presentation on theme: "By Dr. Ma. Elsie C.

Esmer Student
Inclusion Division Bureau of Learning Delivery Department of
Education."— Presentation transcript:
https://slideplayer.com/slide/11255144/

1  by Dr. Ma. Elsie C. Esmer Student Inclusion Division Bureau of Learning Delivery
Department of Education

2   Definition: the tangible substances and real objects used to help communicate
information necessary for learning  Purpose: to help teachers and educators deliver a
message creatively and clearly

3   Definition: Instructional materials are the tools used in educational lessons, which
includes active learning and assessment. Basically, any resource a teacher uses to help him
teach his students is an instructional material. There are many types of instructional
materials, but let's look at some of the most common ones.

4   Traditional resources -include any textbooks and workbooks used in the classroom. For
example, language arts classrooms almost always have literature textbooks, writing
textbooks, and even vocabulary and spelling workbooks. In addition to these, traditional
resources also include any supplemental reading material, like novels or poems outside of
the textbook.

5   Graphic Organizers A second type of instructional material is the graphic organizer,

which is any type of visual representation of information. Diagrams, charts, tables, flow
charts, and graphs are all examples of graphic organizers.

6  Teacher-Made Resources A last type of instructional material comprises any teacher-

made resources. These include anything the teacher creates, like handouts, worksheets,
tests, quizzes, and projects. Many of these are used for assessment in the classroom, which
is determining the level of learning on any given topic.

7  Media should:  Change behavior by influencing a gain in cognitive, affective, and/or

psychomotor skills  Enhance learning—no one tool is better than another  Complement
the instructional methods

8   Match available financial resources  Be appropriate for physical environment 

Complement learners’ sensory abilities, developmental stage, and educational level  Impart
accurate, current, valid and appropriate messages  Add diversity and information to
learning General Principles (cont’d)
9  Major Variables to Consider  Characteristics of the Learner ◦ Physical abilities ◦
Perceptual abilities ◦ Literacy ◦ Motivational level ◦ Developmental stage ◦ Learning style

10  Characteristics of the Media ◦ Print ◦ Non-print Characteristics of the Task ◦ Learning

domain ◦ Complexity of behavior

11   Delivery System ◦ Definition: both the physical form and the hardware used to present
materials ◦ Examples of physical form and hardware  Slides with projector  Videotapes
with VCRs  Computer software with computer

12   Content ◦ Definition: actual information imparted to the learner ◦ Selection criteria 

Accuracy  Appropriateness for skill determination  Readability

13   Presentation ◦ Definition: the form most important for selecting/developing

instructional materials ◦ Concrete to abstract continuum  Regalia  Illusionary
representations  Symbolic representations

14  Written Materials  Advantages  Available to learner in absence of teacher  Widely

acceptable, familiar  Readily available, relatively cheap  Convenient form  Learner
controls rate of reading  Content easily altered to target specific audiences

15   Disadvantages ◦ Most abstract form of reality ◦ Immediate feedback limited ◦ Proper

reading level essential for full usefulness ◦ Less useful with low literate learners or visually or
cognitively impaired learners ◦ Inappropriate for illiterate learners

16   Factors to be considered ◦ Who produced the item? Was there any input by other
professionals? ◦ Can the item be previewed? ◦ The price must be consistent with its
educational value.

17  Fit your own institution’s policies, procedures and equipment. Build in answers to those
questions asked most frequently by your students. Highlight points considered especially
important by your peers. Reinforce specific oral instructions and clarify difficult concepts.

18   Keep words and sentences short. Use conversational style. Use active voice.  Use
second person “you.”  Most important information goes first.  Do not use all-capital letters.
 Use advance organizers.  Emphasize key points with end review.

19  Consider:  Nature of the audience  Literacy level required  Linguistic variety available
 Brevity and clarity  Layout and appearance  Opportunity for repetition  Concreteness
and familiarity

20  Advantages ◦ Fast way to attract attention, make a point ◦ Flexible ◦ Portable ◦ Reusable ◦
Stimulate interest or ideas in observer ◦ Can change or influence attitudes ◦ Purchasable
and/or can be made
21  Disadvantages ◦ Take up a lot of space ◦ Time-consuming to prepare—often reused,
outdated ◦ May be overused ◦ Unsuitable for large audiences

