Instructional Materials: Dovie Brabante-Ponciano, MAN, RN

INSTRUCTIONAL
MATERIALS
Dovie Brabante- Ponciano, MAN, RN
LESSON 1:
General Principle s in Choosing
Instructional Material
INSTRUCTIONAL MATERIALS
 Vehicles by which information is

communicated.
 Tools & aids, are mechanisms or objects to

transmit information that are intended to
supplement, rather than replace, the act of
teaching and the role of the teacher.
CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018

GENERAL The teacher must be familiar with the media
content before a tool is used.
PRINCIPLES
REGARDING
EFFECTIVENESS
Print and non-print materials do change learner
OF AUDIOVISUAL Icon
behavior by influencing a gain in cognitive,
TOOLS affective, and/or or psychomotor skills.
No one tool is better than another in enhancing

Icon
learning. The sustainability of any particular
medium depends on many variables.
Icon
The tools should complement the instructional
methods.
GENERAL Icon The instructional materials should reinforce and
supplement—not substitute for—the educator’s
PRINCIPLES teaching efforts.
REGARDING
EFFECTIVENESS
OF AUDIOVISUAL Icon Media should match the available financial
resources.
TOOLS .
Instructional aids should be appropriate for the

Icon physical conditions of the learning environments,
such as the size and seating for the audience,
acoustics, space, lighting, and display hardware
(delivery mechanisms) available
Icon
Media should complement the sensory abilities,
developmental stages, and educational level of the
intended audience.
.
GENERAL Icon The message imparted by instructional materials
PRINCIPLES must be accurate, valid, authoritative, up to date,
state of the art, appropriate, unbiased, and free
REGARDING of any unintended messages.
EFFECTIVENESS
OF AUDIOVISUAL Icon
TOOLS The media should contribute meaningfully to the

learning situation by adding and diversifying
information.
Icon
Icon
INSTRUCTIONAL
MATERIALS
Lesson 2:
Components of
Instructional Materials
3 MAJOR
COMPONENTS
Image or Image or
OF icon icon
INSTRUCTIONAL
MATERIALS DELIVERY
CONTENT PRESENTATION
SYSTEM
 includes both the  Actual information  how is the

software and being communicated information is
hardware used in to the learner, which presented.
presentation of might focus on nay the MOST
information. topic relevant to the IMPORTANT
teaching/learning COMPONENT for
 influence by the: size experience. selecting or developing
of the intended instructional materials
audience, pacing or
flexibility needed for
delivery, and, sensory
aspects most suitable
to the audience.
COMMON FORM OF PRESENTATION
REALIA SYMBOLIC
REPRESENTATIONS
most concrete form of stimuli that
can be used to deliver MOST ABSTRACT type of
information Image or icon messages, yet they are
most common form of
Eg: actual woman demonstrating stimuli used in instruction.
breast examination or breast
mannequin Includes numbers & letters of
the alphabet, symbols that
are written & spoken as
ILLUSTIONARY words, that are employed to
REPRESENTATIONS convey ideas or represent
less concrete, more abstract objects.
form of stimuli to deliver a
Image or icon Audiotapes or oral
message such as moving still
photos, audiotapes projecting presentations, graphs
true sounds, & real life written texts & handouts,
drawing. posters, blackboards, &
eg: pixs of how to stage whiteboards are vehicles to
decubitus ulcer or audiotapes deliver message in
of adventitious breathsounds. symbolic form.
INSTRUCTIONAL
MATERIALS
Lesson 3:
Types of Instructional
Materials
TYPES OF
INSTRUCTIONAL
MATERIALS
 WRITTEN MATERIALS
 DEMONSTRATION MATERIALS
 AUDIOVISUAL MATERIALS

WRITTEN MATERIALS
 handouts, leaflets, book,
pamphlets, brochures, &
instructional sheets.
 Describe as “FROZEN
LANGUAGE”

TYPES OF WRITTEN MATERIALS
 COMMERCIALLY PREPARED
MATERIALS
 INSTRUCTOR-COMPOSED
MATERIALS

DEMONSTRATION MATERIALS
 Includes non print media, such as

models & real equipment, as well as
displays, such as posters, diagrams,
illustration, charts, bulletin boards,
flannel boards, flip charts, chalkboards,
photographs, and drawings.
 Useful for cognitive, affective, &

psychomotor skill development.
 it stimulate the visual senses but can

combine the sense of sight with touch &
sometimes even smell and taste.

