I.
Module Overview
In this module, we will learn how to select and use these instructional
materials in order to achieve our desired learning objectives.
II. Desired Learning Outcomes
At the end of this module, the students should be able to:
1. Determine the appropriate instructional materials to use for particular
lessons
2. Evaluate instructional materials against given standards
3. Use instructional materials effectively
III. Take-off/Motivation
Read and study the comic strip below. What do the conversations
between Charlie Brown and Linus imply about field trips?
Guide Questions for Discussion
1. From the conversation, Linus said: "It was really field, and we saw it... we
saw that field. What senses were at work in the field trip?
2. Did the field trip accomplish something specific for Linus? Why do you say
so?
IV. Content Focus
Instructional materials are the content or
information conveyed within a course. These
include the lectures, readings, textbooks,
multimedia components, and other resources in
a course.
Instructional materials include any tools a
teacher uses in his classroom to help foster
learning. There are many kinds of instructional materials, but some of the most used
ones are traditional resources, graphic organizers, and teacher-made resources.
Traditional resources include textbooks and workbooks.
Types of instructional materials
Print Textbooks, pamphlets, handouts, study guides, manuals
Audio Cassettes, microphone, podcast
Visual Charts, real objects, photographs, transparencies
Audiovisual Slides, tapes, films, filmstrips, television, video, multimedia
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Electronic Interactive Computers, graphing calculators, tablets
One of the instructional materials used to attain instructional objectives is field trip.
It is not enough to bring the class out for a field trip and make them observe
anything, or everything or use other instructional materials for no preparation and clear
reason at all. Perhaps this is what happened to the field trip joined in by Linus, that's why
he seems not able to cite something specific that he learned from the field trip.
For an effective use of instructional materials such as field trip, there are guidelines
that ought to be observed, first of all, in their selection and second, in their use.
Selections of Materials
The following guide questions express standards to consider in the selection of
instructional materials:
Does the material give a true picture of the ideas they present? To avoid
misconceptions, it is always good to ask when the material was produced.
Does the material contribute meaningful content to the topic under study? Does
the material help you achieve the instructional objective?
Is the material aligned to the curriculum standards and competencies?
Is the material culture and grades sensitive?
Does the material have culture bias?
Is the material appropriate for the age, intelligence, and experience of the
learners?
Is the physical condition of the material satisfactory? An example, is a
photograph properly mounted:
Is there a teacher's guide provide a briefing for effective use? The chance that
the instructional material will be used to the maximum and to the optimum is
increased with a teacher's guide.
Can the material in question help make students better thinkers and develop their
critical faculties? With exposure to mass media, it is highly important that we
maintain and strengthen our rational powers.
Does the use of material make learners collaborate with one another?
Does the material promote self-study?
Is the material worth the time, expense and effort involved? A field trip, for
instance, requires much time, effort, and money. Is it more effective than any
other less expensive and less demanding instructional material that can take its
place? Or is there a better substitute?
The Proper Use of Materials
You may have selected your instructional material well. This is no guarantee
that the instructional material will be effectively utilized. It is one thing to select a good
instructional material, it is another thing to use it well.
P—Prepare yourself
P—Prepare your student
P—Present the material
F—Follow up
To ensure effective use of instructional material, Hayden Smith and Thomas
Nagel, (1972) book authors on Instructional Media, advise us to abide by the acronym
PPPF,
Prepare yourself. You know your lesson objective and what you expect from
the class after the session and why you have selected such particular instructional
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material. You have a plan on how you will proceed, what questions to ask, how you will
evaluate learning and how you will tie loose ends before the bell rings.
Prepare your students. Set reasonably high-class expectations and learning
goals. It is sound practice to give them guide questions for them to be able to answer
during the discussion. Motivate them and keep them interested and engaged.
Present the material under the best possible conditions. Many teachers are
guilty of the R.O.G. Syndrome. This is means "running out of gas" which usually
results from poor planning. (Smith, 1972) Using media and materials, especially if they
are mechanical in nature, often requires rehearsal and a carefully planned performance.
Wise are you if you try the materials ahead of your class use to avoid a fiasco.
Follow-up. Remember that you use instructional material to achieve an
objective, not to kill time nor to give yourself a break, neither to merely entertain the
class. You use the instructional for the attainment of a lesson objective. Your use of the
instructional material is not the end in itself. It is a means to an end, the attainment of a
learning objective. So, there is need to follow up to find out if objective was attained or
not.
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 learners in a teaching-learning situation.
To ensure the instructional materials serve their purpose in instruction, we need
to observe some guidelines in their selection and use. The materials that we select must:
Give a true picture of the ideas they present
Contribute to the attainment of the learning objective
Be aligned to curriculum standards and competencies
Be appropriate to the age, intelligence and experience of the learners
Be in good and satisfactory condition
Be culture-sensitive and gender-sensitive
Provide for a teacher’s guide
Help develop the critical and creative thinking powers of students
Promote collaborative learning
Be worth the time, expense and effort involved
For optimum use of the instructional materials, it is necessary that the teacher
prepares:
Herself
Her students
The instructional material and does follow-up
Promote independent study
9 Instructional events by Robert Gagne
1. Gain attention
2. Inform Learner of objectives
3. Stimulate recall
4. present stimulus materials
5. Provide learner guidance
6. Elicit performance
7. Provide feedback
8. Assess performance
9. Enhance retention transfer
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V. Take Action
Create a 10 minute-video presentation that includes a lesson and an
example of your prepared instructional materials in your major subject
Criteria:
Content- 50%
Creativity-30%
Time Frame-20%
100%
VI. Self-check
Try to watch the following videos and answer the questions below.
Mathematics major: [Link]
Social studies major: [Link]
Questions:
1. Find out which guidelines in the selection of instructional materials did he
observe /not observe.
2. In his use of instructional material, write down evidence of:
-preparation of
self________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________
-preparation of
students____________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________
-preparation of
material____________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________
-follow up____________________________________-
___________________________
_____________________________________________________________
_____________________________________________________________
____________________
VII. Self-reflect
Connect Gagne’s nine instructional events to the PPPF acronym in this
lesson in relation to the use of instructional materials. Are Smith and Gagne
saying similar things?
Note: Use separate sheet of papers for your answers.
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VIII. References
Corpuz, Brenda B. & Lucido Paz I. (2015). Educational Technology I. Quezon
City: Lorimar Publishing Inc.
[Link]
[Link]
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