FIELD STUDY 2

Learning Episode 10: SELECTING NON-DIGITAL OR

CONVENTIONAL RESOURCES AND INSTRUCTIONAL MATERIALS

To have a meaningful and successful accomplishment in this FS episode, be sure

to read through the whole episode before participating and assisting in your FS 2
Resource Teacher's class. Note all the information you will need and tasks you
will need to do before working on this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:

 show skills in the positive use of non- digital or conventional resources and materials
for student engagement in Teaching and learning. (CLO 1,2 & 3)

Clarify Your Task

Selecting non-digital or conventional resources and instructional

materials
We choose the most appropriate or suitable resources or instructional materials based on our
lesson objectives or learning outcomes. Even when technology-based educational materials
abound, the teacher still needs to be competent in selecting and developing resources and
materials that are not ICT-based. Teachers should know how to be resourceful in tapping non-
digital or conventional resources and materials available in the area and situation.
Any book on educational technology or instructional materials would usually devote some
pages to Edgar Dale’s Cone of Experience. It is classic model articulating the different types of
audiovisual materials and how these audiovisual materials and how these types relate to each
other. Seventy-five years ago, in 1946, Dale already identified ten classifications of instructional
materials, which remain to be relevant today, namely: (1) Direct, Purposeful Experiences; (2)
Contrived Experiences; (3) Dramatic Participation; (4) Demonstrations; (5) Field Trips; (6)
Exhibits; (7) Motion Pictures; (8) Radio / Recordings / Still Pictures; (9) Visual Symbols and
(10) Verbal Symbols.
According to Dale, “The cone device is a visual metaphor of learning experiences, in which the
various types of audiovisual materials are arranged in the order of increasing abstractness as
one proceeds from direct experiences.” As such, the Cone of Experience can be seen more as
a continuum, not just hierarchy. It is a way to see instructional materials in a continuum from
increasing concreteness in one direction to increasing abstractness in the other.
Jerome Bruner explained the three ways by which we can represent knowledge. These
representations are: 1 Enactive – which involves movement and physical manipulation, 2.
Iconic – which involves pictures and images; and 3. Symbolic, which involves symbols like
letters and numbers. Both the teachers and students make representations of knowledge. The
teachers, when they teach or impact knowledge, and by learners when they show or
demonstrate what they have learned.
Ideally, the more direct and real the experience given to students to learn something, the better
is the opportunity for learning. However, it is not always possible to do so. For instance, during
the pandemic, all classes switched to flexible learning utilizing online modalities, TV, Radio,
and printed modules. Situation and context challenge teachers to choose the best instructional
materials considering the limitations.
As you work on this episode, remember that you take the role of an FS student now
participation and assisting in the work of selecting non- digital or conventional resources and
instructional materials. You are not simply a detached observer, but you are now a participant
as well. You are more involved in the tasks, becoming more and more teachers!
Be mindful that you are also developing yourself as a teacher- researcher. Always use your
capacity to notice what is going well? Or what can be missing; what can be improved? What
can be a new way of doing things? Then focus on finding out the answers to these questions.
That as a teacher, you can always find ways to do things better and more effectively. Also, aim
to develop the confidence try and initiate to continuously improve your skills.
Revisit the infographics on the Dale Cone of experiences showing types of audiovisual
instructional materials and the selection criteria and steps in using instructional materials.
(Today, some of these materials can be described as multi-sensory, not just audio-visual.)
They will prepare you to perform well in this episode. Go FS student, go!
Revisit the Infographics

THE DALE CONE OF EXPERIENCE AND

EXAMPLES OF RESOURCES AND
MATERIALS
Selecting Resources and Instructional Materials: Some points to consider

The resource or instruction material:

• has accurate and meaningful content
• aligns to the learning objectives/ outcomes of the lesson
• elicits student interest and engagement
• is inclusive and free from cultural bias
• is developmentally appropriate
• fosters critical thinking/ aesthetic appreciation
• allows collaboration among learners
• flexible for group or self-study
• time and cost-efficient

The Proper Use of Instructional Materials (IM)

1. Prepare yourself
• Be clear on your lesson’s learning outcomes
• Have a plan on how you will use the IM
• Formulate the questions you will ask
• Determine how you will assess learning

