Ed. Tech ; Lesson VI - Using and evaluating instructional materials
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Instructional materials are used to help teach students and achieve learning objectives. Examples include textbooks, films, audio recordings, and field trips. When selecting materials, teachers should consider if the material is appropriate for the age and experience of students, aligned to curriculum standards, and unbiased. Field trips require preparation so students understand the purpose and can cite what they learned. Effective use of materials involves preparation. Teachers should know the lesson objective and material selection. Students need to understand expectations and goals. When presenting material, teachers should have it ready under the best conditions to avoid being unprepared. Follow-up is also important to determine if the objective was achieved rather than just entertaining students.
Ed. Tech ; Lesson VI - Using and evaluating instructional materials
- 2. After being acquainted with different instructional materials through Edgar Dale’s Cone of Experience, let us learn how to select and use these materials in order to achieve our desired learning objectives
- 3. Instructional materials are used to help transfer information and skills to others. These are used in teaching at places like schools, colleges and universities. These can include textbooks, films, audio, and more. http://www.ask.com/question/what-are-the-examples-of-instructionalmaterials
- 4. One of the instructional materials used to attain instructional objectives is fieldtrip. It is not enough to bring the class out for the fieldtrip and make them observe anything or everything or use their 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 observed, first of all, in their selection and second, in their use.
- 5. 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? Does the material contribute meaningful content to the topic under study? 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 learner? Is the physical condition of the material satisfactory? An example, is a photograph properly mounted? Is there a teacher’s guide to provide a briefing for effective use? Can the material in question help to make a student better thinkers and develop their critical faculties? Does the use of material make the learners collaborate with one another? Does the material promote self – study? Is the material worth the time, expense and effort involved?
- 6. 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
- 7. To ensure the 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 r instructional materials. Prepare your students. Set reasonably high class expectations and learning goals. Present the material. Under the best possible conditions. Many teachers are guilty of the R.O.G syndrome. This is means “running out if gas” which usually refers from poor planning. Follow – up. Remember that you use instructional materials to achieve an objective, not to kill time nor to give yourself a break, neither to merely entertain the class.
- 8. Subitted by: Christian Erick Besana BEED II - B Submitted to: Prof. Mary Gene Panes