IMs

Benjie M. Moronia Jr

INSTRUCTIONAL MATERIALS


• Instructional materials are kind of tools or equipments which can help effectively the instructor in theory teaching classroom or in practical assessment


• They may be operationally defined as especially designed classroom tools which contain instructions tolearners and teachers, and which specify for each increment of learning the content to be learned: the techniques of presentation, practice and use of that content: and the modes of teaching associated with those techniques (Johnson, RELC Journal).


• IMs are an important element within the curriculum and are often the most tangible and visible aspect of it (Nunan, 1991).


• IMs are an important element within the curriculum and are often the most tangible and visible aspect of it (Nunan, 1991).

• They can provide a detailed specification of content, even in the absence of the syllabus. (Richards and Rodgers, 1886).

Types of IM’sType Advantages Disadvantages

1. Printed Materials (textbooks, periodicals, etc)

They are relatively cheap.They provide an outline that the teacher can use in planning courses, units and lessons.They are convenient to use and require very little maintenance.They are self-paced

In many classes they become the only point of view in the course.They are usually written for a national audience, so they do not consider local issues or community problems.


1. Printed Materials (textbooks, periodicals, etc)

They enables the students to take home in convenient form most of the materials they need to learn for the course.Provides a common resource for all students to follow.Includes pictures, graphs, maps and other illustrative material, which facilitates understanding.

They often lack the pizzazz of electronic media.They may not be as effective in the case of special students who need “assistive” technology


2. Visual (realias, picture, graphs, charts, photographs, etc.)

Permit close up detailed study at individual’s own pacingAttract students attention to a lessonCut down unnecessary teacher talking time

Bring ambiguous ideas when not labeled.Not adaptable for large classesRequire photographic skills and equipment


3.Chalkboard/ Display board

It allows for spontaneity speed and changeIt can fit he tempo of any lesson in any subject. It can be used for displaying pictures, clippings, drawings, sketches and diagramsIt is particularly valuable for emphasizing the major points of a lesson and working out problems for the whole class to see.

Sometimes it is overusedMany teachers rely too heavily on it to the exclusion of the visual aids.


4. Audio, Materials (tapes recorders)

They are easy to prepare with regular tape recorders.They are portable and easy to operateWhen duplicated is easy and economicalThey enhance the learning of verbal informationThey capture real soundThey allow one record and listen to his/her own soundThey enable one to repeat as listening as frequently as desired.

They involve auditory organ only.They have a tendency for overuseThey are sensitive to noise and other unnecessary sounds.


5. Visuals (realias, pictures, graphs, etc)

Permit close up detailed study at individuals own pacingAttract students attention and aid concentrationAdd variety and interest to a lessonCut down unnecessary teacher talking time

Bring ambiguous ideas when not labeledNot adaptable for large classesRequire photographic skills and equipment


6. Overhead transparenciesAnd projectors

Can present information in systematic and developmental sequences

Cause bulbs to blow after a longer use

Cause too much light in the room.

7. Slides/slide projectors

Results in colorful, realistic reproductions of original subjects

Can be combined with taped narration for greater effectiveness

May be adapted to group or to individual use

Can get out sequence and be projected incorrectly if sides are handled individually.


8. Filmstrips Are compact, easily handled and always in proper sequence

Are projected with simple light weight equipment

Are useful to group or individual study at projection rate controlled by instructor or user

Are relatively difficult to prepare locally

Require film laboratory service to convert slides to film strip forms

9. Televisions Magnify visual images Allow telecommunication or the

ability to observe an event at a distance from the event

Enable one to see unreachable place.

Impose unpredictable scheduling constraints


10. Video tape/ Video cassette players

Playback capability of video recording permits analysis of the on the spot action.

Must fit technical requirements of television video

Script writing is difficult and time consuming

11. Computers Allow one to learn at his own pace and can renew the materials as many times as needed for understanding

Allow interactive presentation purposes

Are being used even in the absence of the teacher

Allow one to commit errors and corrected without being humiliated infront of the class

Difficulty in troubleshooting technical problems

Require computer literacy


12. Internet Allows students to: Converse with other students at

locations beyond local community

Discuss curriculum-based projects with other students beyond the local community.

Acquire wide-range of o line information

Get articles, reports papers and journal as well as hundreds of on line publications.

Difficulty in acquiring open communication line

Installation fees, equipment fees and equipment are expensive

Contributions of Technologies to the Learning Process

The instruction can be more interesting Learning becomes more interactive. The length of time required for instruction can be

reduced. The instruction can be provided when and where

they are learning and to the learning process itself can be enhanced.