22  Consider:  Color  White space  Graphics  KISS principle  Titles/Script  Balance of

content

23  Advantages ◦ Useful when real object is too small, too large, too expensive, unavailable,
or too complex ◦ Allows safe, hands-on practice ◦ More active involvement by the learner
with immediate feedback available ◦ Readily available

24   Disadvantages ◦ May not be suitable for learner with poor abstraction abilities or for
visually impaired ◦ Some models fragile, expensive, bulky, or difficult to transport ◦ Cannot
be observed or manipulated by more than a few learners at a time

25   Prototypes ◦ Examples: Modules, Teacher’ Guide, LMs  Analogues ◦ Examples:

computer models, calculators  Symbols ◦ Examples: words, cartoons, formulas, signs

26   Factors in selection ◦ Technical feasibility ◦ Economic feasibility ◦ Social/political

acceptability ◦ Instructor familiarity

27   Projected Learning Resources ◦ Movies and filmstrips ◦ Power Points ◦ Overhead

transparencies

28   Advantages ◦ Most effectively used with groups ◦ Especially beneficial with hearing-
impaired, low-literate learners ◦ Excellent media for use in teaching psychomotor skills

29   Disadvantages ◦ Lack of flexibility due to static content of some forms ◦ Some forms
may be expensive ◦ Requires darkened room for some forms ◦ Requires special equipment
for us e

30   Audiotapes, Radio, CD  Advantages ◦ Widely available ◦ May be especially beneficial to

visually- impaired, low literate learners ◦ May be listened to repeatedly ◦ Most forms
practical, cheap, small, portable

31   Disadvantages ◦ Relies only on sense of hearing ◦ Some forms may be expensive ◦ Lack
of opportunity for interaction between instructor and learner

32   Purchased or self-made tapes  Advantages ◦ Widely used educational tool ◦

Inexpensive; uses visual, auditory senses ◦ Flexible for use with different audiences ◦
Powerful tool for role-modeling and demonstration ◦ Effective for teaching psychomotor
skills

33   Disadvantages ◦ Quality of videotapes can deteriorate over time ◦ Some commercial

products may be expensive ◦ Some purchased materials may be too long or inappropriate
for audience
34  Telephones, Televisions  Advantages ◦ Relatively inexpensive, widely available 
Disadvantages ◦ Complicated to set up interactive capability ◦ Expensive to broadcast via
satellite

35   Advantages ◦ Interactive potential: quick feedback, retention ◦ Potential database is

enormous ◦ Can individualize to suit different types of learners, different pace of learning ◦
Time efficient

36   Disadvantages ◦ Primary learning efficacy: cognitive domain less useful for

attitude/behavior change or psychomotor skill development ◦ Software and hardware
expensive ◦ Must be purchased ◦ Limited use for most older adults, low literate learners,
those with physical limitations

37   Considerations ◦ Learner characteristics ◦ Task(s) to be achieved ◦ Media available 

Evaluation Checklist ◦ Content ◦ Instructional design ◦ Technical production ◦ Packaging

38   Performance is improved and learner satisfaction increased with visual reinforcement.

 Distance learning is an increasingly viable option for learners.

39  Instructional materials should be used to support learning by complementing and

supplementing your teaching, not by substituting for it.

Presentation on theme: "Selection of Instructional Methods and

Media"— Presentation transcript:

1  Selection of Instructional Methods and Media

2  Instructional Methods
In design phase, the most important task is selecting the instructional methodDefinition –
procedure or process used to attain an objective

3  Instructional Methods
ExamplesLecture, Demonstration, Self-study, Computer-Based Training (CBT), or On-The-Job
Training (OJT)Responsibility for SelectionInstructional Developer has overall responsibility or
design team selects most effective, cost-efficient method

4  Instructional Methods
Presentation MethodsLectureDemonstrationExhibitIndirect DiscourseAssigned
ReadingTeaching Interview

5  Instructional Methods
Student Verbal InteractionQuestioningProgrammed QuestioningStudent
QuerySeminarDiscussionKnowledge ApplicationPerformanceCase Study
6  Selection Considerations
Several Factors Should be Considered…ConstraintsGeographical spread of target
audienceAvailability of students and/or instructorsFacility and Equipment
AvailabilityDevelopment time

7  Selection Considerations
Several Factors Should be Considered…Cost-EffectivenessTrained personnel
requirementsContent stabilityAmount of practice required

8  Selection Considerations
Instructional ConsiderationsTask criticalityLearning difficultyInstructional fidelity (degree in
which training should represent actual performance)Interaction level

