Proposal for the development and creation

of educational material
(Final Project)

Introduction
This work is the final project of the subject Selection and Preparation of Teaching
Materials, which is the summary of the material reviewed and studied in depth in
the subject; we will find the main ideas of the readings analyzed in class and
personal study during the semester.
To enrich the project, we will relate it to other subjects, for example, the
Teaching of Productive Skills subject for the sixth quarter and Information and
Communication Technology in the Classroom for the current quarter.
The project is divided into 6 points, in each of them, supported by the
bibliography provided each week and some other found on our own initiative, we
will define the concept, the implications and its relationship with the
aforementioned subjects, as well as the project that we developed in this subject
during the quarter, the points to be developed are:
• Material design.
• Development of the material.
• Review and correction of the material.
• Prototype development and experimental production.
• Evaluation in function.
• Readjustment of final production of the material.

Before getting into the subject, I would like to put into context what I worked
on and developed in the subjects of Teaching Productive Skills and Information and
Communication Technology in the Classroom.

Teaching Productive Skills:

In this subject I developed a project on reading and writing, two processes
that we have divided by study method, but in essence one cannot be sustained
without the other and vice versa, wanting to divide them is like trying to make the
flame of a log only heat and not produce light or only produce light and not heat. In
this comparative table I took the ideas from the 2008 ELE teaching magazine,
lesson 12 and from the authors Perea, Didáctico de la escritura (Didactic
Development of Writing), as well as my 23 years of experience as a teacher.
Designing L2 reading activities Designing L2 writing activities
 Phases Importance Characteristics Phases Importance Characteristics
Motor:
 Gross motor
 Interest is  It is the door for
skills
generated the student to
 Fine motor skills
by the  The topic is fall in love with
 Spatial location
reading introduced letters (not only
 Temporary
topic,  Reading goals are as symbols, but
location
therefore, set also as ideas),
 It is defined by
1. Pre- this is where  Previous knowledge 1. Preparing it has a double
italics, script, or
reading students' is reviewed for writing importance,
both.
attention and  Vocabulary and here the
------------------
interest in grammar topics to student will
Intellectual:
the reading be reviewed are take pleasure,
 Pattern
can be introduced not only in
recognition.
hooked or writing, but also
 Observation,
lost. in reading.
similarities and
differences.
Motor:
 Reading is done  All of the above.
 Points such as  The idea is  Improve your
important tangibly linked strokes by
information from the to the symbol, copying and
 It is the core reading, vocabulary symbols stop dictating.
of the found, structures being figures  Today it is not
2. Readin
activity, the used are reviewed. 2. Writing and become only a paper
g
reading is  Techniques such as words that process, it is
shown underlining, when joined to also digital.
marking, others become ------------------
highlighting... ideas, ideas, thoughts Intellectual:
words, data, and emotions.  All of the above
phrases... are used.  Classification
 Hierarchy
 It is confirmed that
the content of the
reading has been
 It is the understood, which Motor:
reason for can be done by  All of the above
reading, carrying out tasks, are perfected
 This is where
where it will instructions,
the why, what
3. Post- make sense debates, 3. Writing ------------------
for and for
reading whether or paraphrasing, assessment Intellectual:
whom of writing
not it is representations or  All of the above
makes sense.
understood any other technique  Analysis
by the that allows  Synthesis
student. corroborating or not  Assessment
the understanding of
the reading by the
students.

I included the table above because it served as inspiration for developing

the teaching unit addressed in this subject of Preparation and Selection of
Teaching Materials and presented in full in week 6.
Information and Communication Technology in the Classroom:
In this subject I have developed a research project that aims to focus on
how ICTs can favor the reading and writing process in the English language for 1st
grade students of the Miraflores School in the City of Toluca. The above is derived
from having detected a deficiency in the English language teaching system in the
different methodologies adopted by each institution, which is to assume that the
reading and writing process in English is the same or similar to that of Spanish,
which leaves very large gaps in the phonetic and writing part that will impact
sooner or later on other skills such as spelling and oral expression.
 In this matter I only provide the general context because the research
project is still in development, however later in this work I will give some examples
and ideas of how I have been landing the digital teaching material with which this
matter is related and complements.
.

