INSTRUCTIONAL MATERIALS

Benjie M. Moronia Jr

INSTRUCTIONAL MATERIALS Instructional materials are kind of tools or equipments which can help effectively the instructor in theory teaching classroom or in practical assessment
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INSTRUCTIONAL MATERIALS They may be operationally defined as especially designed classroom tools which contain instructions tolearners and teachers, and which specify for each increment of learning the content to be learned: the techniques of presentation, practice and use of that content: and the modes of teaching associated with those techniques (Johnson, RELC Journal).

INSTRUCTIONAL MATERIALS
IMs are an important element within the curriculum and are often the most tangible and visible aspect of it (Nunan, 1991).

INSTRUCTIONAL MATERIALS
IMs are an important element within the curriculum and are often the most tangible and visible aspect of it (Nunan, 1991). They can provide a detailed specification of content, even in the absence of the syllabus. (Richards and Rodgers, 1886).

Types of IMs
Type Advantages Disadvantages

1. Printed Materials (textbooks, periodicals, etc)

They are relatively cheap. They provide an outline that the teacher can use in planning courses, units and lessons. They are convenient to use and require very little maintenance. They are self-paced

In many classes they become the only point of view in the course. They are usually written for a national audience, so they do not consider local issues or community problems.

Types of IMs
Type Advantages Disadvantages

1. Printed Materials (textbooks, periodicals, etc)

They enables the students to take home in convenient form most of the materials they need to learn for the course. Provides a common resource for all students to follow. Includes pictures, graphs, maps and other illustrative material, which facilitates understanding.

They often lack the pizzazz of electronic media. They may not be as effective in the case of special students who need assistive technology

Types of IMs
Type Advantages Disadvantages

2. Visual (realias, picture, graphs, charts, photographs, etc.)

Permit close up detailed study at individuals own pacing Attract students attention to a lesson Cut down unnecessary teacher talking time

Bring ambiguous ideas when not labeled. Not adaptable for large classes Require photographic skills and equipment

Types of IMs
Type Advantages Disadvantages

3.Chalkboard/ Display board

It allows for spontaneity speed and change It can fit he tempo of any lesson in any subject. It can be used for displaying pictures, clippings, drawings, sketches and diagrams It is particularly valuable for emphasizing the major points of a lesson and working out problems for the whole class to see.

Sometimes it is overused Many teachers rely too heavily on it to the exclusion of the visual aids.

Types of IMs
Type Advantages Disadvantages

4. Audio, Materials (tapes recorders)

They are easy to prepare with regular tape recorders. They are portable and easy to operate When duplicated is easy and economical They enhance the learning of verbal information They capture real sound They allow one record and listen to his/her own sound They enable one to repeat as listening as frequently as desired.

They involve auditory organ only. They have a tendency for overuse They are sensitive to noise and other unnecessary sounds.

Types of IMs
Type Advantages Disadvantages

5. Visuals Permit close up detailed (realias, pictures, study at individuals own graphs, etc) pacing Attract students attention and aid concentration Add variety and interest to a lesson Cut down unnecessary teacher talking time

Bring ambiguous ideas when not labeled Not adaptable for large classes Require photographic skills and equipment

Types of IMs
Type Advantages Disadvantages

6. Overhead Can present information in y Cause bulbs to transparencies systematic and blow after a And developmental sequences longer use projectors y Cause too much light in the room. 7. Slides/slide y Results in colorful, y Can get out projectors realistic reproductions of sequence and be original subjects projected y Can be combined with incorrectly if taped narration for greater sides are handled effectiveness individually. y May be adapted to group or to individual use

Types of IMs
Type 8. Filmstrips
y y y

9. Televisions

y y

Advantages Are compact, easily handled and always in proper sequence Are projected with simple light weight equipment Are useful to group or individual study at projection rate controlled by instructor or user Magnify visual images Allow telecommunication or the ability to observe an event at a distance from the event Enable one to see unreachable place.

y y

Disadvantages Are relatively difficult to prepare locally Require film laboratory service to convert slides to film strip forms

Impose unpredictable scheduling constraints

Types of IMs
Type Advantages Disadvantages

10. Video tape/ y Playback capability of video Video cassette recording permits analysis of the players on the spot action.

11. Computers y Allow one to learn at his own pace

and can renew the materials as many times as needed for understanding Allow interactive presentation purposes Are being used even in the absence of the teacher Allow one to commit errors and corrected without being humiliated infront of the class

y y y

y Must fit technical requirements of television video y Script writing is difficult and time consuming y Difficulty in troubleshooting technical problems y Require computer literacy

Types of IMs
Type Advantages Disadvantages

12. Internet

y Allows students to: y Converse with other students at locations beyond local community y Discuss curriculum-based projects with other students beyond the local community. y Acquire wide-range of o line information y Get articles, reports papers and journal as well as hundreds of on line publications.

y Difficulty in acquiring open communication line y Installation fees, equipment fees and equipment are expensive

Contributions of Technologies to the Learning Process

 The instruction can be more interesting  Learning becomes more interactive.  The length of time required for instruction can be reduced.  The instruction can be provided when and where they are learning and to the learning process itself can be enhanced.  The role of the instructor can be changed into positive directions.  The quality of learning can be improved.

