SING and VALUATINGNSTRUCTIONAL ATERIALS

“You should have a good idea of your destination.... If you do not know where you are going, you cannot properly choose a way to get

there.”

What guidelines should be considered in the selection and use of

instructional materials?

• These are devices that assist the facilitator in the teaching-learning process. Instructional materials are not self-supporting; they are supplementary training devices.

• From the conversation, Linus said: “It was the real field, and we saw it… we saw that field.” What senses were at work in the field trip?

QUESTION

•What field trip does Linus was pertaining to?

QUESTION

Is this the real field trip?

• Did the field trip accomplish something specific for Linus? Why do you say so?

QUESTION

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

• Do the materials contribute meaningful content to the topic under study? Does the material help you achieve the instructional objective?

• Is the material appropriate for the age, intelligence, and experience of the learners?

• Is the physical condition of the material satisfactory? An example, is the microscope properly working?

• Is there a teacher’s guide to provide a briefing for effective use? The chance that the instructional material will be used to the maximum and to the optimum is increased with a teacher’s guide.

• 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.

• Is the material worth the time, expense and effort involved? Is it more effective than any other less expensive and less demanding instructional material that can take its place? Or is there a better substitute?

• Representative of differing viewpoints.

• Materials shall support and be consistent with the system's mission, vision, and goals.

• Materials shall meet high standards of quality in factual content and presentation.

• Materials shall have aesthetic, literary, or social value.

• Materials chosen shall be written/produced by competent and qualified authors and producers.

• Physical format, medium, and appearance of materials shall be suitable for their intended use.

• Materials shall be chosen that avoid bias and adhere to standards of sensitivity towards student cultural, ethnic, racial and religious background and gender.

• “It is one thing to select a good instructional materials; it is another thing to use it well.”

• Hayden Smith and Thomas Nagel (1972) book authors on Instructional Media

• Prepare yourself. You should know your lesson objective and what you expect form the class after the session and why you have selected such particular instructional material.

• Prepare your students.Set reasonably and high class expectations and learning goals. Motivate them and keep them interested and engaged.

• 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 materials for the attainment of a lesson objective.

The materials that we select must:Give a true picture of the ideas they

presentContribute to the attainment of the

learning objectiveBe appropriate to the age, intelligence

and experience of the learners

Be in good and satisfactory conditionProvide for a teacher’s guideHelp develop the critical and creative

thinking powers of studentsBe worth the time, expense and effort

involved

For optimum use of the instructional material, it is necessary that the teacher prepares:HerselfHer studentsThe instructional material and Does follow up

B i d a B e s t T e a c h e rB i d a B e s t T e a c h e r

“Our choices dictate of what we will become in the future.” -Virginia L. Sevilla