Completing the learning experience: Instructional materials

Completing the Learning Experience:
Instructional Materials
Inside the Classroom
Jourdanne R. Timbreza
Master of Arts in Education, Major in
Language Education, 3rd Trimester
School Year 2013-2014
Jose Rizal University Graduate School


 Instruction is defined as the set of events embedded
in purposeful activities that facilitate learning.
 Various sub-processes such as gauging the student's
learning readiness, selecting the class materials,
managing class time and activities and monitoring
the progress and performance of the student as the
school term progresses.
Instruction and Teaching


 Learning often comes from instruction and modeling,
which is attainable through the use of instructional
materials. These materials allow the students to interact,
explore and discover complex ideas and educational
environments or subjects.
 Instructional and Modeling materials used in the
classroom engage the student in cognitive and social
processes that complete their learning experiences. This
means that the teacher or course trainer must be well-
versed in instructional design so they may have a broader
view of which materials and methods are most fitting for
the students in their class.
Instruction and Teaching


 Instructional design must aid both the teacher and
student in the teaching and learning/studying
process respectively.
 Teachers must recognize that learning is a
complicated process that is affected by many
variables and aspects
 Instructional design can be applied at many levels
and through many methods. Instructors should not
limit themselves of think that there is only one best
way to teach or demonstrate a subject matter.
Basic Assumptions about Instructional
Design


 Related to the previous assumption, is the fact that
instructional material designers and the teachers
who use them should also remember that the
designing of these materials should involve and
consider the learners or students themselves.
 Instructional design consists of numerous related
sub-processes that focus on aligning desired
outcomes with instructional methods and student
assessments.
 . Different learning types call for different types of
instruction.
Basic Assumptions about Instructional
Design


presented subject information
or simulation affects the
learner's receptors by
registering what was taught to
him.
Information will be converted
to a form that will be stored in
the short-term memory.
Semantic encoding happens
when information enters long-
term memory through
repetition and reinforcement of
the teacher.
The student’s comprehension
and performance is measured
when he is asked to retrieved
the information taught or
demonstrated.
. Student performance can also
be measured through feedback
in the form of examinations,
class output through exercises
and work book activities and
even homework.
The Nature of the Instructional Process


 Gaining the attention of the learner often involves
the use of novelty (animation and demonstration).
 The teacher should also inform the students of the
objectives.
 The presentation of information (or what to learn) is
the most important part of the learning process.
 Scaffolding or providing learning guidance is
sometimes needed, especially when students are
interacting with complex systems or concepts.
The Events of Instruction


 The teacher should then motivate the students to act
on their own. Eliciting student performance is also a
crucial part of the learning process, as it happens
after there has been sufficient learning guidance on
the teacher’s part.
 Instructors should always provide feedback as to
confirm the correctness or pointing out the errors of
the student output.
 The learning cycle ends and begins with the
enhancing of knowledge through the use of
reinforcement and retention.
The Events of Instruction


 Audio Aids
Audio classroom aids can be classified as audio
cassettes, CDs and recordings used for training and
teaching in the classroom.
 Visual Aids
Visual learners are also more interested and become
more motivated through the use of models and
demonstrations through the use of visual aids, as they
are able to personally see how things work.
Types of Instructional Materials


 Instruction through the use of Computers
Computers are often used to create classroom materials
such as educational documents and even at times,
replacing the traditional use of the blackboard and
chalk.
Students are often learning how to use such programs
even at the earliest level of their primary schooling.
This is because most schools have come to embrace
technology as a part of academic and progressive
learning


 Instruction through the use of Computers
Training of students and teachers in hardware and
Software usage.
Educational websites can be used as a support for
studying and reviewing and can even provide
additional information to augment the instructor’s
lecture.


Although, the teachers are free to look for instructional
models in libraries or websites, they are also encouraged to
develop their own as it improves creativity and refines their
teaching capabilities.
 Make a note of materials you can use to teach the subject.
 Consider the students you will teach.
 Choose the best ideas from your list.
 If you are able to make and provide materials or aids,
then you should always budget them (if money will be
used). However, electronic or computer-based materials
are always recommended as it saves a lot of time and
resources.
Developing Instructional Materials


They support student learning.
They provide a structure for
the lesson proper.
It increases and updates the
knowledge of both teacher and
students.
Importance of Instructional Materials

Completing the learning experience: Instructional materials

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