BAI SAGUIRA A.

MALIK, MAEd, MAST

Course Instructor

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 Module Outcome
Integrated media and technology in various
content areas
Described technology tools that are used in
group activities
Used technology tools to collaborate and
share resources among communities of
practice
Reflected on the use of technology an on its
relevance and appropriateness.
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 Lesson Outcome

Described the procedures for developing

conventional instructional materials
Developed instructional material based on a
given topic and strategy
Described the factors to consider in revising
media selections and delivery systems for
given instruction

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

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Example of IMs

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Roles of IM’s in Teaching and Learning
1. They promote meaningful communication and
effective learning;
2. They ensure better retention, thus making
learning more permanent;
3. They help to overcome the limited classroom by
making the inaccessible accessible;
4. They provide a common experience upon which
late learning can be developed;
5. They encourage participation especially if
students are allowed to manipulate materials.
(Brown et al., 2015; Effiong & Igiri, 2015)
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• Low-Cost and Low-Tech Resources for the
Classroom videos\3 Low-Cost & Low-Tech
Resources for the Classroom.mp4
From http://www.youtube.com/watch?v=XCKQP7zzYjU

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 How do you
develop simple
instructional
materials as shown
in the video?

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 Instructional Materials
Supplementary materials which help the
teaching to make his/her presentation
concrete, effective, interesting, meaningful
and inspiring.
The primary aim of teaching materials is to
provide the learners layout of the way for
teaching in the classroom.

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Factors to Consider in Developing IM’s
(Haigler, 2014)
1. Develop a story board and working outline
based on the subject goals and objectives.
2. Identify existing institutional resources
including materials and teacher capability.
3. The teacher may research off the shelf
materials that have been develop by others
to determine if their approach could be
useful.

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4. Explore the possibility of adapting concepts of
other teachers with infringing on anyone’s
copy protected design.
5. Modify existing materials based on the
objectives of the lesson.
6. If the IM’s are effective, you can share them
with the teachers.
7. The teacher developer can also sell her/his
materials available.

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Diorama

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Dioramas - are small scenes created of layers of
materials, all depicting a similar concept of
theme. They usually display a historical time
period, a nature scene, or a fictional situation.
In developing diorama, you will
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
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 Nature Table

• This is a table contains

objects and/or scenes
related to the current
season, or upcoming
festival or a symbol of
an ecosystem.

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 Writing Board

• Writing board can

display information
written with chalk
(chalkboard or
blackboard) or special
pens (whiteboard).

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Suggestions on Using the 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 35
mm slide may be preferable).
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5. Underline headings and important or
unfamiliar words for emphasis.
6. Do not talk while facing the board.
7. Do not block the students’ view of the board;
stand aside when writing or drawing is
completed.
8. Allow sufficient time for students to copy the
information from the board.

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 Flip Chart

• It is a large tablet or
pad of paper, usually
on a tripod or stand.

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Suggestion 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 pages visually attractive
and easier to read.
4. Use headings, boxes, cartoons and borders to
improve the appearance of the page.
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5. Use bullets (●) to delineate items on page.
6. Leave plenty of “white space” and avoid
putting too much information on one page.
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.

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9. To hide a portion of the page, fold up the
lower portion of the page and tape it. When
ready reveal the information, remove the
tape and let the page drop.
10. Face the student, not the flipchart while
talking.

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 Zigzag board
• It is a multi-board
series of three or four
rectangular boards.
They are joined
together along the
side by hinges so that
they can be easily
folded up and carried.

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 Wall display
It is a collection of
many different types
of items and materials
put up on a wall to
make an interesting
and informative
display.

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 Rope and Pole display board

• This board consist of

two parallel,
horizontal poles tied
loosely together with
rope. Visual aids such
as posters can be
pinned to the rope.

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Unity – Use only one idea for each visual aid
and include headline.
Simplicity – make ideas and relationships
simple and easy to recall. Avoid cluttering a
visual with too many words, numbers, or
graphics
Legibility – make letters big and readable for
all in the audience.

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Consistency - use the same type style and art
style.
Clarity – avoid type that is too small to read;
avoid all caps.
Quality – make it neat and professional, and
remember to proofread.

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• Suggested steps in developing instructional
materials:
1. Find existing materials that may be adopted or
amended to meet your needs
2. Use tools to create new instructional materials
that help plan and carry out the development
process
3. Implement preproduction activities before
materials are created
4. Schedule the crafting of story board
5. When developing content, provide
contextualizing elements (collaboration, role
play, case studies)
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 References
• Bilbao, et al. (2019). Technology for teaching
and learning 1. Quezon City, PH: Lorimar
Publishing Inc.

• Lucido, P. & Corpuz, B. (2012). Educational

technology 2. Quezon City. PH: Lorimar
Publishing Co.

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