FM-AA-CIA-13 Rev.

01 06-Sept-2022

PANGASINAN STATE UNIVERSITY

Lingayen, Pangasinan
BACHELOR OF ARTS IN ENGLISH LANGUAGE

COURSE
J SYLLABUS
nd
2 Semester, S.Y 2023 – 2024

COURSE INFORMATION
COURSE CODE ELS 121
COURSE TITLE INSTRUCTIONAL MATERIALS DEVELOPMENT AND EVALUATION
COURSE TYPE Lecture
COURSE CREDIT 3 units
CLASS HOURS 54
COURSE PREREQUISITE/
ELS117
CO-REQUISITE
Face-to-Face Schedule Tuesday 8:30-10; 10-11:30
COURSE SCHEDULE
Synchronous Schedule Thursday 8:30-10; 10-11:30
UNIVERSITY VISION, MISSION, QUALITY POLICY, INSTITUTIONAL OUTCOMES AND PROGRAM OUTCOMES

UNIVERSITY VISION To be a leading industry-driven State University in the ASEAN region by 2030.
The Pangasinan State University shall provide a human-centric, resilient, and sustainable academic environment to produce dynamic,
UNIVERSITY MISSION
responsive, and future-ready individuals capable of meeting the requirements of the local and global communities and industries.
EOMS POLICY The Pangasinan State University shall be recognized as an ASEAN premier state university that provides quality education and satisfactory
service delivery through instruction, research, extension and production.
We commit our expertise and resources to produce professionals who meet the expectations of the industry and other interested parties in the
national and international community.
We shall continuously improve our operations in response to changing environment and in support of the institution’s strategic direction.
INSTITUTIONAL The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess. These outcomes
OUTCOMES are anchored on the following core values: Accountability and Transparency, Credibility and Integrity, Competence and Commitment to
Achieve, Excellence in Service Delivery, Social and Environmental Responsiveness, and Spirituality – (ACCESS).

Anchored on these core values, the PSU graduates are able to:
1. Demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity,
participatory decision making, and accountability;

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2. Engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions
that build personal and professional credibility and integrity.

3. Set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing quality
outputs leading to inclusive growth;

4. Exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills,
innovative mindset, research and production initiatives and capability in meeting the industry requirements of local, ASEAN and
international human capital market through relevant and comprehensive programs;

5. Display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university
constituents and elevate the welfare of the multi-sectoral communities and;

6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.

GRADUATE ATTRIBUTES PROGRAM OUTCOMES PERFORMANCE INDICATORS

PO 1 Demonstrate through institutional mechanisms, system,

People’s Champion policies, and processes which are reflective of transparency, equity, • Explain how the English language
participatory decision-making, and accountability. works in the context of historical,
social, cultural, and political factors.
PO 5 Display socially and environmentally responsive
organizational culture, which ensures higher productivity among the
university constituents and elevate the welfare of the multi-sectoral
communities.

PO 11 Preserve and promote “Filipino historical and cultural

heritage”.

PO 9 Work effectively and independently in multi-disciplinary and

multi-cultural teams

PO 10 Act in recognition of professional, social, and ethical

responsibility

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Continuous Innovative Learner PO 14 Apply analytical and interpretive skills in the study of texts • Explain clearly and logically how
the English language changes in
PO 17 Use appropriate theories and methodologies critically and
response to various factors.
creatively

PO 19 Articulate a comprehensive and contextualized view of the • Maintains stature and behavior that
English language system and development upholds the dignity of teaching.

PO 21 Facilitate English language learning in diverse social,

cultural, academic, and professional settings • Enhance literacy development and
critical/creative thinking among
PO 18 Appraise the role of humanistic education in the formation of students through the use of
the human being and society
different types of texts.
PO 12 Recognize the need for and demonstrate the ability for
lifelong learning
• Listen/speak/read/write/view
PO 15 Discuss and/or create artistic forms situations, participate effectively in
oral communication situations
PO 13 Identify multi-perspectives and interrelations among texts where language systems vary.
and contexts

PO 8 Effectively communicate orally and in writing using both • Produce a well-documented paper
Mother Tongue and English and Filipino setting for various needs in an
academic setting and in the
PO 20 Communicate in English (both oral and written) fluently,
accurately and creatively in diverse social, cultural, academic and workplace.
professional settings.