The role of the instructor can be changed into positive directions.

The quality of learning can be improved.

Factors to Consider in Writing IM’s (Ornstein)

1. Understanding

Requires matching the materials to the learners’ abilities and prior knowledge.

2. Structuring/Clarifying

Involves organizing the material so that it is clear to the students.


3. Sequencing

Refers to the arrangement of the material to provide for continuous and cumulative learning where complex concepts are taken only after prerequisite skills and concepts have been mastered.

4 Basic Ways of Sequencing Materials Simple to complex Parts to a whole Whole to parts Chronological Arrangements


4. Balancing materials require establishing vertical and horizontal balance or relationships

Vertical Relationships refer to a building of content and experiences at the lesson, unit and course level.

Horizontal Relationships establish a multidisciplinary and unified view of different subjects.


5. Explaining

refers to the way headings, terms, illustrations, and summary exercises are integrated with the content.

6. Pacing

refers to how much and how quickly the lessons in the textbook are presented.


7. Reviewing

refer to the extent to which the materials allows students to link new ideas to old concepts in the form of a review.

8. Elaborating

ensures that students learn better through a variety of ways.


9. Transfer of Learning may be done in a number of ways:

Concept related – draws heavily on structure of knowledge, the concepts, principles, or theories of the subject.

Inquiry related – derived from critical thinking skills and procedures employed by learning theorists or scholars in the field.


9. Transfer of Learning:

Learners related – related to the needs, interests or experiences of the students

Utilization related – show how people canuse or proceed with them in the real-life situations.

Guidelines for Developing IMs

1. Needs Assessment

2. Development of Curriculum Grid

3. Selection of themes

4. Setting up objectives

5. Deciding on the format

6. Selection and arrangement of content

7. Titles and captions

8. Scriptwriting

9. Illustrations

10. Editing

Principles in the Selection of Instructional Materials1. Meaningfulness contributes to the growth and development of learners.

2. Appropriateness appropriate in terms of vocabulary level, concepts, methods of development of varying group of learners

3. Breadth encompasses all round development of varying group of learners

4. Usefulness should be useful to a particular teacher as she/he works for a particular group of learners.

5. Communication Effectiveless

relays information clearly and effectively

6. Authenticity presents accurate up to date dependable information

7. Responsiveness responds to the needs and demands of the society

8. Interest stimulates curiosity and creativity, satisfy the need to know

9. Cost Effectiveness the cost per student of media presentation diminishes as the number of students using it increases.

1. Guidelines for using Textbooks Do not become so hypnotized by the textbook that

you follow it rigidly. Before they begin to read, question students about

their knowledge of what is to be read. Adapt the textbook to the needs of the students and

the objectives of the lesson. Teach students how to interpret and use aids in the

text, such as table of contents, headings, marginal notes, illustrations and index.

With another teacher or chairperson, learn to appraise the worth of the textbook.

Guidelines in Using Specific Instructional Materials

2. Guidelines for Using Workbooks The following should be taken into consideration when using workbooks.

Objectives Content AverageAudio-visuals Readability Utility Learning theoryCognition Physical characteristicsPedagogical aids Teaching training


3. Guidelines for Using Chalkboard Write legibly and large enough for all to see. Use the chalkboard as if you were writing on paper. While writing, stand to one side of the board as much as possible so

you can maintain eye contact withthe students.

Don’t talk toward the chalkboard while writing on it. Organize your chalkboard work ahead of time. Don’t clutter the board. If you abbreviate, use standard forms. Don’t embarrassed or show resentment if you make a mistake and

student corrects. Erase the chalkboards completely after you finish, and keep them

clean. If you are working with young or low achieving students, write in

complete sentences.

4. Guidelines for using Overhead Projectors Keep the materials up to date. Arrange ahead of time to have the projector and other

necessary materials available when you need them. Prepare the materials before class begins. Label materials properly for filing and reshowing. Explain and discuss each of the projected materials. Shut off the machine when it is not in use during the

discussions.


5. Guidelines for using Televisions Select programs to coincide with the learners level of interest

and maturity and with instructional objectives. The classroom television should have at least a 21-inch screen. Lights should be left on if students are to take notes. There should be no Glare or reflected light on the screen. Before a program is viewed, give students any necessary

background data and tell them what to expect. Avoid using the program as a lecturing device or a substitute

for instruction Ask students to save questions until the end of the program. The ideal program lasts no longer than two-thirds of the

subjects period so there is time for introduction and summary.


