How Teachers Judge the Quality of Instructional Materials (2024)

FAQs

How Teachers Judge the Quality of Instructional Materials? ›

More typically, teachers reported that they would review materials, alone or in teams, for alignment. Once teachers determined that materials were aligned, they began to apply other criteria, such as accuracy, visual appeal, ease of use, potential for student engagement, and support for needed differentiation.

Make sure the materials support learning objectives: Provide a wide range of materials that will enrich and support the curriculum and course objectives. The instructional materials should reinforce and supplement, not substitute for, the teacher's teaching efforts.

The following sections describe the four primary categories of criteria that teachers said they use when selecting instructional materials: accuracy and visual appeal, alignment to standards and depth of knowledge, ease of use and support, and engage- ment and ability to meet student needs (Figure 1).

objectives shall be the most critical consideration when choosing an instructional material. the following she may utilize as a supplemental material? that a learner must achieve for a specific subject.

order to help the teaching is more effective and student learning is enhanced, there are three major components of instruction are created upfront: 1) learning objectives, 2) assessments and 3) instructional activities (Figure 1.

High-quality instructional materials allow students to ENGAGE more DEEPLY and MEANINGFULLY with the STANDARDS. High-quality instructional materials lead to ADDITIONAL LEARNING FOR STUDENTS.

Evaluation ensures that the instruction being designed both meets the identified need for instruction and is effective in achieving the intended learning outcomes for participants. It helps to answer questions such as: Are our instructional goals aligned with the requirements of the instructional program?

Evaluating language teaching and learning materials is really important in successful language teaching because it encourages us to be a reflective practitioner (Schon 1983) and actively reflect on what we need/want from materials, how they are used in practice and to what effect.

Why do we evaluate materials? To identify the popular and successful features of existing materials, which will help us to produce better materials. To choose suitable materials for language programmes. To adapt the materials to make them better suit the needs of the students and the needs of teaching.

Making appropriate choices of instructional materials depends on a broad understanding of three major variables: (1) characteristics of the learner, (2) characteristics of the media, and (3) characteristics of the task to be achieved (Frantz, 1980).