13. INSTRUCTIONAL MATERIALS
• Instructional materials are the
supplementary materials, which help
the teacher to make his/her
presentation concrete, effective,
interesting, meaningful and inspiring
14. INSTRUCTIONAL MATERIALS
• In any teaching and learning
process, instructional materials play
vital role as they provide sensory
experiences to the learners.
15. INSTRUCTIONAL MATERIALS
• The primary aim of teaching
materials is to provide the teachers
the layout of the way for teaching
in the classroom.
16. INSTRUCTIONAL MATERIALS
• Instructional materials refer to any
preexisting materials that are being
incorporated, as well as to these
that will be specifically developed
for the objectives.
17. INSTRUCTIONAL MATERIALS
• Instructional materials refer to any
preexisting materials that are being
incorporated, as well as to these
that will be specifically developed
for the objectives.
19. 1. Develop a story board and working
outline based on the subject goals and
objectives.
2. Identify existing institutional
resources including materials and
teachers' capability.
20. 3. The teacher may research off the
shelf materials that have been
developed by others to determine if
their approach could be useful.
21. 4. Explore the possibility of adapting concepts
of other teachers without infringing on
anyone's copy protected design.
5. Modify existing materials based on
the objectives of the lesson.
22. 6. If the instructional materials are
effective, you can share them with other
teachers.
7. The teacher developer can also sell
her/his materials available.
24. INSTRUCTIONAL MATERIALS
• According to Wright as cited in
Cakir (2006) many media and
many styles of visual
presentation are useful to the
language learner.
25. INSTRUCTIONAL MATERIALS
• All audio- visual materials have
positive contributions to
language learning as long as
they are used at the right time,
in the right place.
26. INSTRUCTIONAL MATERIALS
• In the teaching and learning
process, learners use their eyes
as well as their ears, but their
eyes are basic in learning.
29. • It will make the classroom to
be creative and innovative.
• It is a fun way to build an
exciting scene in a small
space.
30. • Dioramas are small scenes created
of layers of materials, all depicting
a similar concept or theme.
• They usually display a historical
time period, a nature scene, or
fictional situation.
31. (1) choose a concept or theme,
(2) research the subject,
(3) make a rough sketch of your ideal
diorama,
(4) make a list of the items you'll need
and gather your supplies, and
(5) select a container or box
40. • A writing board can display information
written with chalk (chalkboard or
blackboard) or special pens
(whiteboard).
• Although there are usually more
effective methods of transmitting
information, the writing board is still
the most commonly used visual aid.
43. 1. Keep the board clean.
2. Use chalk or pens that contrast with
the background of the board so that
students can see the information clearly.
3. Make text and drawings large enough
to be seen from the back of the room.
44. 4. Prepare complex drawings in advance
(if very complex, an overhead
transparency or 35 mm slide may be
preferable).
5. Underline headings and important or
unfamiliar words for emphasis.
6. Do not talk while facing the board.
45. 7. Do not block the students' views of
the board; stand aside when writing or
drawing is completed.
8. Allow sufficient time for students to
copy the information from the board.
47. • It is a multi-board series of three
or four rectangular boards.
• They are joined together along
the sides by hinges so that they
can be easily folded up and
carried
48. • Each board can be of a different
type, for example, a whiteboard,
a chalkboard, a flannel board
and so on.
• The size of the boards for the
zigzag multi-board depends on
what you want to use them for.
52. • Displaying items on a classroom wall is
a well-known, tried and tested
educational method.
• A wall display is a collection of many
different types of items and materials
put up on a wall to make an interesting
and informative display.
53. • In a classroom, the display can
consist of the students' own
work, a development work it can
be used to convey information to
the community.
57. • This board consists of two parallel,
horizontal poles tied loosely together
with rope. Visual aids such as posters
can be pinned to the rope.
• This kind of display board is invaluable
where there are few solid walls for
displaying information.
58. • It has no solid backing and can
be made quickly for teaching.
training and when working with
communities.
62. 1. Unity Use only one idea for each visual
aid and include a headline.
2. Simplicity Make ideas and relationships
simple and easy to recall. Avoid cluttering
a visual with too many words, numbers,
or graphics. The audience should be able
to grasp the concept in 10 to 15 seconds.
63. 3. Legibility-Make letters big and readable
for all in the audience.
4. Consistency-Use the same type style
and art style.
5. Clarity-Avoid type that is too small to
read; avoid all caps.
64. 6. Quality Make it neat and professional,
and remember to proofread.
