2. “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 don not know where you are
going, you cannot properly choose a
way to get there.”
3. IInnssttrruuccttiioonnaall MMaatteerriiaallss
These are devices that assist the
facilitator in the teaching-learning
process. Instructional
materials are not self-supporting;
they are
supplementary training devices.
4. SSeelleeccttiioonnss ooff MMaatteerriiaallss
Does 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.
Does the materials contribute meaningful
content to the topic under study? Does the
material help you achieve the instructional
objective?
5. Is the material aligned to the curriculum
standards and competencies?
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
learners?
6. Is the physical condition of the material
satisfactory? An example, is a
photography properly mounted?
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.
7. 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.
Does the use of material make learners
collaborate with one another?
8. 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. 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?
9. TThhee PPrrooppeerr UUssee ooff MMaatteerriiaallss
“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.
10. PP PP PP FF
PPrreeppaarree yyoouurrsseellff
Prepare your
students
PPrreesseenntt tthhee mmaatteerriiaall
FFoollllooww uupp
11. 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.
12. Prepare your students. Set class
expectations and learning goals.
Motivate them and keep them
interested and engaged.
13. 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.
14. Follow up. You use the
instructional materials for the
attainment of a lesson
objective.
15. 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 and
experience of the learners
16. be in good and satisfactory condition
be culture-sensitive and gender-sensitive
provide for a teacher’s guide
help develop the critical and creative
thinking powers of students
promote collaborative learning
be worth the time, expense and effort
involved
17. For optimum use of the instructional
material, it is necessary that the teacher
prepares:
✔ herself
✔ her students
✔ the instructional material and does follow
up
✔ promote independent study
18. 99 IInnssttrruuccttiioonnaall eevveennttss bbyy RRoobbeerrtt GGaaggnnee
Gain attention
Inform learner of objectives
Stimulate recall of prior learning
Presents stimulus materials
Provide learner guidance
Elicit performance
Provide feedback
Assess performance
Enhance retention transfer
19. TThheerree iiss nnoo ssuucchh tthhiinngg aass
bbeesstt iinnssttrruuccttiioonnaall
mmaatteerriiaall!!
No instructional material, no
matter how superior, can
take the place of an effective
teacher.