Factors to Consider in Writing IMs

(Ornstein)

1. Understanding Requires matching the materials to the learners abilities and prior knowledge. 2. Structuring/Clarifying Involves organizing the material so that it is clear to the students.

Factors to Consider in Writing IMs

(Ornstein)

3. Sequencing Refers to the arrangement of the material to provide for continuous and cumulative learning where complex concepts are taken only after prerequisite skills and concepts have been mastered.
4 Basic Ways of Sequencing Materials
   

Simple to complex Parts to a whole Whole to parts Chronological Arrangements

Factors to Consider in Writing IMs

(Ornstein)

4. Balancing materials require establishing vertical and horizontal balance or relationships Vertical Relationships refer to a building of content and experiences at the lesson, unit and course level. Horizontal Relationships establish a multidisciplinary and unified view of different subjects.

Factors to Consider in Writing IMs

(Ornstein)

5. Explaining refers to the way headings, terms, illustrations, and summary exercises are integrated with the content. 6. Pacing refers to how much and how quickly the lessons in the textbook are presented.

Factors to Consider in Writing IMs

(Ornstein)

7. Reviewing refer to the extent to which the materials allows students to link new ideas to old concepts in the form of a review. 8. Elaborating ensures that students learn better through a variety of ways.

Factors to Consider in Writing IMs

(Ornstein)

9. Transfer of Learning may be done in a number of ways: Concept related draws heavily on structure of knowledge, the concepts, principles, or theories of the subject. Inquiry related derived from critical thinking skills and procedures employed by learning theorists or scholars in the field.

Factors to Consider in Writing IMs

(Ornstein)

9. Transfer of Learning: Learners related related to the needs, interests or experiences of the students Utilization related show how people canuse or proceed with them in the reallife situations.

Guidelines for Developing IMs

1. Needs Assessment 2. Development of Curriculum Grid 3. Selection of themes 4. Setting up objectives 5. Deciding on the format 6. Selection and arrangement of content 7. Titles and captions 8. Scriptwriting 9. Illustrations 10. Editing

Principles in the Selection of Instructional Materials

1. Meaningfulness 2. Appropriateness contributes to the growth and development of learners. appropriate in terms of vocabulary level, concepts, methods of development of varying group of learners encompasses all round development of varying group of learners should be useful to a particular teacher as she/he works for a particular group of learners. relays information clearly and effectively presents accurate up to date dependable information responds to the needs and demands of the society stimulates curiosity and creativity, satisfy the need to know the cost per student of media presentation diminishes as the number of students using it increases.

3. Breadth 4. Usefulness 5. Communication Effectiveless 6. Authenticity 7. Responsiveness 8. Interest 9. Cost Effectiveness

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Guidelines in Using Specific Instructional Materials

1. Guidelines for using Textbooks

 Do not become so hypnotized by the textbook that you follow it rigidly.  Before they begin to read, question students about their knowledge of what is to be read.  Adapt the textbook to the needs of the students and the objectives of the lesson.  Teach students how to interpret and use aids in the text, such as table of contents, headings, marginal notes, illustrations and index.  With another teacher or chairperson, learn to appraise the worth of the textbook.

Guidelines in Using Specific Instructional Materials

2. Guidelines for Using Workbooks

The following should be taken into consideration when using workbooks.

Objectives Audio-visuals Utility Cognition Pedagogical aids

Content Average Readability Learning theory Physical characteristics Teaching training

3. Guidelines for Using Chalkboard

  

      

Write legibly and large enough for all to see. Use the chalkboard as if you were writing on paper. While writing, stand to one side of the board as much as possible so you can maintain eye contact with the students. Dont talk toward the chalkboard while writing on it. Organize your chalkboard work ahead of time. Dont clutter the board. If you abbreviate, use standard forms. Dont embarrassed or show resentment if you make a mistake and student corrects. Erase the chalkboards completely after you finish, and keep them clean. If you are working with young or low achieving students, write in complete sentences.

Guidelines in Using Specific Instructional Materials

4. Guidelines for using Overhead Projectors

 Keep the materials up to date.  Arrange ahead of time to have the projector and other necessary materials available when you need them.  Prepare the materials before class begins.  Label materials properly for filing and reshowing.  Explain and discuss each of the projected materials.  Shut off the machine when it is not in use during the discussions.

Guidelines in Using Specific Instructional Materials

5. Guidelines for using Televisions

        Select programs to coincide with the learners level of interest and maturity and with instructional objectives. The classroom television should have at least a 21-inch screen. Lights should be left on if students are to take notes. There should be no Glare or reflected light on the screen. Before a program is viewed, give students any necessary background data and tell them what to expect. Avoid using the program as a lecturing device or a substitute for instruction Ask students to save questions until the end of the program. The ideal program lasts no longer than two-thirds of the subjects period so there is time for introduction and summary.