Development
Teaching materials are part of a teaching unit. The elements that make up a
teaching unit may vary from one school to another, however, there are some to be
considered in any situation, for example: date, grade, group, duration, expected
learning, previous learning, start, development, evaluation, teaching material to be
used at each stage, etc.
Teaching materials are the elements that teachers use to facilitate and guide
student learning. Among the most commonly used are books, posters, maps,
photos, slides, videos, software, etc., which are used to construct meaningful
learning:
1. Material design

Concept: All the basic information needed about the users and their context is
gathered (prior knowledge, level of understanding, among others), then the two
resources we have available to produce a material are analyzed, and finally the
bibliography and documentation necessary to be able to develop content is
compiled. The specific objectives of the material and contents are defined and the
physical and didactic characteristics are specified, thus obtaining the skeleton of the
material.

Implications: Designing teaching materials implies that we previously choose

whether it will be physical or digital, that we take into account the context of the
class, the objectives, number of students, and each element of the Teaching Unit,
which will allow us to better capture the students' attention.

Relationship with other subjects:

• Teaching Productive Skills: The material was physical, we used flash cards,
readings and worksheets.
• Information and Communication Technology in the Classroom: The material
used was digital, we relied on the Kahoot app through digital games
designed by me so that my students could practice different skills, from
vocabulary to reading comprehension.
• Selection and preparation of teaching materials: basically the designed
material was physical, but in the execution of the Teaching Unit the same
material was used in physical form but digitized so that the students, with
the support of the projector in the classroom, could follow the class and they
would execute on the physical material that was provided to them.
2. Development of the material

Concept: It is about giving body to the skeleton, using the information collected and
the structure of the previous step. Here you can choose a specific type of material.
The contents are developed and integrated into the objectives of the Teaching Unit.

Implications: Each Teaching Unit has different moments and the material must be
adapted to each situation, therefore the previous step is essential to carry out the
development of the material, this is where we project according to the number of
students, context, real situation of the class, objectives and available material.

Relationship with other subjects:

• Teaching Productive Skills: According to the model used to promote reading
and writing of texts, I developed material that could support the three stages
of reading and writing: the pre-reading stage, the development stage, and
the post-reading and writing stage.
• Information and Communication Technology in the Classroom: The Kahoot
application allowed me to prepare material for the different moments of the
teaching unit. I started with a vocabulary exercise at the opening, during the
development they ordered the story in a sequence of events and to finish I
gave them a comprehension exercise.
• Selection and Development of teaching materials: According to the
Teaching Unit, I developed the material to be applied in each step, starting
with flash cards, then the brochure with the reading and exercises to
corroborate understanding and ending with others of greater attention and
where they would execute production skills.

3. Review and correction of the material

Concept: Represents the reflection that teachers must carry out during and after
the preparation of teaching materials in order for the material to be in accordance
with the objective and other factors of the Teaching Unit.

Implications: Once I had the material, I reviewed it and planned it according to

each step of the Teaching Unit. This helped me to confirm that it was viable, that it
had no spelling mistakes, that it was good material, physical or digital, functional
for the class and accessible to the students.

Relationship with other subjects:

• Teaching Productive Skills: This step was helpful to me because I had a
couple of mistakes, one spelling and one writing.
• Information and Communication Technology in the Classroom: It allowed
me to check that the exercises were executed correctly by sending the link
to my students and that we did not have any difficulties in class. At the same
time, it allowed me to agree with my partner in the computer room to check
 that the equipment was working correctly and that we did not waste time
when applying the exercises.
• Selection and Preparation of Teaching Materials: In this step I not only had
the material with the necessary quality but also in the correct quantity to be
used in the classroom, that is, I passed the originals to Don Quino, the man
who photocopies material for us at school and he would deliver it to me
according to the number of students.

4. Prototype development and experimental production

Concept: Before applying the teaching material to the entire class, it is suggested
that it be applied to a small number of students to see and analyze its functionality,
and whether it is aligned with the objectives of the Teaching Unit.

Implications: Many times we think and plan only as teachers and when it comes
time to execute the material it does not meet the stated objectives, so having the
opportunity to apply it beforehand allows us to correct, if necessary, any instruction
or approach that needs to be adjusted.