PO 23 Produce well-written texts for various academic and • Apply and assess the appropriate
professional purposes communication strategies in
diverse social, cultural, academic,
PO 22 Participate effectively in oral communication situations and professional settings.
where language systems (phonological, morphological, syntactic,
semantic) vary (PO 22)

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Community Developer PO 3 Set challenging goals and tasks with determination and sense • Teach reading/writing/ listening/
of urgency which provide continuous improvement and producing speaking/ viewing skills in formal as
quality outputs leading to inclusive growth.
well as non-formal settings using
PO 2 Engage in relevant, comprehensive, and sustainable best practices in delivering
development initiatives through multiple perspectives in decisions knowledge (e.g. skill-
and actions that build personal and professional credibility and based/content-based/tasked-
integrity. based) with appropriate
methodologies (audio lingual,
PO 4 Exhibit life-long learning and global competence proficiency in independent exploration, use of
communication skills, intra/interpersonal skills, entrepreneurial
skills, innovative mindset, research and production initiatives and technology, etc.)
capability in meeting industry requirements of local, ASEAN and
international human capital market through relevant and • Engage in English language
comprehensive programs. research relevant to the school and
workplace settings.
PO 7 Articulate and discuss the latest development in the specific
field of practice.

PO 24 Contribute to the generation of new knowledge by

participating in various research and development projects .

PO 16 Demonstrate research skills specific to the sub-disciplines in

the humanities .

COURSE DESCRIPTION

This course introduces the various theories, principles, and practices of instructional materials design and development. It underlines the processes and ways on
how to create instructional goals, conduct instructional analysis, plan, develop, execute, and evaluate instructional design in the teaching and learning of language in order
to provide the basic knowledge and application of the skills and techniques required for the process of addressing learning settings. This course will also practice students to
ensure effective preparation and use of instructional materials by distinguishing basic advantages and disadvantages of the primary instructional medium and resources that
are necessary in language learning and teaching.

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COURSE OUTCOMES

COURSE OUTCOMES (CO) ILO AND PO CODE

IL ILO ILO IL ILO ILO P P P P P P P P P P P P P P P P
At the end of the course, the student should be able to: O 2 3 O 5 6 O O O O O O O O O O O O O O O O
1 4 1* 2* 3* 4* 5* 6 7 8 9 1 1 1 1 1 1 1
0 1 2 3 4 5 6*
CO1 Define and demonstrate content knowledge
of the basic concepts and importance of P L O L P O P
instructional materials.
CO2 Understand the different types of instructional
material and how these materials are
developed in line with language teaching and L O P P P P P P
learning.
CO3 Analyze the principles of language material L
design and development. L P P L P P P P P P

CO4 Identify and employ the processes involved in

materials development. P L L O P P O

CO5 Explain the underlying concepts of framework L

materials and methods that involves the L P P P L P O P P L P L P P P P
creation of instructional materials
CO6 Identify and employ the different tools and L
methods of evaluating instructional materials. L P P L P P L L P P

CO7 Understand the impact of technology on

materials development and evaluation. L L P P L P P P

CO8 Learn the basic assessment and evaluation L

strategies to effectively create materials
appropriate for the intended audience or P L P O O P P
students.
CO9 Discuss the role of technology and the future
of materials in the modern era. L P L O P O P

CO Appreciate instructional materials as L

10 important factors in language teaching and P L P P P L L P P P
learning.

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COURSE LEARNING PLAN

Learning
Course Activities Learning Materials and
Learning Outcomes Topics Hours Assessment
Outcome/s (Face-to-Face and Platform
Synchronous)

• Familiarize with basic A. Introduction of the Vision, 1 Lecture/ Student Handbook Quiz
information about PSU and its Mission, Strategic Goals and Discussion
operations including the blended EOMS Policy of PSU. Recitation
learning modalities of the new B. Program orientation
normal environment
C. Guidelines on course content
and requirements, and grading
system
D. Learning modalities, the LMS
platform and the blended
learning approaches to the
subject

CO1 • Understand the basic theoretical I. Introduction to Lecture/ PowerPoint Quizzes

CO2 concepts underlying the study of 9 Discussion Presentations
Instructional Materials
CO3 Individual
instructional materials. A. Definition and significance of
Brainstorming Lecture Slides Assignment
instructional materials
• Distinguish the differences
B. Types of instructional Oral Presentation Readings Recitation
between and among the
different types of instructional materials
materials. C. The role of instructional Video clips Essays
materials in the learning
• Discuss the basic principles process E-books/ E-journals
underlying material design and D. Basic principles of materials
development. MS Teams
development
• Appreciate instructional Web Links
materials as an integral part of
teaching and learning

