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Using and Evaluating Instructional Materials

The document provides guidelines for selecting and using instructional materials effectively. It lists several criteria that instructional materials should meet, such as giving an accurate representation of ideas, contributing meaningful content to achieve learning objectives, and being appropriate for students' ages and experiences. It also emphasizes the importance of the teacher preparing herself, the students, and the materials for optimum use. The teacher should know the lesson goal and have a follow up plan. Overall, the document outlines best practices for selecting high-quality instructional materials and utilizing them successfully in the classroom.

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Rea Rose Salise
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291 views29 pages

Using and Evaluating Instructional Materials

The document provides guidelines for selecting and using instructional materials effectively. It lists several criteria that instructional materials should meet, such as giving an accurate representation of ideas, contributing meaningful content to achieve learning objectives, and being appropriate for students' ages and experiences. It also emphasizes the importance of the teacher preparing herself, the students, and the materials for optimum use. The teacher should know the lesson goal and have a follow up plan. Overall, the document outlines best practices for selecting high-quality instructional materials and utilizing them successfully in the classroom.

Uploaded by

Rea Rose Salise
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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SING and VALUATING

NSTRUCTIONAL ATERIALS
“You should have a good idea of your destination.... If you do not know
where you are going, you cannot properly choose a way to get there.”
What guidelines should be
considered in the selection
and use of instructional
materials?
• These are devices that assist the
facilitator in the teaching-learning
process. Instructional materials are
not self-supporting; they are
supplementary training devices.
QUESTION
• From the conversation, Linus
said: “It was the real field, and
we saw it… we saw that field.”
What senses were at work in
the field trip?
QUESTION

•What field trip does


Linus was pertaining
to?
Is this the real field trip?
QUESTION

• Did the field trip accomplish


something specific for Linus?
Why do you say so?
• Do the materials give a true
picture of the ideas they present?
To avoid misconceptions, it is
always good to ask when the
material was produced.
• Do the materials contribute
meaningful content to the topic
under study? Does the material
help you achieve the instructional
objective?
• Is the material appropriate for
the age, intelligence, and
experience of the learners?
• Is the physical
condition of the
material satisfactory?
An example, is the
microscope properly
working?
• Is there a teacher’s guide to
provide a briefing for effective
use? The chance that the
instructional material will be
used to the maximum and to
the optimum is increased
with a teacher’s guide.
• Can the materials in question help to
make students better thinkers and
develop their critical faculties? With
exposure to mass media, it is highly
important that we maintain and
strengthen our rational powers.
• Is the material worth the time,
expense and effort involved? Is it
more effective than any other less
expensive and less demanding
instructional material that can take
its place? Or is there a better
substitute?
• “It is one thing to select a good
instructional materials; it is another thing
to use it well.”
• Hayden Smith and Thomas Nagel (1972)
book authors on Instructional Media
• Prepare yourself.
You should know your
lesson objective and what you
expect from the class after the
session and why you have
selected such particular
instructional material.
• Prepare your students.
Set reasonably and
high class expectations
and learning goals.
Motivate them and keep
them interested and
engaged.
• Present the material under the best
possible conditions.
Using media and materials,
especially if they are mechanical in
nature, often requires rehearsal and
a carefully planned performance.
• Follow up.
You use the
instructional materials
for the attainment of a
lesson objective.
The materials that we select must:
vGive a true picture of the ideas they
present
vContribute to the attainment of the
learning objective
vBe appropriate to the age, intelligence
and experience of the learners
vBe in good and satisfactory condition
vProvide for a teacher’s guide
vHelp develop the critical and creative
thinking powers of students
vBe worth the time, expense and effort
involved
For optimum use of the instructional
material, it is necessary that the teacher
prepares:
üHerself
üHer students
üThe instructional material and
üDoes follow up
Bida Best Teacher

“Our choices dictate of what we will become in the future.”


-Virginia L. Sevilla

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