Using
and evaluating instructional materials
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“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,”
Instructional
materials
-
These
are devices that assist the facilitator in teaching-learning process.
Instructional materials are not self-supporting; they are supplementary
training devices.
Selection
of materials
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Does
the material give a true picture of ideas they present? To avoid
misconceptions, it is always good to ask when the materials produce.
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Does
the material contribute meaningful content to the topic under study? Does the
material help you achieve the instructional objective?
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Is
the material aligned to the curriculum standards and competencies?
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Is
the material culture bias?
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Is
the material appropriate for the age, intelligence, and experience of the
learners?
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Is the physical condition of the material
satisfactory? An example, is a photography properly mounted?
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Is
there a teacher’s to guide to provide a briefing for effective use? The chance that the instructional material
will be used to the maximum and the optimum is increased with a teacher’s
guide.
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Can
the materials 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.
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Does
the use of material make learners collaborate with one another?
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Does
the material promote self-study?
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Is
the material worth the time, expense and effort involved? A fieldtrip, for
instance requirements such time, effort, and money.
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It
is 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
“It
is nothing to select a good instructional materials; it is another thing to use
it well.”
o
Hayden
smith and Thomas Nagel (1972) book author on instructional media.
Prepare
yourself - You
should know your lesson objective and what you expect from the class after the
session and why you have selected such particular instructional materials.
Prepare
your student - set
class expectations and learning goals. Motivate them and keep them interested
and engage.
Present
the material -
present the material under the best possible conditions. Using media and
materials, especially if they are mechanical in nature, often requires
rehearsal and a carefully planned performance.
Follow
up - you use the
instructional material for the attainment of a lesson objective.
The
materials that we select must:
-
Give
a true picture of the ideas they present.
-
Contribute
to the attainment of the learning objective.
-
Be
appropriate to the age, intelligence, experience of the learners.
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Be
in good and satisfactory condition.
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Be
culture sensitive and gender sensitive.
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Provide
for a teacher’s guide.
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Help
develop the critical and creative thinking powers of students.
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Promote
collaborative learning
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Be
worth the time, expense and 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
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Promote
independent study
9
instructional events by Robert Gagne
-
Gain
attention
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Inform
learner of objectives
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Stimulate
recall of prior learning
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Presents
stimulus materials
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Provide
learner guidance
-
Elicit
performance
-
Provide
feedback
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Asses
performance
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Enhance
retention transfer
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