Production of Social Studies Instructional Materials

Rey M. Arturo

UNIT 1
INTRODUCTORY CONCEPTS
Desired Learning Outcomes:

At the end of this unit, you must have:

 Determined the definition, functions, and behaviors that make up teaching;

 Comparing and differentiating instruction and teaching;
 Determined the various instructional processes and teaching strategies;
 Discussed and compared various instructional systems, methods, and techniques; and
 Explained the idea of educational media.

ACTIVATE:

Rank the following based on teaching and learning. 1 as the most important and 5 as the least
important.

_______ Teacher
_______ Subject
_______ Learner
_______ Classroom
_______ Method

Question: Why do you think your number one is the most important?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________________________ .

Lesson 1: Teaching
Teaching, the occupation of individuals who instruct others, particularly in a primary,
secondary, or university setting.

Teaching is the largest profession in the world when counted by the number of its members.
There were reportedly about 80 million teachers in the world in the twenty-first century. The
differences among teachers are typically greater within a country than they are between
countries, despite the fact that their roles and responsibilities vary from country to country. It is
useful to distinguish between the three subgroups of teachers: primary school, or elementary
school, teachers; secondary-school teachers; and university teachers. This is because the nature
of the activities that constitute teaching depends more on the age of the persons being taught than
on any other one thing. The majority of teachers worldwide work in elementary schools,
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accounting for as much as three-quarters of teachers in developing nations and as close to half of
all teachers in some developed nations. The smallest category of teachers are those employed at
universities.

The majority of the characteristics of a profession are shared by the entire teaching corps,
wherever its members may be located, including (1) a process of formal training, (2) a body of
specialized knowledge, (3) a process for certifying, or validating, membership in the profession,
and (4) a set of intellectual, practical, and ethical performance standards that are defined and
enforced by members of the profession. Before the 20th century, it was difficult to call teaching
young children or even teenagers a profession anywhere in the world. Instead, it was an art or a
craft that the majority of the relatively untrained women and men in teaching positions, who had
themselves been better-than-average students, "kept school" or "heard lessons" in. They had only
picked up the skill by watching and copying their own teachers. In the same way that doctors,
lawyers, and priests are professionals, only university professors and perhaps a handful of
teachers at selective secondary schools would have been deserving of the title; even today,
primary school teachers can be fairly classified as semiprofessionals in some nations. The line of
demarcation is arbitrary. Therefore, it is helpful to think about the following inquiries: (1) How
is the industry doing right now? (2)What types of work are performed? (3) How is the industry
structured?

Lesson 2: The 3 Basic Functions of a Good Teacher

There are many extremely significant functions that teachers play in the educational process.
Everyone's education is important since it can directly affect our future opportunities and the
roles we can play in society. Three of the most significant responsibilities that teachers play will
be covered in this essay. The first position is that of an educator and learning facilitator; the
second is that of a role model; and the third and final role is that of a mentor and motivator.

1. Educator

The most frequently recognized function of a teacher is that of an educator, which entails
imparting knowledge, usually of an academic character. This covers writing, math, and other
artistic subjects. Some educators play more specialized jobs because as our children grow, they
frequently need more in-depth, precise instruction. In order to suit diverse learning styles,
educators employ a variety of teaching methods with their students. The likelihood that pupils
would apply their education in a practical way in the future is frequently inversely correlated
with the teacher's level of success. Teachers provide us the tools we can use to understand and
learn extremely important things that we take with us for the rest of our lives, whether we obtain
our education in a private or public school, in preschool, elementary school, or high school.

Teachers regularly provide students with a wide variety of knowledge. Behind this, teachers use
a variety of techniques to make lessons more enjoyable and memorable for their pupils. Teachers
frequently need to spend time planning their lessons in order to make them as effective as
possible. In order to tailor each class to the unique needs of each student, teachers must take into
consideration the diverse backgrounds, skill levels, and learning preferences of their pupils. In
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order to determine their students' strengths and areas for development, teachers are also expected
to assess their students' performance. As a result, the duty of the educator is multifaceted.

