropriate for the learner’s
I. Multiple Choice
capacity or levels of learning.
Read each question and write the letter of your answer
on the blank provided before each number.
USE CAPITAL LETTERS. (2 points each). III. Synthesis

Explain each question in a brief and concise manner. (5

_____1. Which of the following best describes points each).
Instructional Materials?
a. It is a tool of students to easily learn. 1. Explain each criterion of choosing instructional
b. It is a tool of the teachers to learn. material.
c. It is a tool for students to easily learn. • Appropriateness
d. It is a tool for the students to teach.
____2. It is a type of instructional materials that uses _____________________________________________
Illustrative Pictures, Graphics, Interactive Data. _____________________________________________
a. Print materials _____________________________________________
b. Visualization _____________________________________________
c. Simulations
d. Presentation materials • Authenticity
____3. What is the role of instructional materials?
a. To give students quality education. _____________________________________________
b. To make students globally competitive. _____________________________________________
c. It provides ideas on how to plan and teach _____________________________________________
lessons as well as formats that teachers can use. _____________________________________________
d. It is a model that incorporates several theories
• Interest
related to instructional design and learning
processes. _____________________________________________
____4. What is a student created content? _____________________________________________
a. It is about adding student-generated student. _____________________________________________
b. It is the intermediate stage in learning a complex
_____________________________________________
skill.
c. Reactions that are not learned, such as an • Presentation
involuntary reaction.
d. Response to stimuli such as visual, auditory, _____________________________________________
kinesthetic, or tactile discrimination. _____________________________________________
____5. What is a print material? _____________________________________________
a. It uses, trends & implications for simulation _____________________________________________
technologies in education. • Cost
b. It is a kind of classification of learning outcomes
and objectives. _____________________________________________
c. It involves knowledge and the development of _____________________________________________
intellectual skills. _____________________________________________
d. It is Readings, Syllabus, Lesson or Assignment _____________________________________________
Files, Rubrics, and Handouts.

II. Identification
Read each question carefully and write your answer on
the blank provided in each item. (2 points each)

____________1. It maximizes the use of website on

teaching and learning the topic.
____________2. It integrates OERs in teaching and
learning.
____________3. Its Pedagogical Roles for Video in Online
Learning and develop Video Presence.
____________4. It is the most dominant mode of
instruction.
____________5. It is another term for teacher’s aids.
EL 105 – Language Learning Materials Development | 2nd semester, AY 2020-2021 15
 ADM – 002- 20- 0061

ACTIVITY FOR WEEK NO. 2-3

Name: _______________________________________
Section: ___________________
Subject: EL 105 – Language Learning Materials
Development
Instructor: Renz Dave J. Espiritu
I. Modified True or False

Read each question carefully and write T on the space

provided before each item if the statement is True, if
otherwise, write the correct word on the space provided.
(2 points each)

______________1. The arrangement in the cone is not

based on its difficulty but rather based on abstraction
and on the number of senses involved.

______________2. “learning by observing” has become

known as “experiential learning” or “action learning”.

______________3. Motion Pictures bear no

resemblance to the objects or ideas they stand for.

______________4. Level 3 marks the point where

learners—at least some of them—must shift from
observers to participants.

______________5. Still Pictures, Radio, Recordings

(Photos, Podcasts, Audio) is a feast for the eyes or ears.

______________6. Motion pictures are the absolute

abstraction.

______________7. Contrived experience is the "Editing"

of reality that make it easier to grasp.

______________8. Roleplay Exercises are reconstructing

situations for instructional purposes.

______________9. Verbal symbols are how it works

and/or how you do it.

______________10. Hands-On Practice is based on

concrete reality.

II. Essay

Explain the significance of Dale’s Cone of Experience in

teaching.

Criteria: Cohesiveness – 20
Content - 20
Coherence - 10

EL 105 – Language Learning Materials Development | 2nd semester, AY 2020-2021 16

 ADM – 002- 20- 0061

ACTIVITY FOR WEEK NO. 4 ______________3. They are some of the busiest people
on earth. Piles of papers to grade and records to keep
Name: _______________________________________
combine to cause some to delay grading papers or
Section: ___________________ issuing feedback.
Subject: EL 105 – Language Learning Materials ______________4. It tells a student little about how to
correct a thought process that led them to the wrong
Development answer.
Instructor: Renz Dave J. Espiritu ______________5. It should teach material efficiently,
encouraging students to practice every chance they get.
I. Multiple Choice

