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1. Individualizing
Instructional
Materials
Ma. Martha Manette A. Madrid, Ed.D.
Professor
Graduate Studies, Master in Education,
Major in Language Teaching
Panpacific University North Philippines
Urdaneta City, Pangasinan
martzmonette@yahoo.com

2. Program
-a planned learning pattern, which
is presented to the
students/pupils in a sequential
manner.
Programming
-technique of planning the material
for use in this type of teaching.

3. Programmed Instruction
-a subhead under instruction and
represents a more rigorous attempt
to develop a mastery over specified
goals to secure insured learning.
-involves controlled, carefully
specified and skillfully arranged
learning experiences.
-a technique of self-instruction and
self-corrective

4. -lessons are given in small segments which
require the learners to answer each bit
in the learning module before going to
the next learning task.
-a method of presenting new subject
matters to students/pupils in a graded
sequence of controlled steps.
-consists of a network of statements and
tests, which direct the student/pupil to
new statements depending on his
depending on his pattern of errors.

5. Major Characteristics of Programmed Instruction
• The subject matter is broken down into small steps
called frames and arranged sequentially.
• Frequent response is required of the
student/pupil.
• There is immediate confirmation of right answers or
correction of wrong answers given out by the
student/pupil.
• The content and sequence of the frames are
subjected to actual try out with students/pupils and
are revised on the basis of data gathered by the
programmer.
• Each student/pupil progresses at his own pace
without any threat of being exposed to any
humiliation in a heterogeneous class.

6. Sample Specific Goals and Objectives
for children between three-five
years of age
• Social-Emotional Development
- To experience a sense of self-esteem
- To exhibit a positive attitude toward life
- To demonstrate cooperative, pro-social
behavior

7. • Cognitive Development
-To acquire learning and problem-solving skills
-To expand logical thinking skills
-To acquire concepts and information leading
to a fuller understanding of the immediate
world
-To demonstrate skills in make-believe play
-To expand verbal communication skills
-To develop beginning reading skills
-To acquire beginning writing skills

8. • Physical Development
-To enhance gross motor skills
-To enhance and refine motor skills
-To use all senses in learning

9. Programmed Instructional
Material/Devices
-the end-product of the
planned material or
instructional devices
-the end-product of the
planned material or
instructional devices

10. Basis Types of Programmed Instructional
Devices
• Teaching machines- a mechanical device
which presents the learning material to
the student/pupil, tests him on his
mastery of this material, and provides for
the immediate correction of his wrong
responses.
• Programmed Textbook- presents the
programmed exercises not through a
machine but not requiring the
student/pupil to read a specially prepared
book.

11. Sample work for children between
three-five years of age
• Socio-emotional development
- A chart of the activity over a one-week
period
-Notes from parent conferences
-Observations of the child’s interactions
with other children
-Observations of the child’s dramatic play

12. • Cognitive development
-Artwork of relative sizes
-Tape recordings
-Samples of invented spelling
-Drawing with captions
-Charts the child’s progress
-Teacher observations of how the child
responds

13. • Physical development
-Photographs of block structures or pattern
block designs/ of a child in action/activity
-A collage that involved cutting and pasting
-Drawings
-Notes on games the child has successfully
mastered

14. Individualizing
-means recognizing and allowing for
differences in backgrounds,
development, and interests when
planning activities and changes to
the environment in order to meet
the needs and interests of each
child.
8.

15. What to understand:
• Careful assessment of each child
reveals that in any group of children,
there are individual differences in
development.
• Children have unique patterns of
development. They have their own
interest, experiences, and learning
styles.

16. Including Children with Disabilities in your Program
-including children with disabilities in the program means
helping these children live, learn , play, and make friends
in the least restrictive environment.
-planning for children with disabilities requires careful thought
and often assistance of specialists. It is very important
to know the child’s learning style, likes and dislikes, and
how the specific disability may or may not affect the
child’s learning and activities.
-Children with behavior problems may need extra help
controlling their behavior.
-It is also helpful to secure assistance from appropriate
outside professionals, such as speech and language
pathologist, clinical psychologist, or occupational
therapist.

17. Guidelines for Teaching Children with Disabilities
• Consult with the parents
• Consult with a specialist
• Focus on integrating the child into daily activities
• Set goals
• Modify the physical environment
• Break down tasks
• Teach to each child’s strengths
• Promote cooperative learning
• Plan for transition times
• Encourage independence
• Allow time for practice and repetition
• Involve parents

18. The Daily Schedule
• Active and quiet times
• Large group activities, small group
activities, and time to play alone or
with others
• Indoor and outdoor play times
• Time for children to select their
own activities and time for teacher-
directed activities
6.

19. Daily Schedule
1. Circle Time
2. Transition Time
3. Meal Time
4. Rest Time

20. Interest Areas
1.Block
- standard equipment for early childhood classrooms
-ideal for children who wish to set the stage for
dramatic play
-playing with blocks gives them an opportunity to
recreate these pictures in concrete form.
-children learn about sizes, shapes, numbers, order,
area, length, and weight as they select, build, and
clean up blocks.
-blocks are valuable play materials for physical
development, children use their large muscles to
carry blocks from place to place.

21. 2. House Corner
-the area of the classroom dedicated to “play housing”.
The work children do in the house corner is called
dramatic play, pretend play, or make-believe; it
involves taking on a role and engaging in imitative
behavior.
3. Table Toys
-are games, manipulative, puzzles, and collectibles that
children can play with at a table or on the floor.
- offer many opportunities for children to
experiment with construction and invention.
- physical development is enhanced as children
practice eye-hand coordination while competing
puzzles or placing pegs in a pegboard.

22. 4. Art
- offers opportunities to experiment with color,
shape, design, and texture.
- children develop an awareness and appreciation of
sensory experiences.
- through art, children express how they feel, think,
and view the world.
- also offers opportunities for physical development.
5. Sand and Water
- by sifting sand and scoping water, children improve their
physical dexterity, by joining others in blowing
bubbles or making a sand castle, they develop social
skills, they enhance their cognitive skills as they
explore why certain objects sink in water and others
float.

23. 6. Library
- a place to get away from more active
interest areas, relax in a soft
environment, enjoy the wonderful world
of literature. When children are
encouraged to look through books on
their own, listen to story tapes and make
up their own stories, they develop the
motivation and skills to read and write.
- includes a writing center and a listening
center with tapes, flannel boards, and
puppets.

24. 7. Music and Movement
- naturally delights and moves children.
- as children grow in their appreciation of the
beauty of music and dance, they acquire a gift
that will bring them great pleasure.
- a program that includes time for music and
movement provides an outlet for children’s
energy and high spirits and benefits their
development in a number of ways.
8. Cooking
- enables children to experience the world of food
firsthand. They learn not only how food is
prepared but how it contributes to their
health and well-being.

25. 9. Computers
- newest innovations in the classroom.
- offers a different kind of learning experience
for children.
- provide highly effective learning
opportunities for children - enables
children to experience the world of food
firsthand. They learn not only how food is
prepared but how it contributes to their
health and well-being.

26. 10. Outdoors
- fun for children and important for their growth
and development.
- outdoor area may be an open grassy space or
a blacktop area where children can engage in
games, wheeled toys or run freely or enough
space for picnic.
-opportunities to climb, run, jump, skip, hop,
throw, catch and use their outside voices
provide children with a healthy release and
break from the activities of the classroom.
- art, music, reading, dramatic play, constructive
play, social play, caring for pets can all take
place outdoors.