MAJOR FORMS OF
MODELS
DISPLAYS

MAJOR FORMS OF
MODELS
Usually 3D instructional tools that allow the

learner to immediately apply knowledge &
psychomotor skills by observing, examining,
manipulating, assembling, & disassembling
objects while the teachers provides
feedback

MAJOR FORMS OF
REPLICAS (resemble)
3 SPECIFIC
ANALOGUES (act like) TYPES OF
MODELS
SYMBOLS (stands for)

MAJOR FORMS OF
REPLICA
 Is a facsimile constructed to scale that resembles the

features or substance of the original object.
 excellent for teaching psychomotor skills because

they give the learner an opportunity for active
participation through hands-on experience.
 Eg: replica of the DNA helix, models of the heart,

kidney, ear, eye, joints & pelvic organ

MAJOR FORMS OF
ANALOGUE
 are effective in explaining and representing dynamic

system.
 Eg: computer model depicting how human brain

function

MAJOR FORMS OF
DISPLAYS
 useful tools for variety of teaching purposes to convey

simple or quick messages & to clarify, reinforce, or
summarize information on important topics & themes.
 Referred to as STATIC INSTRUCTIONAL tools due to

they are often stationary, some are portable & most
are alterable.
 eg: chalkboards, white marker boards, posters, flip

charts, bulletin boards and flannel boards

MAJOR FORMS OF
POSTERS
 are legitimate & reasonable alternative to more direct,

formal presentations for conveying information.
 Effective posters leave a mental image long after they

are seen.
 PLANNING & DESIGNS = key for poster’s

effectiveness

MAJOR FORMS OF
AUDIOVISUAL MATERIALS
 it support & enrich educational process by stimulating

the senses of seeing & hearing, adding variety to the
teaching-learning experience, and instilling visual
memories which have been found to be more
permanent than auditory memories.

MAJOR FORMS OF
5 MAJOR TYPES OF AUDIOVISUAL
MATERIALS
 PROJECTED LEARNING RESOURCES
 AUDIO LEARNING RESOURCES
 VIDEO LEARNING RESOURCES
 TELECOMMUNICATIONS LEARNING RESOURCES
 COMPUTER FORMATS


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INSTRUCTIONAL

 Vehicles by which information is

 Tools & aids, are mechanisms or objects to

CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018

No one tool is better than another in enhancing

Instructional aids should be appropriate for the

TOOLS The media should contribute meaningfully to the

 includes both the  Actual information  how is the

CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018

CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018

CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018

 Includes non print media, such as

 Useful for cognitive, affective, &

 it stimulate the visual senses but can

CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018

CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018

Usually 3D instructional tools that allow the

CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018

SYMBOLS (stands for)

CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018

 Is a facsimile constructed to scale that resembles the

 excellent for teaching psychomotor skills because

 Eg: replica of the DNA helix, models of the heart,

CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018

 are effective in explaining and representing dynamic

 Eg: computer model depicting how human brain

CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018

 useful tools for variety of teaching purposes to convey

 Referred to as STATIC INSTRUCTIONAL tools due to

 eg: chalkboards, white marker boards, posters, flip

CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018

 are legitimate & reasonable alternative to more direct,

 Effective posters leave a mental image long after they

 PLANNING & DESIGNS = key for poster’s

CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018

 it support & enrich educational process by stimulating

CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018

 PROJECTED LEARNING RESOURCES

 AUDIO LEARNING RESOURCES

 VIDEO LEARNING RESOURCES

 TELECOMMUNICATIONS LEARNING RESOURCES

CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018

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