Read each question and write the letter of your answer ACTIVITY FOR WEEK NO. 5
on the blank provided before each number.
USE CAPITAL LETTERS. (2 points each). Name: _______________________________________
Section: ___________________
______1. Which of the following is TRUE about
Subject: EL 105 – Language Learning Materials
Instructional Material Design?
a. Provide Structure. Development
b. Provide books. Instructor: Renz Dave J. Espiritu
c. Use papers.
d. Ask for feedbacks. I. Synthesis
______2. Why do we need to remedial materials for List the following terms and explain each on the blank
struggling students? provided in each item. (5 points each)
a. To help them cope-up.
b. For them to learn from their past mistakes. 1. The three domains of Learning
c. To help guide these slower learners to true 1. ________________
understanding. ____________________________________
d. For them to fail again. ____________________________________
______3. Teacher uses a clear and organized format ____________________________________
because… ____________________________________
a. To make an efficient format in a lesson. 2. ________________
b. To have a proper format. ____________________________________
c. For the sake of formality. ____________________________________
d. To make the lesson organized. ____________________________________
______4. Why teachers need to provide immediate ____________________________________
feedback? 3. ________________
a. To lessen the work responsibility of the teachers. ____________________________________
b. For students to know if they fail or not. ____________________________________
c. For students to inquire their failure. ____________________________________
d. Students learn better from feedback soon after ____________________________________
the assessment, while the work is still fresh on 2. The 6 levels of Bloom’s Taxonomy
their minds.
______5. Why do we need to add supplementary 1. ____________
material? ____________________________________
a. students whose backgrounds or abilities allow ____________________________________
them to learn more quickly than the rest of the ____________________________________
class. ____________________________________
b. This will help the student gain more knowledge 2. ____________
form the discussion.
____________________________________
c. Student who has difficulty on learning with one
____________________________________
material will help them to further learn.
____________________________________
d. It can help teachers to further explain a certain
topic. ____________________________________
3. ____________
II. identification ____________________________________
Read each question carefully and write your answer on ____________________________________
the blank provided in each item. (2 points each) ____________________________________
____________________________________
______________1. It is one of the most transferable
____________________________________
skills for today’s workforce.
4. _____________
______________2. It can demand one type of behavior
____________________________________
in one context.
____________________________________

EL 105 – Language Learning Materials Development | 2nd semester, AY 2020-2021 17

 ADM – 002- 20- 0061

____________________________________
____________________________________
5. _______________
____________________________________
____________________________________
____________________________________
____________________________________
6. _______________
____________________________________
____________________________________
____________________________________
____________________________________
II. Identification
Read each question carefully and write your answer on
the blank provided in each item. (2 points each)

_______________1. It is a statement that describes what

the learners will be able to do.
_______________2. It includes the way we deal with
things emotionally, such as feelings, values, appreciation,
enthusiasms, motivations, and attitudes.
_______________3. It is the ability to use sensory cues
to guide motor activity. This ranges from sensory
stimulation, through cue selection, to translation.
_______________4. identify the ‘parts of’ democracy,
explain how the steps of the scientific process work
together, identify why a machine is not working.
_______________5. This includes the recall or
recognition of specific facts, procedural patterns, and
concepts that serve in the development of intellectual
abilities and skills.
_______________6. This is the intermediate stage in
learning a complex skill.
_______________7. skills are well developed, and the
individual can modify movement patterns to fit special
requirements.
_______________8. Use effective body language, such
as gestures and facial expressions.
_______________9. Coordinating and adapting a series
of actions to achieve harmony and internal consistency.
_______________10. Reactions that are not learned,
such as an involuntary reaction.
_______________11.it is published as a kind of
classification of learning outcomes and objectives that
have, in the more than half-century since, been used for
everything from framing digital tasks and evaluating apps
to writing questions and assessments.
_______________12. Response to stimuli such as visual,
auditory, kinesthetic, or tactile discrimination.
_______________13. the worth or value a person
attaches to a particular object, phenomenon, or
behavior.
_______________14. Organizes values into priorities by
contrasting different values, resolving conflicts between
them, and creating unique value system. The emphasis is
on comparing, relating, and synthesizing values.
_______________15. includes physical movement,
coordination, and use if the motor-skills areas.

EL 105 – Language Learning Materials Development | 2nd semester, AY 2020-2021 18