Guidelines in Using Specific Instructional Materials

6. Guidelines for using Video Systems

 Be sure the use of video systems is compatible with the leads to attainment of course objectives.  Preview the most promising systems and programs.  Find out what supporting services and support the supplier equipment and materials will provide.  Monitor student responses in interactive programs for purposes of diagnosis and evaluation.  Be sure the video accomplishes your instructional purpose.

6. Guidelines for using Computers and Computer Software

 A company that produces, distributes, or sells computer materials should be willing to provide a number of services.  If only one computer is available for class use, you will have to devise large group instruction or divide the class into smaller groups that take turns at the computers.  Establish criteria for use based on the objectives of your subject and the abilities and needs of your students.  The software should be sound in terms of instructional and learning theory.  The software should be capable of being integrated with their software and with traditional materials into a comprehensive curriculum and instructional package.  Periodically, review and evaluate the software for quality and variety on a team basis.

6. Guidelines for using Telecommunications

 Decide just what you want the system to do.  Consider use of the system in relation to the abilities, needs, an interest of your students.  Be sure that the system is easy to use and that the instructions are easy to follow for students and for you.

Ten (10) Commandments of Creating Learning/Presentation Materials

1. Dont overcrowd. 2. Be consistent in format, layout and convention. 3. Use appropriate typefaces and point uses. 4. Use bold and italics for emphasis, but dont overuse them. 5. Use title, headings, and subheadings to clarify and guide. are easy to follow for students and for you.

Ten (10) Commandments of Creating Learning/Presentation Materials

6. 7. 8. 9. Use numbers to direct through sequences. Use graphics and illustrations to reinforce ideas. Use symbols and icons as identifying markers. Use color/audio/music to stimulate but not to overpower, the senses. 10. Produce the materials with technical excellence good quality, good audio, clear, etc.

Integrating Instructional Software into Teaching and Learning

Software Type Administrative/Professional Tasks Teaching and Learning Tasks

Word processing

Prepare letters, memos, reports, flyers, rubrics, forms, newsletters

Prepare transparencies, activity sheets, posters, study guides, class notes. Help students prepare stories, essays, group reports. Use in class to dynamically illustrate writing and outlining skills.

Integrating Instructional Software into Teaching and Learning

Software Type Administrative/Professional Tasks Teaching and Learning Tasks

Presentation Create presentation for workshops, conferences Software

and meetings

Create class lectures support that features text, audio and visual element with special effects. Produce transparency masters. Create student worksheets to accompany class lectures.

Integrating Instructional Software into Teaching and Learning

Software Type Administrative/Professional Tasks Teaching and Learning Tasks

Electronic Spreadsheets

Prepare budgets, numeric tables and summaries, grade and attendance rosters Compute grades Prepare visuals (charts) of numeric data

Provide students with method for tracking and analyzing data and creating charts for it Demonstrate what if analyses visually

Integrating Instructional Software into Teaching and Learning

Software Type Administrative/Professional Tasks Teaching and Learning Tasks

Database Management System

Organize or track student and other professional data Prepare inventories, mailing list, reports

Provide students with method for tracking and analyzing data and creating charts for it Demonstrate what if analyses visually

Materials Evaluation

1. External Evaluation  aims to examine the organization of materials as stated explicitly by the author of the publisher.
      

Intended Audience Profieciency Level Context in which the materials are to be used Organization into teachable units Authors view on language learning and teaching Date of publication Publisher

Materials Evaluation

1. External Evaluation  Guide for doing external evaluation

 Are the materials to be used as the main core course or to be supplementary to it?  Is the teachers book in print and locally available?  Is a vocabulary list/index included?  What visual material does the book contain and is it there for cosmetic value only or is it actually integrated into the text?  Is the material culturally biased or specific?  Do the materials represent minority groups and/or women in a negative way? Do they present a balanced picture of a particular country or society?

Materials Evaluation

1. External Evaluation  Guide for doing external evaluation

 The inclusion of audio/video material and resultant cost. Is it essential to possess this extra material in order to use the textbook successfully?  The inclusion of tests in the teaching materials (diagnostic, progress, achievement); would they be useful for your particular learners?

Materials Evaluation

2. Internal Evaluation  covers an in-depth investigation of the value of the materials in relation to its objectives, principles, lesson design, and assessment procedures.
      

Presentation of the skills in the materials Grading and sequencing of skills Authentic or artificial recordings Authentic or artificial dialogues for speaking Relationships or tests and exercises to learner needs and course content Provisions for different learning styles and self-study Motivation for the learners and the students

Materials Evaluation

3. Overall Evaluation  analyzes the value of the material in relation to its usability, generalizability, adaptability and flexibility.
 Usability How far could the materials be integrated into a particular syllabus as core or supplementary?  Generalizability How much of the materials could be used by the individual or by a group of people?  Adaptability Can parts be added/ extracted/used in another context or modified for local circumstances?  Flexibility How rigid are the sequences and grading? Can the materials be used in different ways> Can they be entered in different parts?

Thank you very much!