Guiding Principles in the Selection and Use of Instructional Materials

1. 1. WHAT ARE INSTRUCTIONAL MATERIALS? •Devices that assist an instructor in the

teaching- learning process. These are materials that are used to aid in the transference of
information from one to another. •Instructional aids are not self-supporting; they are
supplementary training devices. The key factor is that instructional aids support, supplement,
or reinforce.
2. 2. WHEN DO WE USED INSTRUCTIONAL MATERIALS? •YOU USE INSTRUCTIONAL
MATERIALS WHEN YOU TEACH SOMETHING. EX. BOOKS, CHARTS, GRAPHS,
PICTURES, WORKSHEETS, AUDIO CDS/DVDS, VIDEOS
3. 3. •For many years, educators have theorized about how the human brain and the memory
function during the communicative process. There is general agreement about certain
theoretical factors that seem pertinent to understanding the use of instructional aids.
INSTRUCTIONAL AID THEORY
4. 4. INSTRUCTIONAL AID THEORY •During the communicative process, the sensory register
of the memory acts as a filter. As stimuli are received, the individual's sensory register works
to sort out the important bits of information from the routine or less significant bits. within
seconds, what is perceived as the most important information is passed to the working or
short-term memory where it is processed for possible storage in the long-term memory. This
complex process is enhanced by the use of appropriate instructional aids that highlight and
emphasize the main points or concepts.
5. 5. INSTRUCTIONAL AID THEORY •The working or short-term memory functions are limited
by both time and capacity. Therefore, it is essential that the information be arranged in useful
bits or chunks for effective coding, rehearsal, or recording. The effectiveness of the
instructional aid is critical for this process. Carefully selected charts, graphs, pictures, or
other well-organized visual aids are examples of items that help the student understand, as
well as retain, essential information.
6. 6. INSTRUCTIONAL AID THEORY •Ideally, instructional aids should be designed to cover
the key points and concepts. In addition, the coverage should be straightforward and factual
so it is easy for students to remember and recall. Generally, instructional aids that are
relatively simple are best suited for this purpose.
7. 7. INSTRUCTIONAL AID THEORY
8. 8. REASONS FOR USE OF IMS •1. It helps the students remember important information.
•2. When properly used, they help gain and hold the attention of students.
9. 9. •3. Audio or visual aids can be very useful in supporting a topic, and the combination of
both audio and visual stimuli is particularly effective since the two most important senses are
involved. Instructors should keep in mind that they often are salesmen of ideas, and many of
the best sales techniques that attract the attention of potential clients are well worth
considering. One caution-the instructional aid should keep student attention on the subject; it
should not be a distracting gimmick. REASONS FOR USE OF IMS
10. 10. •4. Good instructional aids also can help solve certain language barrier problems.
Consider the continued expansion of technical terminology in everyday usage. This, coupled
with culturally diverse backgrounds of today's students, makes it necessary for instructors to
be precise in their choice of terminology. Words or terms used in an instructional aid should
be carefully selected to convey the same meaning for the student as they do for the
instructor. They should provide an accurate visual image and make learning easier for the
student. REASONS FOR USE OF IMS
11. 11. •5. Another use for instructional aids is to clarify the relationships between material
objects and concepts. When relationships are presented visually, they often are much easier
to understand. For example, the subsystems within a physical unit are relatively easy to
relate to each other through the use of schematics or diagrams. Symbols, graphs, and
diagrams can also show relationships of location, size, time, frequency, and value. By
 symbolizing the factors involved, it is even possible to visualize abstract relationships.
REASONS FOR USE OF IMS
12. 12. To encourage your student in their lesson and get their attention Improve the delivery of
instruction Creation of effective, meaningful lessons Helps students make sense of
information Instructional Materials serve as the channel between the teacher and the
students in delivering the instruction. For learners have a clear view of what is being taught.
Importance of IMs
13. 13. PRINCIPLES OF SELECTION AND USE OF INSTRUCTIONAL MATERIALS •All
instructional materials are aids to instruction. They do not replace the teacher. •Choose the
instructional material that best suits your instructional objectives. Decide what you want to
accomplish and then employ the tools that are most likely to achieve results. Do not let the
media that is available to you determine how or what you will teach.
14. 14. PRINCIPLES OF SELECTION AND USE OF INSTRUCTIONAL MATERIALS •If
possible, use a variety of tools. Using videos, computers, overheads and the chalkboard not
only keeps students’ interest but also responds to the needs of those who receive
information in different ways.
15. 15. PRINCIPLES OF SELECTION AND USE OF INSTRUCTIONAL MATERIALS •Check out
your instructional materials before class starts to be sure it is working properly. Nothing is
more frustrating to you or to your students in the process of the instruction than to find that
the overhead projector, for instance, does not work in the process of instruction.
16. 16. PRINCIPLES OF SELECTION AND USE OF INSTRUCTIONAL MATERIALS •For
results, abide by the general utilization guide on the use of media given below: • Learn how
to use the instructional material. Before using it, make sure you know how to manipulate it to
obtain the desired product. Listen to the record or view the film ahead. Check the correct size
and complete parts of real objects, photographs or models to be presented. • Prepare
introductory remarks, question or initial comments you may need. • Provide a conducive
environment; arrange the chairs, tables and the equipment and materials. Provide sufficient
lightning and ventilation. • Explain the objective of the lesson. • Stress what is to be watched
or listened to carefully. • State what they will be expected to do with the information they will
learn. Discussion or a test may follow. • There is need to summarize or review the
experience. Prepare measures that can assess their gains based on the objectives.
17. 17. GUIDELINES FOR INSTRUCTIONAL AIDS •Support the lesson objective. •Be student
centered. •Build on previous learning.
18. 18. GUIDELINES FOR INSTRUCTIONAL AIDS •Contain useful and meaningful content that
is consistent with sound principles of learning. •Appeal to students.
19. 19. GUIDELINES FOR INSTRUCTIONAL AIDS •Maintain student attention and interest.
•Encourage student participation, when appropriate.
20. 20. GUIDELINES FOR INSTRUCTIONAL AIDS •Lead students in the direction of the
behavior or learning outcomes specified in the learning objective.
21. 21. GUIDELINES FOR INSTRUCTIONAL AIDS •Provide proper stimuli and reinforcement.
•Contain quality photos, graphs, and text as required
22. 22. GUIDELINES FOR INSTRUCTIONAL AIDS •Be checked prior to use for completeness
and technical accuracy •Contain appropriate terminology for the student. •Be properly
sequenced.
23. 23. GUIDELINES FOR INSTRUCTIONAL AIDS •Be easy to understand. •Include
appropriate safety precautions.
24. 24. YOU MAY DOWNLOAD THE COMPLETE GUIDELINES OF INSTRUCTIONAL AIDS
AND THE COPY OF MY REPORT AT THESE LINKS •bit.ly/instrumat2017 •bit.ly/instrumppt