Introduction of Non Digital and Digital Skills

ACTIVITY TIME!
CABBAGE RELAY: The discussant will play music

while the students are passing the cabbage (made
from crumpled paper) onto their classmate. When the
music stops, the student who's holding the cabbage
will peel one layer and answer the question written on
it. The process will continue until the last strip of the
cabbage paper is answered.
LEARNING OBJECTIVES
At the end of this lesson, the student should be
able to:
• Describe the procedures for developing
conventional instructional materials;
• Developed instructional material based on a
given topic and strategy;
• Reflected on the used of conventional
materials and on its relevance and
appropriateness.
INTRODUCTION
Teaching becomes rewarding when learners
get the most from instruction as manifested in
their performance. An important element in
engaging learners is when the strategy used in
delivering the lesson uses an instructional
materials. When properly and appropriately
used, it can spice up a classroom activity.
Development and Use
of Non-Digital
or Conventional
Materials
JOSHUA C. PEYRA | BSED
FILIPINO III
Instructional materials are the
supplementary materials, which
help the teacher to make his/her
presentation concrete, effective,
interesting, meaningful and
inspiring.
Instructional materials refer
to any preexisting materials
that are being incorporated,
as well as to those that will
be specifically developed for
the objectives (Haigler, 2014)
There are also several factors to
consider in developing instructional
materials:
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.
3. The teacher may research of the shelf
materials that have been developed by
others to determine if their approach could
be useful.
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.
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.
According to Wright (1976:1) as cited in
Cakir (2006) many media and many styles
of visual presentation are useful to the
language learner. All audio visual materials
have positive contributions to language
learning as long as they are used at the
right time, in the right place. In the teaching
and learning process learners use their
eyes as well as their ears; but their eyes
are basic in learning.
Diorama
It will make the classroom to be creative and
innovative. It is fun to build an existing scene
in a small space. 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 a fictional situation.
In developing diorama, you
will: (1) choose a concept or
theme, (2) research the
subject, (3) make a rough
sketch of your ideal diorama,
(4) make the list of the items
you'll need and gather your
supplies, and (5) select a
container or box
Nature Table
This is a table that contains objects and/or
scenes related to the current season, or
upcoming festival or a symbol of an
ecosystem. Children love to follow the natural
changes that the world offers each month a
classroom decorations reflect these.
Writing Board
A writing board can display information written with
chalk (chalkboard or blackboard) or special pens
(white board). Although there are usually more
effective methods of transmitting information, the
writing board is still the most commonly used visual
aid.
Suggestions on Using the Writing Board:
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.
4. Prepare complex drawings in advance (if
very complex, an overhead transparency or
35 mm slide may be preferable).
5. Underlined headings and important or
unfamiliar words for emphasis.
Suggestions on Using the Writing Board:
6. Do not talk while facing the board.

7. Do not block the students' view of the
board; stand aside when writing or drawing is
completed.
8. Allow sufficient time for students to copy the
information from the board.
Flip Chart
It is large tablet or pad of
paper, usually on a tripod
or stand.
Suggestions on using Flip Chart:
1. Use wide-tipped pens or markers, markers

with narrow tips produce printing that is difficult
to read.
2. Print in block letters that are large enough to
be read easily from the back of the room.
3. Use different colored pens to provide contrast,
this makes the pages visually attractive and
easier to read.
4. Use headings, boxes, cartoons and borders
to improve the appearance of the page.
5. Use bullets (*) to delineate items on the page.
Suggestions on using Flip Chart:
6. Leave plenty of "white space" and avoid putting too

much information on one page. (Crowded and poorly
arranged information is distracting and difficult to read).
7. When pages are prepared in advance, use every
other page. If every page is used, colors will show
through and make text difficult to read.
8. Have masking tape available to put pages up around
the room during brainstorming and problem-solving
activities.
9. To hide a portion of the page, fold up the lower portion
of the page and tape it. When ready to reveal the
information, remove the tape and let the page drop.
10. Face the student, not the flipchart while talking.
Wall display
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. In a classroom, the
display can consist of the students' own
work. In development work it can be used
to convey information to the community
Rope and Pole display board
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. It has no solid backing and can be made
quickly for teaching, training and when working with
communities.
Guides when designing conventional
instructional materials:
1. Unity- Use only one idea for each visual

aid and include a headline.
2. Simplicity Make ideas and relationship
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.
3. Legibility- Make letters big and readable
for all in the audience.
Guides when designing conventional
instructional materials:
4. Consistency-Use the same type style and

art style.
5. Clarity-Avoid type that is too small to read;
avoid all caps.
6. Quality- Make it neat and professional, and
remember to proofread.
Thank
you!

Introduction of Non Digital and Digital Skills

Uploaded by

Copyright:

Available Formats

Introduction of Non Digital and Digital Skills

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Introduction of Non Digital and Digital Skills

Uploaded by

Copyright:

Available Formats

ACTIVITY TIME!

CABBAGE RELAY: The discussant will play music

1. Keep the board clean.

6. Do not talk while facing the board.

1. Use wide-tipped pens or markers, markers

6. Leave plenty of "white space" and avoid putting too

1. Unity- Use only one idea for each visual

4. Consistency-Use the same type style and

You might also like