2. Role Model

Teachers also serve as role models, which is a crucial responsibility. Teachers in any educational
institution, regardless of level, not only help their pupils learn more, but they also serve as role
models for various behaviors, which aids in character development. Most people may recall
some of the lessons they learnt from their first teacher. Like our parents, teachers and educators
aim to prepare children for adult life, where many difficult decisions must be made. They have a
significant impact on the personalities and character of their students.

Teachers should set a positive example for their children since they gain much more from school
than simply academic information. Instead, we learn a variety of social skills in school, including
how to engage with others, how to understand others' viewpoints, and more. It is crucial that
teachers provide a positive example for their students and help them master these vital abilities.

3. Mentor

A mentor or motivator is the third function of a teacher. Teachers act as mentors by inspiring a
passion for learning in their charges. Students develop their interests and pick up new hobbies as
they get older and complete their schooling. Many choices are influenced by experiences at
school; for example, when students truly appreciate one subject, they may want to delve more
into it outside of the classroom. Therefore, teachers encourage their children to investigate.
Teachers need to promote learning at all levels and be upbeat people. The ability of pupils to
solve issues on their own, as well as their confidence in taking on new challenges and learning
new abilities, are directly impacted by the teachers' performance in this area.

Lesson 3: Deliberate acts of teaching

Instructional strategies are the tools of effective practice. They are the deliberate acts of
teaching that focus learning in order to meet a particular purpose. Only when instructional
tactics have a favorable effect on students' learning are they effective.

To fulfill the various literacy learning needs of our students, teachers must be able to apply a
variety of deliberate teaching strategies in flexible and integrated ways within literacy-learning
activities.

These intentional behaviors include leading by example, asking probing questions, providing
feedback, telling, explaining, and guiding.

Modeling

The most effective and widely used method of instruction is modeling, or "showing how."
Almost all of the teacher's actions and words throughout the school day serve as potential models
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for the kids present. There is a lot of implicit modeling going on here that neither the teacher nor
the pupils are even aware of. But intentional, purposeful modeling is a crucial teaching strategy.

The teacher acts as a role model by having students explain how they came up with a solution
while thinking aloud throughout the procedure. This kind of modeling "visibleizes" the thought.
In collaborative reading and writing situations, where students are learning to combine their prior
knowledge with printed sources of information, this tactic is very effective. Giving the learner
the words they require is a common part of modeling. This could be a language for encoding or
decoding text, for creating meaning, for analyzing texts, or for debating texts.

Prompting

To prompt someone is to encourage them to make use of what they already know and are
capable of. It is a successful tactic for concentrating students' attention, increasing their
metacognitive awareness, and boosting their self-assurance. The teacher must have in-depth
understanding of the learner in order to prompt the student successfully. A strong hint, a clue, or
a mild "nudge" are all examples of prompts that can be used to encourage students to apply their
prior knowledge and literacy skills to develop connections and find solutions. A prompt
frequently takes the form of a question and entails giving pupils "wait time" so they can
formulate and articulate their own thoughts.

Questioning

The teaching strategy that teachers employ most frequently may be questioning. Students'
literacy acquisition depends on their ability to ask thoughtful, strategic questions.

Questions may be designed to help pupils learn a certain skill, such an encoding or decoding
approach. In terms of metacognition, questions might assist pupils in increasing their awareness.
Asking students questions, such as, "How do you think...?" can be a great way to spark
intelligent debate and encourage them to practice being critically reflective. Why, I wonder?
What have you observed...? What will your audience think of you? One or two thoughtful
inquiries can go a long way toward assisting students in reading or producing texts that go
beyond their immediate perception. Teachers should ask a variety of questions and be aware of
their motivations.

When: questions become useful teaching tools.

 They are intended to assist pupils in achieving a learning objective.

 They emphasize and elicit information from the students.
 Students have enough "wait time" to consider their responses.
 The responses of students are respected and are not altered by critical remarks that imply
the responses were subpar.
 The use of appropriate follow-up questions helps pupils develop their ideas.