6. Guidelines for using Video Systems Be sure the use of video systems is compatible with the leads to

attainment of course objectives. Preview the most promising systems and programs. Find out what supporting services and support the supplier

equipment and materials will provide. Monitor student responses in interactive programs for purposes

of diagnosis and evaluation. Be sure the video accomplishes your instructional purpose.


6. Guidelines for using Computers and

Computer Software A company that produces, distributes, or sells computer materials

should be willing to provide a number of services. If only one computer is available for class use, you will have to

devise large group instruction or divide the class into smaller groups that take turns at the computers.

Establish criteria for use based on the objectives of your subject and the abilities and needs of your students.

The software should be sound in terms of instructional and learning theory.

The software should be capable of being integrated with their software and with traditional materials into a comprehensive curriculum and instructional package.

Periodically, review and evaluate the software for quality and variety on a team basis.

6. Guidelines for using Telecommunications

Decide just what you want the system to do. Consider use of the system in relation to the abilities,

needs, an interest of your students. Be sure that the system is easy to use and that the

instructions are easy to follow for students and for you.

Ten (10) Commandments of Creating Learning/Presentation Materials

1. Don’t overcrowd.

2. Be consistent in format, layout and convention.

3. Use appropriate typefaces and point uses.

4. Use bold and italics for emphasis, but don’t overuse them.

5. Use title, headings, and subheadings to clarify and guide. are easy to follow for students and for you.

Ten (10) Commandments of Creating Learning/Presentation Materials

6. Use numbers to direct through sequences.

7. Use graphics and illustrations to reinforce ideas.

8. Use symbols and icons as identifying markers.

9. Use color/audio/music to stimulate but not to overpower, the senses.

10. Produce the materials with technical excellence – good quality, good audio, clear, etc.

Integrating Instructional Software into Teaching and Learning

Software Type Administrative/Professional Tasks Teaching and Learning Tasks

Word processing

Prepare letters, memos, reports, flyers, rubrics, forms, newsletters

Prepare transparencies, activity sheets, posters, study guides, class notes.Help students prepare stories, essays, group reports.Use in class to dynamically illustrate writing and outlining skills.



PresentationSoftware

Create presentation for workshops, conferences and meetings

Create class lectures support that features text, audio and visual element with special effects.Produce transparency masters.Create student worksheets to accompany class lectures.



ElectronicSpreadsheets

Prepare budgets, numeric tables and summaries, grade and attendance rostersCompute gradesPrepare visuals (charts) of numeric data

Provide students with method for tracking and analyzing data and creating charts for it Demonstrate what if analyses visually



DatabaseManagementSystem

Organize or track student and other professional dataPrepare inventories, mailing list, reports

Provide students with method for tracking and analyzing data and creating charts for it Demonstrate what if analyses visually

Materials Evaluation

1. External Evaluation aims to examine the organization of

materials as stated explicitly by the author of the publisher.

Intended Audience Profieciency Level Context in which the materials are to be used Organization into teachable units Author’s view on language learning and teaching Date of publication Publisher


1. External Evaluation Guide for doing external evaluation

Are the materials to be used as the main ‘core’ course or to be supplementary to it?

Is the teacher’s book in print and locally available? Is a vocabulary list/index included? What visual material does the book contain and is it

there for cosmetic value only or is it actually integrated into the text?

Is the material culturally biased or specific? Do the materials represent minority groups and/or

women in a negative way? Do they present a ‘balanced’ picture of a particular country or society?


1. External Evaluation Guide for doing external evaluation

The inclusion of audio/video material and resultant cost. Is it essential to possess this extra material in order to use the textbook successfully?

The inclusion of tests in the teaching materials (diagnostic, progress, achievement); would they be useful for your particular learners?


2. Internal Evaluation covers an in-depth investigation of

the value of the materials in relation to its objectives, principles, lesson design, and assessment procedures.

Presentation of the skills in the materials Grading and sequencing of skills Authentic or artificial recordings Authentic or artificial dialogues for speaking Relationships or tests and exercises to learner needs and

course content Provisions for different learning styles and self-study Motivation for the learners and the students


3. Overall Evaluation analyzes the value of the material in

relation to its usability, generalizability, adaptability and flexibility.

Usability – How far could the materials be integrated into a particular syllabus as core or supplementary?

Generalizability – How much of the materials could be used by the individual or by a group of people?

Adaptability – Can parts be added/ extracted/used in another context or modified for local circumstances?

Flexibility – How rigid are the sequences and grading? Can the materials be used in different ways> Can they be entered in different parts?

Thank you very much!

IMs

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