2. Prepare your students

• Capture the students’ interest and attention
• Communicate the intended learning outcomes
• Provide scaffolding questions to guide them
• Communicate how their learning will be assessed

3. Present the material

• Ensure that you have the steps well-planned out
• Ensure that everyone has good visual and/ or auditory access to the IM.
• Be ready to answer the students’ questions

4. Follow-up
• Encourage students to interact in sharing their experience with the IM, their feedback
and insights
• Assess the attainment of the learning outcomes

Participate and Assist

Based on your delivery of lesson, be able to answer the questions
below.
1. Refer to these guide points. Consider which ones are applicable.
The non-digital or conventional resource or instructional material:
a. Has accurate and meaningful content
b. Aligns to the learning objectives/ outcomes of the lesson
c. Elicits student interest and engagement
d. Is inclusive and free from cultural bias
e. Is developmentally appropriate
f. Fosters critical thinking/ aesthetic appreciation
g. Allows collaboration among learners
h. Flexible for group or self-study
i. Time and cost-efficient

2. Fill out the table below.

Subject: Science Grade Level: 6
Topic: Biology
Learning Objective/ Outcomes:

Describe the levels of organization in plants and animals, as well as the

functions they perform.

Determine the properties of living species and ecosystems, as well as

their basic needs.

Demonstrate your ability to think critically.

Resources/ What was the use or Explain why you
Instructional Materials purpose of resource/ selected the resource/
you utilized in material? Describe how material based on the
the lesson you used the guide points mentioned
resources / materials to above. How were these
attain the learning criteria met?
 objectives/ outcomes
Text books, films and plays The usage of instructional I chose these teaching resources
resources is required for every because they are reliable
subject covered in the school sources of information, so you
curriculum. In addition to don't have to worry about what
enhancing students' abilities to you have learnt. They also aid
use media and technology, they in students' learning and
give them the chance to engage provide knowledge that they
with words, symbols, and ideas may use in the future. Because
in ways that enhance their of its helpful concept and facts,
reading, listening, problem- it will fulfill its objective. I can
solving, watching, and thinking explain it and widen its concept
skills. with that.
Lectures that use text, audio, By aiding in their study, Primarily, it is beneficial for
video, animations, and graphics learning resources can help explaining the topic's nature, as
into their multimedia learning earners succeed more. This not every learner is created
tools. approach offers repetition equal, particularly when it
together with the freedom for comes to learning; some pick
the learner to independently up on concepts best when they
explore the material, which see the material or lesson, while
makes learning easier. All others can visualize it being
educational resources, taught to them.
regardless of kind, serve to
advance students' knowledge.

After you had your teaching demonstration during your teaching – learning, described what you
observed and experienced by answering the questions below
1. How did you prepare for the activity?
-I get ready to use resources in the classroom by doing the following: assembling a
collection of highly engaging reading materials for our students; utilizing the resources
offered by neighborhood parks, museums, and cultural organizations; spending time in
the library organizing and sampling specialized resources for my teaching approach;
creating a list of articles that spark students' interest in particular subjects and
locations; giving students current, accurate information; and bookmarking interesting
and educational websites.

2. Describe how you utilized the resources/instructional materials you used during your
demonstration. Narrate your experience.
-When creating effective teaching materials, I take care to ensure that they are well-
structured, aimed at teachers, and easy for the intended audience to understand and
utilize. I also purposefully incorporate learning aids into my offerings to help students
understand important ideas and concepts in general. Effective teaching strategies for
educators include learning, practicing, reflecting, collaborating with other educators,
paying great attention to students and their work, and sharing what they observe. As
 instructors, I make sure that students' learning activities, questions, and exercises
include some form of feedback, regardless of how open-ended or personal the
exercises are. A steady diet of the same kind of educational activity could eventually
get boring and lifeless. In order to add some spice to your learning materials, develop
fresh challenges that bolster each subject area. Effective use of pertinent learning
resources helps students develop their learning methodologies, values, attitudes, and
general talents in addition to providing them with in-depth knowledge on a particular
subject.