Such inquiries are a highly effective technique to uncover students' knowledge and skills so they
can apply their knowledge to their assignments. Effective teachers ask questions that go far
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beyond those that just ask students to provide comments on factual material or to make
predictions that are purely speculative.

Learning can be hindered by repetitive "teacher question, student answer, and teacher reply"
patterns. For instance, are students considerably less likely to demonstrate originality when
creating texts or to examine deeper characteristics of texts if they are preoccupied with
understanding what is going on in the teacher's head rather than their own learning?

As crucial as formulating and posing the questions is paying attention to the responses that
students provide. The comments from the students provide insightful data that can be utilized to
assess their learning and determine their future stages in learning.

The types of questions to be utilized are frequently categorized by teachers. As an illustration,

they distinguish between questions that are literal, inferential, or interpretative, open or closed, or
queries for explanation, justification, and other types of inquiries. The objectives of the teacher
and the task's learning objectives will determine the kind of questions and the formats they take.
Sometimes closed questions will serve the intended purpose, for instance, when the objective is
to gauge students' recollection of textual data, their ability to describe a procedure in the right
order, or their ability to recognize an alphabetic letter. The planning of activities based on types
of questions is not required nor even helpful. The idea is to use questions to get to the students'
thoughts, including any misunderstandings or unwarranted presumptions they might have.
Similar to prompting, asking questions can help students who are having difficulty with a
particular component of their reading or writing to comprehend what is expected of them by
providing them with clear instructions.

Students can learn how to develop their own questioning techniques from a teacher who utilizes
questions well as a model. By posing pertinent questions to themselves when reading or writing,
individuals are better able to approach texts critically. Thought-provoking questions are
embraced as a highly valued component of learning in a classroom setting that encourages
critical reflection rather than being perceived as threatening.

Giving feedback

Numerous studies have demonstrated how effective feedback affects student outcomes (for
example, Hattie, 1999, and Crooks, 1988). Hattie describes feedback as the most potent single
factor that improves accomplishment based on considerable study. Similar to how modeling
permeates the school day, feedback is a part of almost all interactions between teachers and
students.

Following are the goals of feedback:

 to affirm
 to inform
 to guide future learning
Production of Social Studies Instructional Materials
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Feedback is the act of explaining to a student how and why they grasp something or don't, as
well as the steps they need to do to get it right. Like other instructional tactics, feedback works
best when it is tied to clear learning objectives and toward the end aim of empowering students
to manage their own learning.

Motivating kids to learn is effective feedback. Students' expectations and performance are
influenced by how they feel about and view themselves. A small remark can have a significant
effect on a student's motivation, either positively or negatively. Giving feedback should take
cultural sensitivity into account (and when using any other teaching strategy).

One might categorize feedback as either evaluative or descriptive. The idea of acceptance or
disapproval is conveyed through evaluative feedback, which involves expressing a judgment
about what the learner is doing or has done. Descriptive feedback entails describing or justifying
what has been accomplished or not and why. Giving advice on how to study more or what to do
next to succeed is another aspect of it. Feedback-based interactions can help learners gain
important information and advance their learning.

Feedback's main goal is to help learners reflect on how they employ reading and writing methods
as well as their learning, not to tell them if they are right or wrong. Giving students feedback
entails explaining to them how and when to apply their skills and techniques. Effective criticism
can serve as a guide for how talented writers and readers think. Feedback should be sincere and
detailed so that students may gauge their progress. In order to develop students' metacognition,
teachers must stress to pupils that their success in reading and writing was a result of employing
successful strategies. Encouragement of student suggestions for action is extremely helpful. This
is a fantastic method to increase their understanding of how to take charge of their learning.

Feedback might be spoken or written, verbal or nonverbal. The caliber of the teacher's written
comments on a student's writing is crucial for both providing additional direction and boosting
the student's self-assurance.