Relationship with other subjects:

• Teaching Productive Skills: In the afternoon I have some private students to
whom I give classes and with them I was able to apply and use the material
to see that the material was adequate for the objective sought.
• Information and Communication Technology in the Classroom: With the
same private students I teach, I was able to verify that the link and the
exercises met what was sought in the development of my Teaching Unit.
• Selection and Development of Teaching Materials: As I explained in a
previous assignment, it allowed me to test the material with my private
students.

5. Evaluation based on

Concept: Formative assessment allows for continuous monitoring of the learning

process of each student, obtaining data on the development of the process,
allowing us to know the degree of acquisition of the skills, as well as regulating the
behavior of the students. The summative evaluation at the end of the activity aims
to provide information on the achievements made by the students once the
Teaching Unit has been completed.

Implications: Once the material is ready, we have everything on the table for its
application and so that the development of the Teaching Unit can be as close as
possible to what was previously planned in order to achieve the set objectives. By
applying it in our class we can evaluate how closely the result adhered to our
objectives or not.

Relationship with other subjects:

 • Teaching Productive Skills: It worked pretty well as planned.
• Information and Communication Technology in the Classroom: Even though
we checked that the equipment was working correctly, one failed, but I
solved it by lending my computer to that student. The design of the
exercises allowed us to meet the objectives set.
• Selection and preparation of teaching materials: The design of the exercises
was very enriching in class and allowed us to cover the objectives of the
Teaching Unit.
•

6. Adjustment of final material production

Concept: Once the Teaching Unit has been evaluated, and therefore also the
teaching material, a general evaluation of the same is carried out in relation to the
general objective of the Teaching Unit. It is suggested to add it to the Teaching Unit
in the evaluation space so that the next time it is needed, the necessary change or
adjustment is made.

Implications: Based on the evaluation in the previous step, we can make the
necessary adjustments for future applications of the material or new selections and
developments of teaching material for future Teaching Units.

Relationship with other subjects:

• Teaching Productive Skills: For upcoming exercises I will be able to create
physical material supported by digital material to make my class even more
attractive and functional.
• Information and Communication Technology in the Classroom: I have been
researching and exploring other applications for creating digital material
such as Blooket, Quizlet, Quizzis, Liveworksheets and Wordwall that will
allow me to continue motivating my students and, above all, learn more and
better, learning in a fun way through playing.
• Selection and Preparation of Teaching Materials: Practically the Teaching
Unit that I developed was with physical material, the digital material was
only for support where I showed the digitized physical material, but for future
exercises I can combine both.
Conclusion

The selection and development of teaching materials in the 21st century has
been greatly influenced by the rise of digital materials in education. The Mexican
Ministry of Education (SEP) has developed various programs to provide schools
and students with educational materials such as reading books. The use of digital
materials in education has significantly impacted the way students learn and
teachers teach. Digital materials offer several advantages, including interactivity,
multimedia resources, and accessibility. However, the implementation of digital
materials in education also presents some challenges that need to be addressed.
 One of the biggest challenges in selecting and developing teaching
materials is the balance between physical and digital materials. The COVID-19
pandemic has highlighted the importance of digital materials in education, but it
has also exposed the digital divide that exists in many places. The selection and
use of materials in schools must take into account the diversity of students and
their needs. It is crucial to ensure that all students have access to the same quality
of educational materials, regardless of their socioeconomic status or geographic
location.

Effective selection and development of teaching materials requires a

thoughtful and strategic approach. Teachers should consider learning objectives,
the needs of their students, and available resources when selecting and
developing teaching materials. Using a variety of materials, both physical and
digital, can enhance the learning experience and promote student engagement.
Ultimately, the goal of selecting and developing teaching materials is to provide
students with the knowledge and skills they need to live fully in the 21st century.

References

Reading 6 (b): Lesson 12. Written comprehension III. (2008). MarcoELE, January-June,

No. 006, pp. 140-155. ISSN: 1885-2211

Perea, A. & Ma. From the angels, P. (2014). Didactic development of writing. CHANNEL.

International Journal of Philology, Communication and its Didactics, no. 36-37,

pp.237-250