9  Media SelectionSelecting appropriate media insures that the information is presented in

the most effective and efficient means possibleDefinition – Media are means, instruments,
or materials used to communicate information

10  Media Selection Examples of types of Media:

Classroom Instructor with classroom aidsMultimediaPrintPeer or GroupTraining devices and
simulators

11  Media Characteristics
Printed Media+ Include common types of materials+ Wide variety of application+ Simple
types are quick to prepareSophisticated types are more expensive- Requires suitable
reading ability

12  Media Characteristics Cont’d

Overhead Transparencies+ Information presented in systematic, developmental sequences+
Simple to operate, speed controlled by instructor+ Limited planning+ Easy preparation+
Useful with large groups

13  Media Characteristics Cont’d

Overhead TransparenciesRequires special equipment and skills for advanced preparation-
Large, compared with other projectors

14  Media Characteristics, Cont’d

Audiotape Recordings+ Easy to prepare with regular tape recorders+ Provides applications
in most subjects+ Equipment is compact, portable, easy to use+ Flexible and adaptable+
Duplication easy and economical

15  Media Characteristics, Cont’d

Audiotape RecordingsTendency for overuseFixed rate of information flowLow fidelity of
small portable recorders

16  Media Characteristics, Cont’d

35-mm Slide Series+ Requires only filming (processing, mounting done in)+ Colorful, realistic
results+ Prepared with any 35-mm camera+ Easily revised, updated, handled, stored and
rearranged+ Tray storage and remote control+ Can be combined with tape narration+
Group or individual use

17  Media Characteristics, Cont’d

35-mm Slide SeriesRequires some photography skill and special equipment for close-up and
copyingCan get out of sequence and be projected incorrectly if slides are handled
incorrectly

18  Media Characteristics, Cont’d

Multimedia Presentations+ Demands attention; strong emotional impact+ Compress large
amounts of information into short presentation+ More effective communications in certain
situations

19  Media Characteristics, Cont’d

Multimedia PresentationsRequires additional equipment, complex setup, careful
coordinationEquipment and production costs high for complex programs

20  Media Characteristics, Cont’d

PowerPoint Presentations+ Can be used with various media equipment (overhead,
computer)- Requires additional equipment, setup, planning, preparation and use

21  Media Characteristics, Cont’d

Video and Film+ Useful in describing motion, showing relationships, impact to topic+ Allows
instant replay+ Video tape reusable+ Special filming techniques (animation, time-lapse)+
Combines still and motion on videodisc+ Standardized film projector available anywhere

22  Media Characteristics, Cont’d

Video and FilmHigh cost for studio production equipmentFine detail resolution
limitedIncompatibility of some video formatValue of investment reduced as videotape
replaces film

23  Media Characteristics, Cont’d

Interactive Courseware (ICW)+ Presents text and graphics+ Interaction with students+
Maintains records of responses+ Adapts to needs of learner+ controls other media
hardware+ Can interface with computer and video

24  Media Characteristics, Cont’d

Interactive Courseware (ICW)Requires computer programming skillsRequires essential
hardware and software to developIncompatibility of hardware and software amoung
different systems

25  Media Selection by Learning Outcomes Intellectual Skills

Exclude:Media having no interactive featurePrinted discourse for nonreadersSelect:Media
providing feedback to learner responsesAudio and visual features for nonreaders
26  Media Selection by Learning Outcomes Cognitive Strategies
Media providing feedback to learner responsesAudio and visual features for
nonreaderExclude:Media with no interactive featurePrinted discourse for nonreader

27  Media Selection by Learning Outcomes Verbal Information

Exclude:Only real equipment or simulator with no verbal accompanimentsComplex prose
for nonreaderSelect:Media able to present verbal messages and elaborationsAuto and
pictorial for nonreader

28  Media Selection by Learning Outcomes Attitudes

Exclude:Only real equipment or simulator with no verb accompanimentsComplex prose for
nonreaderSelect:Media that is able to present realistic pictures of human model and
model’s message

29  Media Selection by Learning Outcomes Motor Skills

Exclude:Media having nor provision for learner response or feed backSelect:Media making
possible direct practice of skill with no information feedback

30  Media Selection Guidelines

Should determine effectiveness and efficiency of instructional system:Design in relation to
system constraints and instructional objectivesInstructional strategy planned on types of
learning involvedExtent and impact of cost-effectivenessAvailability of work hours, know-
how, funds, delivery resources