The teacher shouldn't let the ownership of the learning assignment pass through their feedback.
For instance, a teacher can be inclined to "enhance" a student's writing, which could lead to the
student losing their voice or sense of ownership (even though the teacher may feel that the work
is better crafted).

The success criteria that result from shared goals provide teachers' interactions with students and
their feedback vital focus. It is crucial to make sure the students comprehend the information
provided in the feedback and to provide them the time and space to put it into practice.

Telling

The simplest definition of telling is giving something to a pupil that they need, such an
unfamiliar phrase or a topic for a literacy task. The goal is to bridge the gap at that specific time
so the pupil can proceed.
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Giving participants the words they need to participate in an activity might be considered a smart
use of telling. The teacher may instruct the pupils on how to spell a word they must use in their
writing or may reveal the main idea of the book at the start of a reading assignment. When
working with pupils who lack the prior knowledge necessary to make useful predictions, this
may be the most productive approach. The best strategy to advance a student's learning can be to
just give them a title or definition.

Additionally, telling students when to apply a certain literacy technique to a task might help them
become more conscious of when to do so in the future by making it clear that they can use their
previously acquired knowledge in this situation. Students who struggle with reading or writing
can benefit greatly by being told when to apply their knowledge.

Explaining

Telling can be seen as extending into explaining. The assignment itself, as well as the text's or
the learning activity's content, may be explained by teachers. For instance, the instructor might
clarify:

 What they want pupils to accomplish while reading a specific book

 How a particular assignment will aid pupils in achieving a specific objective
 How procedural texts lay up a topic's background (for example, as an introduction to a
writing activity).

As a way to ensure that all students can engage with confidence in activities like paired reading,
teachers also employ explanations in the context of classroom management.

Directing

Giving a particular order is all that constitutes directing. Like all of these teaching methods, it is
employed consciously and with a specific goal in mind.

Lesson 4: Difference between Teaching and Instruction

Many instructors today conflate the terms "teaching" and "instruction." Teachers who believe
that their role is to instruct, impart knowledge, or provide instructions are frequently referred to
as instructors. But there is a slight distinction between instruction and teaching.

Teaching

The nature of teaching is more complex. When we discuss teaching, we are talking about various
methods, plans, and strategies that will aid in learning. The correct teaching techniques must be
used, and teachers must provide a variety of educational resources.

The process of teaching never ends. People are part in the teaching-learning process from the
time they begin attending school until they graduate and begin working. They pick up knowledge
from those around them in addition to their professors.
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As a result, instruction might be formal or informal. When learning takes place in a formal
setting like a classroom or in an informal setting like outside the school's walls. For instance,
with the aid of your teachers, you can learn to read and write in school. Your parents, on the
other hand, provide informal lessons on how to live your life and uphold moral standards.

Instruction

Speaking of instruction is less complex than speaking about teaching. Giving directions is all that
instruction is. You give instructions on how and what to do to another person. For instance,
assembly instructions and equipment manuals are included with items like model rocket kits,
furniture, and toys.

Your teachers will train you in school on how to complete an experiment or respond to an exam.
You are then just left to complete your assignment on your own.

Through instruction, students become reliant on their teachers. You are instructed on what to do,
and frequently there are actions you must take. To complete a task, instructions must be
thoroughly understood and adhered to. If you don't, you won't be able to complete the
assignment properly.

The title "instructor" could be detrimental to a teacher's ability to inspire autonomous thought;
instead, it promotes information to feed into dull robots. The idea that pupils must trust what
professors say is fundamental to the concept of "instruction." It is essential to teaching that
students query, pursue, and challenge what they are being taught.

Difference between Teaching and Instruction

In a strict sense, instruction and teaching are mutually exclusive. But in education, particularly,
teaching and instruction go hand in hand. Both are essential for assisting with learning and
personal growth.

Instruction and Learning Processes

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The interactions between students and teachers are referred to as the instruction and learning
processes. The curricula guide the planning of instruction, which is based on needs determined
by assessment and made possible through teacher preparation. The greater community is
involved in providing and supporting education through learner-centered, participatory, and
inclusive instruction and learning processes.