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CO4 • Demonstrate an understanding II. Designing Effective Lecture PowerPoint Quizzes

CO5 of the different learning theories 9 Presentations
Instructional Materials
CO10 Focus Group Graded
to create instructional materials A. Learning theories and
in line with the theories. Discussion Lecture Slides Recitation
instructional materials
• Utilize effective needs
B. Identifying learning needs and Oral Presentation Readings Reflection
assessment techniques and
address these needs and objectives Paper
objectives. C. Creating content outlines and Brainstorming Video clips
• Develop content outlines and storyboards
storyboards to foster D. Selecting appropriate E-books/ E-journals
engagement and understanding. instructional materials and
• Evaluate a range of instructional MS Teams
media
materials and media formats to
maximize learning effectiveness Web Links
and engagement.

Stylistic
CO9 • Demonstrate a thorough III. Technology Integration in 9 Lecture PowerPoint analyze of
CO10 awareness of how technology Presentations poems using
Instructional Materials
can enhance learning A. The use of technology in Focus Group the different
experiences and engage Discussion Lecture Slides poetic
modern instructional materials
students in a variety of devices.
educational contexts. B. Interactive multimedia elements Oral Presentation Readings Poetry
• Design and create interactive and simulations Explication
multimedia elements in practical C. Adapting materials for outline Video clips
application. and blended learning Quizzes
• Discuss educational resources environments E-books/ E-journals Essays
for different learning Stylistic
environments that cater to MS Teams Analysis of
various student needs and different
preferences. Web Links poems
Stylistic
Analysis of
the “A Poem
of Love in
Eleven Lines”
(gay
literature)
MIDTERM EXAMINATIONS (1 hour)

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CO7 • Distinguish between formative IV. Assessment and 8 Lecture PowerPoint Quizzes
CO8 and summative assessment Presentations
Feedback in Instructional
C010 strategies. Focus Group Graded
Materials
• Design instructional materials Discussion Lecture Slides Recitation
A. Formative and summative
that include assessment
opportunities and objectives. assessment strategies Pitch Presentation Readings Ad Analysis
• Possess the skills to deliver B. Embedding assessment within Video clips and
constructive and actionable materials Oral Presentation E-books/ E-journals Comparison
feedback that is specific, timely, C. Providing feedback MS Teams Creative Ad
and tailored to individual learner Web Links Campaign
needs and skills.

CO8 • Differentiate between internal, V. Evaluation of Lecture PowerPoint Graded

CO10 external, and overall 8 Presentations Recitation
Instructional Materials
assessment methods in the A. Internal, External, and Over-all Focus Group
context of instructional Discussion Lecture Slides Quizzes
evaluation
materials, and show the
capacity to choose and B. Criteria for evaluating Brainstorming Readings Reflection
implement suitable evaluation instructional materials Paper
techniques to gauge the value C. Revising and improving Video Video clips
and efficacy of educational instructional materials Presentations E-books/ E-journals Speech
resources. MS Teams Analysis
• Review and analyze Oral Presentation Web Links Rhetorical
instructional materials to Device Hunt
enhance the design of
educational materials.

CO9 • Identify and discuss emerging VI. Future trends in 8 Lecture/ PowerPoint Multimodal
CO10 trends in instructional materials Discussion Presentations Presentations
instructional materials
development and evaluation. A. Emerging technologies and Lecture Slides Comic Strip
• Explain the concept of Brainstorming Readings Analysis
their impact on materials
personalized learning and Video clips Visual Poetry
adaptive materials, focusing on development Recitation E-books/ E-journals Creation
the core principles and benefits. B. Personalized learning and MS Teams Interactive
• Assess effectiveness of adaptive materials Oral Presentation Web Links Media
adaptive materials. Exploration
Multimodal
Presentations
FINAL EXAMINATIONS (1 hour)
TOTAL NUMBER OF HOURS- 54hrs