3. What were your feelings and thoughts upon using the resources/materials?
-These are my thoughts and feelings when helping to make use of tools and resources.
I felt knowledgeable and confident. Since these tools and resources will support me in
my attempts to offer. It will act as a manual for me and give me teaching ideas for my
students. It was easy for me to instruct. The tools and resources that are there in front
of them will make the lessons easier for my pupils to understand.

4. Describe how the students responded and participated.

-Make it apparent from away that you anticipate student participation. Explain your
views on the importance of class participation on the first day of class. Say that you're
going to do all within your power to make sure that the dynamics and activities in the
classroom encourage complete participation. This may involve calling on students who
fail to raise their hands and occasionally asking frequent contributors to stand aside so
that others have an opportunity. Ask for student input to see what adjustments you
might make to enhance classroom dynamics and engagement levels. It is not the
intention for everyone to participate in the same manner or at the same time in order to
increase student involvement. Instead, it is to create a setting where every student has
the chance to learn and where topics are thoroughly examined from a range of angles.
There will be students who speak up more than others. This diversity can be explained
by variations in learning preferences and personality traits. For instance, some
students who are reflective learners who formulate questions and thoughts in their
minds before speaking in class

Analyze

 What worked well during the activity using the resources/ materials?
-If there is an issue with the way the lesson was delivered or executed, you should
identify the activities that worked well and the lessons your students took away from
them. If it's a game, for instance, did your kids play and like it? For instance, which
exercise did you observe that your children could easily complete?

 What part can be improved?

-The source claims that if the instructor had been enthusiastic in her delivery and had
modulated her voice appropriately, the kids would have been completely engaged on
 what she was saying. In order to get the students more involved in the lesson, she
would have also added comedy.
 What would have your done differently? What would I change? What will make it better
next time?
-The energy created by voice, voice modulation, and humor integration when
employed the following time will make the discussion more comprehensive and livelier.

 How does this connect with what you know about selecting and using instructional
materials?
-I did not know how crucial learning resources were to reaching learning objectives
before I entered the field. More lately, I've realized that there are a lot of things to take
into account when choosing educational resources for kids, and that these resources
need to be connected and coordinated in order to support your learning goals. The
needs and learning preferences of the students must also be taken into account, and
clear and easily available resources must be created.

Reflect

How ready am I in selecting and developing resources/ instructional materials in the teaching-
learning process?
-I have no doubt that the materials I have produced will satisfy the requirements of my pupils. I
am aware of how important it is to create things that are engaging and entertaining for kids
while also depending on trustworthy sources for accurate information. I understand that having
well-thought-out plans in advance is essential to providing children with learning resources that
will support their development and enable them to retain, integrate, and apply what they have
learned.

What do I still need to learn to reflect and develop resources/ instructional materials in teaching
effectively?
-Instructional resources lay the groundwork for what students may achieve, comprehend, and
learn. Teachers must be sufficiently knowledgeable in the selection of appropriate educational
materials to ensure that the content is accurate and relevant to both the subject and the
learners. Materials for instruction must be carefully considered, developed, structured,
enhanced, and implemented because they have the power to either motivate or irritate
students. Mixed media learning is more engaging and accommodates a wide range of learning
styles. Teachers should review these materials prior to selecting them, and they should be
defined as described in the learning outcomes and individual preferences and learning styles
that impart knowledge in a variety of ways must be taken into consideration. Additionally, when
creating materials, I have to understand how to make sure that the contents match the learning
objectives by giving students a wide range of resources to enrich and supplement the
curriculum. The work done in the classroom by the instructor should be enhanced by the
resources, not substituted for it. Lastly, I need to learn and practice more to improve my ability
to make things more understandable and accessible. ensuring that students possess the
necessary information to understand the lessons being taught.

What can I do to learn more and practice the use of resources and instructional materials?
-The majority of the material that students will come across, comprehend, and apply throughout
a course is provided by the instructional materials. They have the power to inspire or
demotivate students. This is particularly true for online courses, which depend on an organized
and extensive library of educational resources that students can access, study, assimilate, and
consult as they progress through the course. For this reason, in order to get the most out of
these resources, they must be properly developed, prepared, chosen, structured, and used in a
course. To improve student learning, instructional materials should be created and chosen with
both breadth and depth of knowledge in mind.