Lesson 5: Instructional Process

Children with ADHD can succeed in the classroom with good academic education. These
strategies can be applied to lesson planning and execution across topic areas and grade levels to
improve learning for kids with ADHD.

Introducing Lessons

The greatest lesson plans include structure to help students with ADHD learn. It is essential to
have a sequence that adheres to a fundamental pattern and upholds a certain level of consistency.
Instead than attempting to figure out what will happen next and what they are intended to do, it
enables pupils to concentrate on the new material and activities. Create a routine that works for
you using the following techniques, and utilize it to introduce each lesson.

 Summarize the activities of the whole lesson visually and verbally

Any class should begin with a recap of the material the student will learn and the exercises you'll
use to teach it. As an illustration, you can remark, "Yesterday, we practiced counting by tens.
We'll go over yesterday's lesson today. The next step will be to teach us how to count in fives.
You will work independently as well as alongside your partner. The board may have had your
writing on it.

 Learn to count by fives

 Practice counting by fives on your own
 Practice counting by fives with your partner
 Review counting by tens

 Present learning objectives in many ways

Students with ADHD frequently gain from various presenting styles. For instance, you can write
learning objectives on the board, read them aloud, have students repeat them, or have them copy
them down from the board. Include at least two presentation formats.

 Describe behavior expectations

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Students with ADHD frequently gain from various presenting styles. For instance, you can write
learning objectives on the board, read them aloud, have students repeat them, or have them copy
them down from the board. Include at least two presentation formats.

 List materials

Instead of letting pupils to figure out the materials on their own, explain to them what they will
need during the session. Be precise. Tell them exactly what they will need for an art project, such
as "three sheets of construction paper, their crayons, and scissors." You might advise them that
they need their reading materials, workbook, and two pencils for a reading assignment.

 Include time limits

Give students a time limit for each activity and think about using a timer to assist them visually
track the passing of time. Instead of using broad time frames like "the next hour" or "the entire
class period," provide the precise amount of time allotted for each component of the lesson, such
as reviewing previous material, teaching the new lesson, group work, and individual study. Time
constraints shouldn't make pupils anxious; they should help them stay on task and improve their
learning. To find out what works best for your kids, you may need to test out various time
constraints.

Teaching the Lesson

Presenting pupils with new content and giving them practice opportunities constitutes conducting
the lesson. Make a connection between existing knowledge to aid in the new information's
retention and learning by students. Give them lots of chances to practice the content on their
own, with other students, and with your guidance. Throughout the class, provide comments and
have a variety of resources ready to assist students who are having trouble.

 Stick to the plan

Your first statement establishes the tone for the entire lesson. Try to adhere to the plan you have
provided. With the use of this tactic, a lesson's uniformity and structure are strengthened. If
changes are made, give justifications so that they can be anticipated.

 Review the previous lesson

Working memory issues are more prevalent in students with ADHD. Reviewing prior knowledge
will aid students in remembering it. In addition to helping students recall the new lesson, this
activity will help them remember the previous lesson. They can connect to context in their
memories thanks to practice.

 Provide guidance to stay focused

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Students with ADHD frequently lose attention. They might become engrossed in a daydream or
other classroom activity. Utilize aids like guided notes, color schemes, mnemonics, and probing
questions to assist students maintain their attention during classes.

 Check for understanding

Ask open-ended questions both during the lesson's presentation and during the practice exercises.
You may begin by posing and then responding to your own queries. The kids can then respond
collectively, individually, and finally with guidance from the teacher. What have you learned
thus far, for example? How did you come to that conclusion? likewise, "Why is this knowledge
crucial?"

 Give students enough time

To learn new tasks, extra processing time is frequently required. One instructional strategy, the
gradual release of responsibility, involves four steps in which the teacher gradually hands over
control to the pupil (I do, we do, you do together, you do alone). Giving pupils enough time at
each step helps them to practice understanding the material before moving on.

