VERITAS COLLEGE OF IROSIN TECHNOLOGY FOR TEACHING

IROSIN SORSOGON AND LEARNING 1

MODULE NO. 3
“Non-digital and Digital Skills and Tools

in Delivering Technology-Enhanced Lessons”

MODULE NO. 3 Lesson 1 : Development and Use of Non- Digital or Conventional Materials

At the end of this module, you will be able to:

1. Integrated media and technology in various content areas
2. Described technology tools that are used in group activities
3. Used technology tools to collaborate and share resources among communities of practice
4. Reflected on the use of technology and on its relevance and appropriateness

Target Learners: Bachelor of Secondary Education Students

Introduction
Teaching becomes rewarding when learners get the most from instruction as manifested in their
performance. An important element in engaging learners is when the strategy used in delivering the lesson
uses an instructional material. When properly and appropriately used, it can spice up a classroom activity

These instructional materials may come in varied forms. One group refers to the conventional and
non-digital tools. A classroom will always need a chalkboard or a writing board that may come in varied
forms and shapes. Bulletin boards, flip charts, dioramas, puppets, terrarium, and the like, will always find
their significance in any classroom However, nowadays, lessons can be made more relevant and engaging for
learners as digital tools are integrated. This Module presents both non-digital and digital tools. Explore the
possibilities of learning about these tools and how to effectively integrate them in instruction

MODULE NO. 3 LESSON 1 : DEVELOPMENT AND USE OF

NON- DIGITAL OR CONVENTIONAL MATERIALS
1. Described the procedures for developing conventional instructional materials
2. Developed instructional material based on a given topic and strategy
3. Described the factors to consider in revising media selections systems for given instruction
The teachers need instructional materials to enhance teaching and learning. Instructional materials are
defined as print and non-print items that are rested to impact information to students in the educational
process (Emong & Igiri, 2015), Examples of instructional materials are drawings, kits, textbooks, posters,
magazines, Aip chart, newspapers, diorama, pictures, recording videos and the like.

Instructional materials have several roles in teaching and learning which include the following:

(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, and

(5) they encourage participation especially if students are allowed to manipulate materials used
(Brown et al., 2005: Emong & Igiri, 2015).

Task 1: Viewing the video

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Please watch this video from youtube. This is about the Low-Cost and Low-Tech Resources for the
Classroom

Video link https://www.youtube.com/watch?v=XCKQP7zzYjU

After watching the video clip,

1. Complete the table that follows on the appropriate instructional materials to be used based on a
specific topic. (Answer this on the Activity Sheet Provided)

Explore

Instructional materials are the supplementary materials, which help the teacher to make his/her
presentation concrete, effective, interesting, meaningful and inspiring. In any teaching and learning process,
instructional materials play a vital role as they provide sensory experiences to the learners. The primary aim
of teaching materials is to provide the teachers the layout of the way for teaching in the classroom. It is
important to understand how to develop instructional materials. Instructional materials refer to any preexisting
materials that are being incorporated, as well as to those that will be specifically developed for the objectives
(Haigler, 2014).

There are also several factors to consider in developing instructional materials:

1. Develop a story board and working outline based on the subject goals and objectives
2. Identify existing institutional resources including materials and teachers capability
3. The teacher may research off the shelf materials that have been developed by others to determine if
their approach could be useful.
4. Explore the possibility of adapting concepts of other teachers without infringing on anyone's copy
protected design
5. Modify existing materials based on the objectives of the lesson
6. If the Instructional materials are effective, you can share them with other teachers.
7. The teacher developer can also sell her/his materials available.

Instructional materials are great help in stimulating and facilitating the learning he learners According
to Wright (1976 1) as cited in Cakir (2000) many media and styles of visual presentation are useful to the
language learner. All audi-visual materials have positive contributions to language learning as long as they are
used at the right time, in the right place. In the teaching and learning process, learners use their eyes as well as
their ear, but their eyes are basic in learning.

1. Diorama

It will make the classroom to be creative and innovative. It is a fun way to build an exciting scene in a
small space. Dioramas are small scenes created of layers of materials, all depicting a similar concept or 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, and
(5) select a container or box

2. Nature Table
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This is a table that contains objects and/or scenes related to the current season, or upcoming festival or a
symbol of an ecosystem. Children love to follow the natural changes that the world offers each month and
classroom decorations reflect these.

3. Writing Board

A writing board can display information written with chalk (chalkboard or blackboard) or special pens
(whiteboard). Although there are usually effective methods of transmitting information, the writing board is
still the more commonly used visual aid.

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 the 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)
5. Underline headings and important or unfamiliar words for emphasis.
6. Do not talk while facing the board,
7. Do not block the students' views of the board; stand aside when writing or drawing is completed
8. Allow sufficient time for students to copy the information from the board.

4. Flip chart

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

Suggestions 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 the pages visually attractive and easier to read.

4. Use headings, boxes, cartoons and borders to improve the appearance of the page.

5. Use bullets to delineate items on the page.

6. Leave plenty of "white space" and avoid putting too much information on one page. (Crowded and poorly
arranged information is distracting and difficult to read).

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.

9. To hide a portion of the page, fold up the lower portion of the page and tape it. When ready to reveal the
information, remove the tape and let the page drop

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10. Face the student, not the flipchart while talking.

5. Zigzag board

It is a multi-board series of three or four rectangular boards They joined together along the sides by
hinges so that they can be easily folded and carried. Each board can be of a different type, for example, a
whiteboard, a chalkboard a flannel board and so on. The size of the boards for the zigzag multi-board depends
on what you want to use them for.

6. Wall display

Displaying items on a classroom wall is a well-known, tried and tested educational method. A wall
display is a collection of many different types of items and materials put up on a wall to make an interesting
and informative display. In a classroom, the display can consist of the students' own work. In development
work it can be used to convey information to the community

7. Rope and Pole display board

This board consists of two parallel, horizontal poles tied loosely together with rope. Visual aids such
as posters can be pinned to the rope. This kind of display board is invaluable where there are few solid walls
for displaying information. It has no solid backing and can be made quickly for teaching, training and when
working with communities.

Guidelines when designing conventional instructional materials:

1. Unity - Use only one idea for each visual aid and include a headline.
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2. Simplicity - Make ideas and relationships simple and easy to recall. Avoid cluttering a visual with
too many words, numbers, or graphics. The audience should be able to grasp the concept in 10
to 15 seconds.
3. Legibility - Make letters big and readable for all in the audience.
4. Consistency - Use the same type style and art style.
5. Clarity -- Avoid type that is too small to read; avoid all caps.

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