Learning Episode 12

Learning Episode 12 – Selecting Non-digital or Conventional Resources and Learning
Materials
Target Your Intended Leaning Outcomes
At the end of this Learning Episode, you must be to
 show skills in the selection, development and use of a variety of teaching and learning resources, to
address learning goals. (PPST 4.5.1)
 show skills in the positive use of non-digital/conventional resources and materials for student
engagement in teaching and learning .
 demonstrate positive attitude towards the use of resources and instructional materials.
 use professional reflections and learning to improve your practice. (PPST 7.4.1)
Clarify Your Task
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 a classic model articulating the different types of audiovisual materials
and how these audiovisual types relate to each other. Seventy-five years ago, in 1946, Dale already identified
10 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 a
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, (20 Iconic – which
involves pictures and images, and (3) Symbolic – which involves symbols like letters and numbers. Both the
teachers and the students make representations of knowledge—the teachers, when they teach or impart
knowledge, and by learners when they show or demonstrate what they have learned.
Ideally, the more direct and real the experiences 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.
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. As a teacher, you can always find
things to do better and more effectively. Also, aim to develop the confidence to try and imitate to
continuously improve your skills.
EPISODE 12: – Selecting Non-digital or Conventional Resources and Learning Materials

Revisit the infographics on the Dale’s 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 audiovisual.)
Revisit the Infographic/s

Participate and Assist
1. Refer to this guide points. Consider which ones are applicable. The non-digital or conventional resources
or instructional material:
 has accurate and meaningful content
 aligns to the learning objectives/outcomes of the lesson
 elicits student interest and engagement
 is exclusive and free from cultural bias

 is developmentally appropriate
 fosters critical thinking/aesthetic appreciation
 allows collaboration among learners
 is flexible for group or self study
 is time and cost effective
2. Fill out the table below.
Subject: Grade Level:
Topic:
Learning Objectives/Outcomes
Resources/Instructional Materials What is the use or purpose of Explain why you selected the
you plan to use in the lesson resource/material? Describe how resource/material based on the
you will use the guide points mentioned above.
resources/materials to attain the How are these criteria met?
learning objectives/outcomes.

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Learning Episode 12 – Selecting Non-digital or Conventional Resources and Learning

Target Your Intended Leaning Outcomes

At the end of this Learning Episode, you must be to

Clarify Your Task

EPISODE 12: – Selecting Non-digital or Conventional Resources and Learning Materials

Revisit the Infographic/s

EPISODE 12: – Selecting Non-digital or Conventional Resources and Learning Materials

EPISODE 12: – Selecting Non-digital or Conventional Resources and Learning Materials

EPISODE 12: – Selecting Non-digital or Conventional Resources and Learning Materials

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