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COURSE REFERENCES AND SUPPLEMENTAL READINGS

A. Books and E-Books B. Electronic Sources

preparationandevaluationofims-171119051444.pdf
Burkette, Allison Paige (2015). Language and Material Culture. USA: John group4-materialdevelopmentforlanguagelearningandteaching-
Benjamins Publishing. 150130142137-conversion-gate02.pdf
instructionalforslideshare-190910181214.pdf
Cook, Vivian (2016). Second Language Learning and Language Teaching, 2nd Ed. 20120516mishan_slides.pdf
London: Routledge Taylor and Francis Group.
https://iu.pressbooks.pub/online2020/chapter/instructional-materials/
Lucida, Paz I. (2007). Educational Technology 2: Selection, Production, and Utilization
for Appropriate Technology Tools for Instruction. Metro Manila: Lorimar Publishing. https://www.wiley.com/en-
gb/The+Complete+Guide+to+the+Theory+and+Practice+of+Materials+Devel
Smith, John A. (2020). “Integrating Technology in Instructional Materials: Enhancing opment+for+Language+Learning-p-9781119054764
Learning Experiences.” Educational Technology Journal, p.112-128.
https://designteachengage.wisc.edu/instructional-materials/
Tomlinson, Brian (2011). Material Development in Language Teaching, 2nd Ed.
Cambridge: University Press. https://iu.pressbooks.pub/online2020/chapter/instructional-materials/

Williams, Anne L. and Peter R. Davis (2022). “Adapting Instructional Materials for Online https://kitaboo.com/trends-in-education-
Learning: Strategies and Challenges.” Distance Education Quarterly, p. 32-47. technology/#:~:text=In%202023%2C%20several%20prominent%20trends,a
nd%20Gamification%20for%20enhanced%20engagement

https://evolllution.com/programming/teaching-and-learning/predicting-the-
future-of-instructional-design-in-higher-
education/#:~:text=The%20future%20of%20instructional%20design%20is%
20rooted%20in%20modalities%20and,builds%20partnerships%20that%20b
enefit%20students

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COURSE REQUIREMENTS

1. Pass quizzes and major examinations

2. Active participation during class discussions
3. Write and submit papers on time
4. Submit scholarly made activities and assignments on time
5. Participate in graded recitations
6. Deliver oral presentations

RUBRICS

Rubric for Reflection Papers, Essays, Video/ Oral Presentations

Level Points Description

Excellent 50-40 Well-written and very organized. Excellent grammar mechanics. Clear and concise statements.
Excellent effort and presentation with details. Demonstrates a thorough understanding of the topic.
Very Good 39-30 Writes fairly well. Good grammar mechanics. Good presentation and organization Sufficient effort and
details.
Good 29-20 Minimal effort. Good grammar mechanics. Fair presentation. Few supporting details.
Fair 19-11 Somewhat unclear. Shows little effort. Poor grammar mechanics. Confusing and choppy, incomplete
sentences. No organization of thoughts.
Poor 10-5 Lacking effort. Very poor grammar mechanics. Very unclear. Does not address topic. Limited attempt.

Rubric for Short Essay-Response Test

Points Description
20-16 Response ideas were insightful. Response demonstrated greater understanding of the question. Information was highly
organized and well-constructed.
15-11 Response ideas were somewhat insightful. Response demonstrated an understanding of the question. Information was
organized.
10-8 Response was ordinary. Response could have been explored in greater depth. Information was disorganized.
7-5 Response ideas were limited. Information somewhat deviates from the prompt.
4-0 Response ideas did not make sense and/ or were not applicable to the prompt.

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ASSESSMENT AND GRADING

Final Grade = ½ Midterm Grade + ½ Final Grade

Midterm Grade/Final Grade

Major Exam = 40%
Quizzes = 30%
Home-Based Activities = 30%
(recitation, papers, attendance) _____
100%

COURSE POLICIES AND EXPECTATIONS

1. Class Attendance (Article 2, Section 14 of PSU Student Handbook)

a. A student who has a record of ten (10) unapproved absences from the class, and/or has been absent for more than 20 percent of the required number of hours
without any valid reason are automatically dropped from the subject
b. Approved absences are limited only to illness as certified by a physician, death of a family member, official and authorized representation of Campus/ University
in official function/activities and other reasons as may be deemed justified by the faculty concerned.
c. For excused absences, it is the student’s responsibility to seek out missed assignments. Students should check the class FB page or group messenger and
other students for notes, handouts, etc.

2. Online Etiquette - In the virtual classroom, learning is generated from the active participation in the discussions and free exchange of ideas and experiences.
Therefore, when communicating it is important to follow a set of principles which will help us increase the quality of online discussions and achieve group cohesion.
a. Try to be clear and direct. Make sure that your content title reflects the content of your post and that your post is brief and direct. b. Post relevant content.
Only post content relevant to the course will be entertained. Any other content which is found to be unsuitable or irrelevant will be deleted. c. Make it easier for
the instructor/classmates to read your comments. Put a blank space at the beginning of a message and between paragraphs. d. Cite other people’s work

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If you use a quote or reference in your post; make sure that you cite it or provide a link to it. e. No spamming. Please don’t send advertisements and junk
messages.