 Provide extra support

Keep an eye out for kids who are having trouble understanding the material. By utilizing various
explanations, more examples, or having a peer tutor, you can provide the students greater
assistance.

 Break work into small steps

Organize your job by breaking it up into manageable portions. Cut a worksheet in half, for
instance, if it has 10 questions on it. After the pupils have finished the first five questions, give
them the remaining five. This keeps kids interested and teaches them how to break things down
into manageable steps, preparing them to finish an entire assignment.

 Incorporate assistive technology

Students can participate actively and may benefit from thought organization thanks to
technology. Assignments can be made more exciting by allowing students to practice on a
computer or tablet or by writing on the board. The use of assistive technology can also be
utilized to break down jobs into their component parts, preventing the need to multitask. For
instance, separating brainstorming from writing and making it more manageable by dictating
notes before typing or composing an essay.

 Provide time reminders and model how to pace

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Students with ADHD frequently need assistance with time management. Even though you've
specified the overall durations for the course and each activity, deliver reminders on a regular
basis. Show students by example how to pace themselves and complete tasks in the allotted
amount of time. For instance, "You've got 10 minutes remaining to finish these 6 practice
exercises. By now, you ought to be dealing with issue three or four. These prompts assist
students in staying on task and finishing their assignments within the allowed time.

Ending a Lesson

Finish your lesson and assist the students in a smooth transition to the next activity. A lesson's
conclusion is just as crucial as its beginning. Finish strong so that you can smoothly move on to
the next lesson and re-start the process.

 Summarize key points

Reviewing the important ideas will assist pupils in retaining the new information they have
learnt. Students with ADHD must repeat tasks. Students can explain what they learned in
response to open-ended questions, or you can restate the goals.

 Review take-home assignments

Review homework assignments as you would any other lesson-related exercises. Ask pupils to
read and record the assignment that is posted on the board. You could even ask a few pupils to
say aloud what the assignment is. Check calendars to make sure that pupils accurately recorded
everything. Don't forget to adapt practice assignments to the skills the students have mastered.
Independent practice at home ought to work as a reinforcement to help students remember the
material given.

 Smooth transitions

Knowing what task or circumstance is next is crucial for students with ADHD. Focus in
particular on informing them of any modifications to the rules for the upcoming activity. A
seamless transition will be made possible by providing detailed instructions on how to prepare
for the upcoming class, visual prompts, and additional time for students to organize.

Lesson 6: Teaching Strategies

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Teaching techniques are employed to develop learning environments and help students meet set
learning objectives. The alignment of teaching methods with the intended learning objectives for
the class period should be taken into consideration.

Experiential Learning is a learner-centered approach that makes use of practical, hands-on

experiences as the main means of imparting knowledge to pupils. The most crucial elements of
the event should be analyzed, and students should generalize the experience's main lessons to
different contexts.

Direct Instruction is a teacher-centered method for teaching pupils sequential-step skills and
explicitly conveying information. Direct teaching techniques can easily incorporated into other
teaching techniques.

Indirect Instruction is a learner-centered method that takes into account students' interests and
arousal for a subject. Students take an active role in observing, investigating, drawing
conclusions, and formulating hypotheses. As a result, the teacher's position changes from lecturer
to resource person or facilitator.

Interactive Instruction uses conversation to promote learning. Students are encouraged to learn
from their peers as well as their teacher. While interacting with the content, interactive
techniques call for students to employ their observation, listening, interpersonal, and intervention
skills and talents.

Independent Study comprises a range of instructional strategies that emphasize the growth of
"personal attitudes and values" essential to learning, including initiative, self-reliance, and a
desire to better oneself. Group-based activities are one type of independent study strategy that
can be started by either the student or the teacher.

