Module 1 Technology for Teaching and

Learning 1
 Non-Digital and Digital Skills and Tools in
Chapter 1.2
Delivering Technology-Enhanced Lessons

Intended Learning Outcomes: At the end of this chapter, the students are expected to:

1. Describe the procedures for developing conventional instructional materials;

2. Develop instructional materials based on a given topic and strategy;
3. Describe the factors to consider in revising media selections and delivery systems for
given instruction.

1.2.1 Development and Use of Non-digital or Conventional Instructional

Materials

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 material. When properly and
appropriately used, it can spice up a classroom activity.
These instructional materials may come in varied forms. One group refers to the
conventional and non-digital tools. A classroom will always need a chalkboard or a writing
board that may come in varied forms and shapes. Bulletin boards, flip charts, dioramas,
puppets, terrarium and the like, will always find their significance in any classroom.

• Instructional Materials - defined as print and non-print items that are rested to
impact information to students in the educational process (Effiong & Igiri, 2015).

Examples of IMs
• Drawings
• Kits
• Textbooks
• Posters
• Magazines
• Flip charts
• Newspapers
• Diorama
• Pictures
• Recording Videos
Roles of IMs in Teaching and Learning (Brown, et. al., 2005; Effiong & Igiri, 2015)
1. Promote meaningful communication and effective learning;
2. Ensure better retention, thus making learning more permanent;
3. Help to overcome the limited classroom by making the inaccessible accessible
4. Provide a common experience upon which late learning can be developed
5. Encourage participation especially if students are allowed to manipulate materials
used

Task: Viewing the Video

Please watch this video from YouTube. This is about the Low-Cost and Low Tech
Resources for the Classroom.
Note: The link of this video is found in our VLE course.

After watching the video clip, answer the following questions:

1. How do you develop simple instructional materials as shown in the video?
2. Complete the table that follows on the appropriate instructional materials to be
used on a specific topic.

Learning Area:

Topics Sample Instructional Materials

1.

2.

3.

4.

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 Instructional materials are the supplementary materials, which help the teacher
to make his/her presentation concrete, effective, interesting, meaningful and inspiring. In
any teaching and learning process, instructional materials play a vital role as they provide
sensory experiences to the learners. The primary aim of teaching materials is to provide
the teachers the layout of the way for teaching in the classroom.
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).

Several Factors 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 off 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.

Instructional materials are a great help in stimulating and facilitating the learning
of the learners. 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.

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1. DIORAMA
It will make the classroom to be
creative and innovative. It is fun way to build
an exciting scene in a 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 a Diorama:
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
5. Select a container or box.

2. 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 and
classroom decorations reflect these.

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3. WRITING BOARD
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.

Suggestions on Using 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 35mm slide may be preferable).
5. Underline headings and important or unfamiliar words for emphasis.
6. Do not talk while facing the board.
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.

4. FLIP CHART
It is a large tablet or pad of paper, usually on
a tripod or stand.

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Suggestions on Using Flipchart:
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.
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.

5. ZIGZAG BOARD
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. 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.

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6. 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.

7. 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.

GUIDELINES WHEN DESIGNING CONVENTIONAL INSTRUCTIONAL MATERIALS

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.
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.
6. Quality – Make it neat and professional, and remember to proofread.

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