3. Classroom Expectations – In a face to face classes, you are expected to follow the Health Safety Protocol (e.g. Wearing face mask, physical distancing etc.). Others
are the following:
a. Be Prepared. You and only you are responsible for your grade. Earn the good grade you deserve by coming to class prepared. Complete reading assignments
and other homework before class so that you can understand the lecture and participate in discussion. Have your homework ready to submit.
b. Be Participative. Be ready and willing to participate in classroom discussions. Contribute proactively to class discussions, offer ideas or ask questions.
c. Be on Time. Seat plan will be used for the checking of attendance. Any student who is not seated on his/her designated area once the class started will be
considered tardy.
d. Be Respectful. Any action that bothers another student or the teacher or any disruptive behavior in class is considered disrespectful. Demonstrate proper
respect for teachers, other students, and school property. Listen to others and evaluate ideas on their own merit.

4. Academic Honesty and Class Conduct

a. Plagiarism and other forms of intellectual dishonesty will not be tolerated. An automatic grade of 5.00 will be given to submitted homework, laboratory report
and research.
b. Cheating in Examination and Quizzes (Article 14, Section 1-n of PSU Handbook)

1st Offense: Automatic grade of 5.00 in the particular examination where cheating occurred. Referral to guidance counselling.
2nd offense: Automatic grade of 5.0 if done on the same subject and/or other
subjects and suspension for one semester.
3rd offense: Automatic grade of 5.0 in the subjects) and suspension of one
semester to dismissal from the institution.

5. Guidelines on Late Submissions of Requirements and Late Examinations

a. The dates of the submission for all home-based requirements will be given by the Instructor verbally. Five points will be deducted for every day of failure to
submit said requirements (except for approved absences).
b. You are only allowed to take missed examinations due to approved absence. This should be completed in a given schedule.

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REVISION HISTORY
REVISION
DATE OF REVISION DATE OF IMPLEMENTATION HIGHLIGHTS OF REVISION
NUMBER
• Inclusion of Rubrics
September 19, 2022 • Additional Learning Assessments
2022-01 September 9,2022
1st Sem, AY 2022-2023 • Additional Electronic Sources

• Additional Learning Assessments for face-to-face and synchronous class

• Additional Learning Activities for face-to-face classes
February 20, 2023
2023-1 February 14, 2023 • Additional Topics
2nd Sem, AY 2022-2023
• Additional References

• Incorporated the new Vision and Mission

• Enhanced course outcomes
August 22, 2023 • Updated topics and learning outcomes
2023-2 August 11, 2023
1st Sem, AY 2023-2024 • Added learning assessments and activities
• Updated course references

• Updated topics and learning outcomes

• Added learning assessments and activities
January 22, 2024
2024-1 January 15, 2024 • Updated course references
2nd t Sem, AY 2023-2024

PREPARATION AND REVIEW NAME SIGNATURE DATE SIGNED

Prepared by the:
Focal Person: JESSIE S. PARAGAS, EdD
Focal Person (Common Program)

Faculty Expert: RUBY F. AMADO,

January 15, 2024
JENZEN BRISA B. ALCANTARA

REGINA F. SANTOS, EdD

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Reviewed by the Committee for Common

Programs Dean: ELIAZAR C. DE JESUS, PhD
Department Chair: JESSIE S. PARAGAS, EdD
January 17, 2024
Senior Faculty: SALOME N. DE GUZMAN, EdD

RIZZA S. BALDONADO, EdD

Endorsed by the Council of Deans and Department Chairs on: January 17, 2024

FACULTY CONTACT INFORMATION

NAME REGINA FRONDA-SANTOS, EdD

DESIGNATION Head, Skills and Career Development Unit
E-MAIL ADDRESS [email protected]
CONSULTATION
SCHEDULE
MWF 2-3pm
OFFICE LOCATION Dr. Telesforo Boquiren Hall, PSU Lingayen Campus

Prepared by: Checked by: Recommended by: Approved:

REGINA FRONDA-SANTOS, EdD JESSIE S. PARAGAS, EdD ELIAZAR C. DE JESUS, PhD RENATO E. SALCEDO, PhD
Faculty Department Chairperson College Dean Campus Executive Director

Certified for Campus/University Utilization for A.Y.2023-2024

WEENALEI T. FAJARDO, PhD MANOLITO C. MANUEL, EdD

Director for Curriculum and Instruction Vice President for Academic and Student Affairs

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