Lesson 7: Instructional Systems vs Instructional Materials

“A Discussion of Instructional Systems and Instructional Materials”

There are many crucial words, terminology, procedures, and theories that come up while
addressing various areas of instructional design. It is crucial to give these topics enough time for
debate and comprehension. The best educational materials may be produced when people have a
thorough comprehension of the components or structural elements that make up the total. The
discussion of instructional systems and instructional materials is one such instance. This essay
will explain these two concepts and look at their similarities and contrasts, adding to pertinent
conversations to deepen comprehension and give instructional designers a solid foundation.

Systems are "deliberately created synthetic creatures, comprising of interrelated and interacting
components that are deployed to function in an integrated form to achieve a specific objective,"
according to Banathy (1968). a car's engine or the ocean's natural ecosystem, for instance.
"Deliberately planned instructional resources that are meant to function interdependently to
achieve preset learning outcomes" is the definition of an instructional system. Furthermore,
instruction is described by Smith and Ragan (2005) as "the purposeful facilitation of learning
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toward stated learning goals." So it follows that instructional materials are the output of the
instructional design process in terms of both content and form. In other words, how does the
instructional design process physically generate something? Take note that the definition of
"instructional system" includes the phrase "instructional material." This might suggest that the
two are identical. Nevertheless, they are not. Even while there are many similarities and overlaps
between the terms, there are also big variances.

Some of the most significant similarities between instructional systems and instructional
materials can be found in their individual traits. Goals and purposes are clearly defined as a
result of the analysis conducted, instructional objectives are clearly defined, learner behavior is
identified, uniformly high levels of achievement are expected, components complement each
other so that goals and purposes align, they both have instructional alignment, and there is room
for remediation, among other characteristics that the two share (Harris and Harrison, 1988). It is
evident that instructional systems and instructional materials are connected and, in some ways,
nearly identical because they share so many traits. However, not all of their traits necessarily
coincide.

Educational materials are not genuinely an instructional system unless they exhibit all of the
traits of an instructional system. Aspects of instructional systems are also included in
instructional materials, but not all instructional materials may be categorized as instructional
systems (Harris and Harrison, 1988). Even if the instructional materials were created utilizing a
methodical instructional design process paradigm, like the Smith and Ragan model, this is still
valid.

Instrumentation, system-provided feedback, system exportability, summative evaluation to

establish system consistency, and systematic review embedded into the training are five features
of an educational system that may not always overlap with instructional materials (Harris and
Harrison, 1988). For instance, a textbook used in a classroom is regarded as instructional
material but is not an instructional system because it lacks some of the qualities listed above. The
book does not offer systematic review or system feedback.

Traditional instructional design, according to Hannum and Briggs (1982), prioritized

instructional content and instructional materials over instructional systems design. The training
materials' quality suffered as a result. As a result, instructional designers and others of a similar
caliber must take into account the characteristics of the instructional system and the process of
designing instructional systems in order to produce educational materials of the best quality. The
similarities and differences between the two terms that can be used to each other's advantage
must be carefully considered.

It's critical to comprehend the qualities of both instructional systems and instructional materials
in order to produce the strongest instructional products feasible. Understanding the similarities
and differences between the two phrases is also crucial to ensuring that the instructions' intended
results are achieved. All features of instructional systems, like as feedback mechanisms and
regular reviews and updates of the materials, must be met if educational resources are to be truly
effective instructional systems. If these requirements are not met, the materials' original intent
will not be achieved, which will lead to a setting where instruction will be of lower quality.
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However, if every attribute is in harmony, the quality is raised. This does not imply that all
instructional materials must be instructional systems in order to be effective; rather, a
fundamental comprehension of each term and its traits will provide designers with the
knowledge necessary to judge whether a given characteristic is being met in accordance with the
instruction's original intended purpose.

