Scribd
Upload
103 views

Using and Evaluating Instructional Materials

This document provides guidance on selecting and using instructional materials effectively. It discusses evaluating whether materials accurately portray ideas, contribute meaningful content aligned with standards, and are appropriate for learners. Other considerations include the physical condition of materials, availability of teachers' guides, promoting critical thinking, and determining if the materials are worth the time and cost. The document emphasizes the importance of teachers having clear learning objectives and preparing themselves, students and materials to achieve those objectives and follow up on learning.

Uploaded by

John Rey SR Soverano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
103 views

Using and Evaluating Instructional Materials

This document provides guidance on selecting and using instructional materials effectively. It discusses evaluating whether materials accurately portray ideas, contribute meaningful content aligned with standards, and are appropriate for learners. Other considerations include the physical condition of materials, availability of teachers' guides, promoting critical thinking, and determining if the materials are worth the time and cost. The document emphasizes the importance of teachers having clear learning objectives and preparing themselves, students and materials to achieve those objectives and follow up on learning.

Uploaded by

John Rey SR Soverano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 23

z

Using and Evaluating


Instructional
Materials
z

 “You should have a good idea of your


destination, both in the overall purpose 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.”
 -unknown
z
z
Selections of Materials

• Does the material give a true picture of the ideas they present?
To avoid misconceptions, it is always good to ask when the
material was produced.

• Does the material contribute meaningful content to the topic


under study? Does the material help you achieve the
instructional objective?

• Is the material aligned to the curriculum standards and


competencies?
z

• Is the material culture – and grades – sensitive?

• Does the material have culture bias?

• Is the material appropriate for the age, Intelligence, and experience


of the learner?

• Is the physical condition of the material satisfactory? An example,


is a photograph properly mounted?
z

• Is there a teacher’s guide to provide a briefing for effective use?


The chance that the instructional material will be use to the
maximum and to the optimum is increased  with a teacher’s guide

• Can the material in question help to make a student better


thinkers and develop their critical faculties? With exposure to the
mass media, it is highly important that we maintain and and
strengthen our rational powers.

• Does the use of material make learners collaborate with one


another?
z

• Does the material promote self – study?

• Is the material worth the time, expense and effort involved? A


field trip, for instance, requires much time, effort and money. 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?
z
The Proper Use of Materials

 P- prepare yourself

 P-prepare your student

 P-present the material

 F-follow up
z

 Prepare Yourself

• You know your lesson objective and what you expect


from the class after the session and why you have
selected such particular r instructional materials. You
have a plan on how you will proceed, what question to
ask, how  you will evaluate learning and how you will tie
loose ends before the bell rings.
z

 Prepare Your Students

• Set reasonably high class expectations and learning


goals. It is sound practice to give them guide questions
for them to be able to answer during the discussion.
Motivate them and keep them interested and engaged.
z

 Prepare the Materials

• Under  the best possible conditions.  Many teachers are


guilty of the R.O.G syndrome. This is means “running
out if gas” which usually refers from poor planning.
(Smith, 1972) using media and materials, especially if
they are mechanical in nature, often requires rehearsal
and a carefully planned performance. Wise are you if
 you try the materials ahead of your class use to avoid a
fiasco.
z

 Follow - up

• Remember that you use instructional materials to achieve an


objective, not to kill time nor to give yourself a break, neither
to merely entertain the class. You use the instructional for the
attainment of a lesson objective. Your use the instructional
material is not the end in itself. It is a means to an end, the
attainment of a learning objective. So, there is need to follow
up to find out if objective was attained to use.
z Robert Gagne's Nine (9) Instructional Material
in the Subject Facilitating Learning.
z
GUIDELINES IN THE SELECTION OF INSTRUCTIONAL
MATERIALS

1.) SIZE

Is the material (text or picture) big enough to be seen by the


farthest pupil? is relativity of size of pictures observed when it is
viewed with other materials or pictures? Example, the size of the
cat compared with the size of the carabao
z

 2.) COLOR

Is the material colorful? Pupils are attracted by bright and dark


colors. And if so, is the choice of colors life-like and harmonious.
Does the color facilitate understanding?
z

 3.) Durability

Can the material stand several uses? Can it be used over and
over again.
z

 4.) ECONOMY

Is the material worth its costs? Or can a cheaper material in


terms of time spent in preparing it and in terms of the cash value
be used?
z

 5.) Easy to Handle

Is the material light and easy to manipulate. Is it easy to put up


and then and store for future use.
z

 6.) Relevance

Is the material up to date? Is it related to the lesson in particular


and to the specific needs, problems, and experiences of the
target clientele?
z

 7.) Novelty

Does the material possess an element of newness? Can it


arouse the curiosity and a sense of discovery in the learners?
z
Guidelines in Selection and Use of
Instructional Materials

 Give a true picture of the ideas they present

 Contribute to the attainment of the learning objective

 Be aligned to curriculum standards and competencies

 Be appropriate to the age, intelligence and experience of the


learners

 Be in good and satisfactory condition


z

 Provide teachers’ guide

 Help develop the critical and creative thinking powers of


students

 Promote collaborative learning

 Be worth the time, expense and effort involved.


 There
z is no such thing as best instructional material

• Any instructional material can be the best provided it helps the


teacher accomplish his/her intended learning.

• No instructional material, no matter how superior, can take the


place of an effective teacher.

• Instructional materials may be perceived to the labor saving


device for the teachers. On the contrary, the teacher even works
harder when she makes good use of instructional material.

• “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.”

You might also like