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TTL Lesson 4

Determine the appropriate instructional materials to use for particular lessons Evaluate instructional materials against given standards Use instructional materials effectively

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94 views6 pages

TTL Lesson 4

Determine the appropriate instructional materials to use for particular lessons Evaluate instructional materials against given standards Use instructional materials effectively

Uploaded by

Jan Beau-J Napalan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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TTL in the Elementary Grade 1

Lesson 4
Using and Evaluating
Instructional Materials
"You should have a good idea of your destination, both in the over-all purposes of
education and in the everyday work of your teaching. If you do not know where you
are going, you cannot properly choose a way to get there."
Unknown

Learning  Determine the appropriate instructional materials


to use for particular lessons
Outcome
 Evaluate instructional materials against given
standards Use instructional materials effectively
Focus  What guidelines should be considered in the
Question selection and use of instructional materials?

Introduction
After being acquainted with different instructional materials through
Edgar Dale's Cone of Experience, let us, learn how to select and use these
materials in order to achieve our desired learning objectives.

Activity

Read and study the comic strip below. What do the conversations
between Charlie Brown and Linus imply about field trips?

Analysis
Guide Questions for Discussion:
1. From the conversation, Linus said: “It was a real field, and we saw it…
we saw that field. What senses were at work in the field trip?”
TTL in the Elementary Grade 2

2. Did the field trip accomplish something specific for Linus? Why do you
say so?

Abstraction
One of the instructional materials used to attain instructional objectives
is field trip.

It is not enough to bring the class out for a field trip and make them
observe anything or everything or use other instructional materials for no
preparation and clear reason at all. Perhaps this is what happened to the field
trip joined in by Linus, that's why he seems not able to cite something specific
that he learned from the field trip.

For an effective use of instructional materials such as field trip, there are
guidelines that ought to be observed, first of all, in their selection and second,
in their use.

Selections of Materials
The following guide questions express standards to consider in the
selection of instructional materials:

 Does the material give a true picture of the ideas they present? To avoid
misconceptions, it is always good to ask when the material was
produced.
 Does the material contribute meaningful content to the topic under
study? Does the material help you achieve the instructional objective?
 Is the material aligned to the curriculum standards and competencies?
 Is the material culture - and grades - sensitive?
 Does the material have culture bias?
 Is the material appropriate for the age, intelligence, and experience of
the learners?
 Is the physical condition of the material satisfactory? An example, is a
photograph properly mounted?
 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 material 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.
 Does the use of material make learners collaborate with one another?
 Does the material promote self-study?
TTL in the Elementary Grade 3

 Is the material worth the time, expense and effort involved? A field trip,
for instance, requires much time, effort, and money. 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?

The Proper Use of Materials


You may have selected your instructional material well. This is no
guarantee that the instructional material will be effectively utilized. It is one
thing to select a good instructional material, it is another thing to use it well.

P… Prepare yourself
P… Prepare your students
P… Present the material
F… Follow up
To ensure effective use of instructional material, Hayden Smith and
Thomas Nagel, (1972) book authors on Instructional Media, advise us to abide
by the acronym PPPF.

Prepare yourself. You know your lesson objective and what you expect
from the class after the session and why you have selected such particular
instructional material. You have a plan on how you will proceed, what
questions to ask, how you will evaluate learning and how you will tie loose
ends before the bell rings.

Prepare your students. Set reasonably high class expectations and


learning goals. It is sound practice to give them guide questions for them to be
able to answer during the discussion. Motivate them and keep them interested
and engaged.

Present the material under the best possible conditions. Many teachers
are guilty of the R.O.G. Syndrome. This is means "running out of gas" which
usually results from poor planning. (Smith, 1972) Using media and materials,
especially if they are mechanical in nature, often requires rehearsal and a
carefully planned performance. Wise are you if you try the materials ahead of
your class use to avoid a fiasco.

Follow up. Remember that you use instructional material to achieve an


objective, not to kill time nor to give yourself a break, neither to merely
entertain the class. You use the instructional for the attainment of a lesson
objective. Your use of the instructional material is not the end in itself. It is a
TTL in the Elementary Grade 4

means to an end, the attainment of a learning objective. So, there is need to


follow up to find out if objective was attained or not.

Application
1. Observe your instructor/professor as he teaches the class.

Find out which guidelines in the selection of instructional materials did


he observe? not observe?

In his use of instructional material, write down evidence of:

- preparation of self

- preparation of students

- preparation of material

- Follow up

2. Accomplish this Learning Log

What I learned? (Deposit) How I apply what I learned (Dividend)


TTL in the Elementary Grade 5

Summing Up
To ensure that instructional materials serve their purpose in instruction,
we need to observe some guidelines in their selection and use. The materials
that we select must:
 give a true picture of the ideas they present
 contribute to the attainment of the leaming objective
 be aligned to curriculum standards and competencies
 be appropriate to the age, intelligence and experience of the learners
 be in good and satisfactory condition
 be culture-sensitive and gender-sensitive
 provide for a teacher's guide
 help develop the critical and creative thinking powers of students
 promote collaborative learning?
 Be worth the time, expense andd effort involved

For optimum use of the instructional material, it is necessary that the


teacher prepares:
 herself
 her students
 the instructional material and does follow up
 promote independent study

Making the Connection


You learned Robert Gagne's nine (9) instructional events in the subject
Facilitating Learning. These are: 1) gain attention, 2) inform learner of
objectives, 3) stimulate recall of prior learning, 4) present stimulus material, 5)
provide learner guidance, 6) elicit performance, 7) provide feedback, 8) assess
performance and 9) enhance retention transfer. Connect Gagne's nine
instructional events to the PPPF acronym in this Lesson in relation to use of
instructional materials. Are Smith and Gagne saying similar things?
TTL in the Elementary Grade 6

Personal Postscript
Any instructional material can be the best provided it helps the teacher
accomplish his/her intended learning objective.

No instructional material, no matter how superior, can take the place of


an effective teacher.

Instructional materials may be perceived to be labor-saving devices for


the teacher. On the contrary, the teacher even works harder when she makes
good use of instructional materials.

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