Lesson 8: Instructional Methods

Teachers employ a variety of ideas and techniques to improve and connect their lessons to their
students. It is determined by the method you employ to train people about a specific subject.
Every teaching strategy has a purpose. In each stage of the instructional process, learning is
facilitated by the use of various instructional methods, or activities. There are countless versions
that can be made. Do you know what the four different teaching philosophies are? Information
processing, behavioral, social interaction, and personal are the four categories. There are various
tactics that can be applied inside each model. Strategies define how a teacher will approach
achieving learning goals. Determining the activities of teachers and students is a crucial
component of teaching and learning, which is why these approaches exist. Appropriate
instructional strategies affect a variety of learner motivational factors, including a propensity for
critical thought. Lectures, cooperative learning, brainstorming, role-playing, videotapes, slides,
direct instruction, and digital presentations are some ways these methods might be included into
a lesson plan.

Critical thinking, creative thinking, communicating, and collaboration are the four key
instructional skills. These abilities aid in learning, making them essential for success in school
and beyond. Focused, meticulous investigation of anything is critical thinking, which helps us
understand it better.

Lesson 9: What Are Instructional Media?

Many definitions exist for the phrase "instructional media." It can also refer to any tools that the
lecturer or students may employ. Other times, it exclusively applies to written material. The term
will be used to refer to all tools and resources used in the teaching and learning processes in this
chapter. This description is similar to a broader one provided by Romiszowski (1981: 339),
which encompasses not just electronic communications media but also other tools used in the
process of planned instruction, including slides, pictures, charts, real objects, diagrams generated
by teachers, and handouts. Examples of several educational media are shown in Figure Below.

Type Examples
Print Pamphlets, handouts, study guides, manuals
Visual Charts, real objects, photographs, transparencies
Audiovisual Slides, tapes, films, filmstrips, television, video, multimedia
Static/display Chalkboard, felt board, display easels, flip charts, cloth board, magnetic board
Electronic Radio computers, electronic mail, CD-ROM, multimedia
Production of Social Studies Instructional Materials
Rey M. Arturo

Why Use Instructional Media?

According to educational psychologists, everyone learns by taking in information through their

sense organs, including their hands, skin, ears, nose, mouth, and tongue. You will see from your
own experience that there is a correlation between the sense organs used and the amount of
information we remember. You're also aware that practice makes perfect when it comes to how
well students absorb concepts, abilities, and ideas. Practice really does make perfect, according
to the proverb.

Every time we speak, the words we choose serve as arbitrary symbols to convey the meaning of
what we are saying. When combined with visuals, words take on a more distinct meaning.
Examine Figure Below, which illustrates this point graphically. What do you think?

Because of these factors, instructional media have significant benefits:

 Allow for the simple and consistent replication of an action or process;

 Give visual access to a method or process;
 A shared experiential framework for a vast number of students;
 Encourage a false sense of reality;
 Captivate the learner's attention and keep it there;
 Hone focus on or highlight important details;
 Spend less time explaining things in detail;
 Make an impact;
 Aid in the comprehension of abstract ideas.

The media that you can use to illustrate specific phenomena are listed in the figure below.

Reasons for media use General examples

To form a clear idea of something Real object, model
To stress the essential and leave the non-essential in Model, scheme
the background
To give visual access to something which may be Model, picture, photo, poster, film
inaccessible
To clarify abstract information which may be difficult Diagrams, columns of figures
to communicate verbally
To condense large quantities of information Diagrams, handouts
To promote mental activities of students Handouts, textbooks, films, pictures
To give feedback to the teacher about student Tests, study guides with assignments,
progress/achievement handouts with questions
To encourage emotional response Films, photos, poems
To support the work of the teacher Sound recordings, any medium
To give tests Any medium
Production of Social Studies Instructional Materials
Rey M. Arturo

APPLY:

What teaching method, technique and media do you prefer the most in this present time,? Why
do you think so?
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ASSESS:

What is the nature of teaching?

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What is teaching? What is instruction? What are the similarities and differences of teaching and
instruction?
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What are instructional methods?

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What are instructional techniques?

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What are instructional systems?

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Production of Social Studies Instructional Materials
Rey M. Arturo

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What are the similarities of the instructional methods, techniques and systems?
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What are the importance of teaching and instruction of the teacher?

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What is instructional media? How do we need to use instructional media in teaching and
instruction?
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