Module 2

Lesson 1. Preparing, selecting, and utilizing instructional materials and Online

Resources

Module Outcomes

Upon completion of this module, you shall be able to:

● describe learners’ motivation to learn;

● distinguish intrinsic from extrinsic motivation;

● make a dimensions of learners’ motivation through students’ perspectives

through writing a lesson plan;

● describe teacher’s approaches to motivate learners;

● conduct interview on school program and activities that motivates students,

● present the list some school programs for the students to be motivated

through making an intervention plan;

● describe the role of parents in learner’s motivation;

● conduct an interview to the parents on how they motivate the child to learn,

and

● enumerate some activities parents do to motivate their child to learn through

making a brochure.

Module 2 contains the following lessons:

Lesson 1. Preparing, selecting, and utilizing instructional materials and Online
Resources

Lesson 2. Contextualizing Instructional Materials in Integrative Teaching

Lesson 3. Designing a Bulletin Board
Time Frame: 15 hours

Introduction
A key feature of effective teaching is the selection of instructional materials
that meet the needs of students and fit the constraints of the teaching and learning
environment. The preparation of instructional materials is quite a tedious task. It
really demands your time and effort for its preparation. This lesson will unfold the
principles of selecting, preparing, and utilizing instructional materials and online
resources.

Learning Outcomes
At the end of this lesson, you will:

● apply principles of selecting, preparing, and utilizing instructional

materials and online resources; and

● prepare one instructional material for a subject area/content.

ACTIVITY- Let’s see this!

Picture of a Thousand Words. There are two pictures given. From these pictures,
share your thoughts of what the pictures are trying to portray. Fill in the table below.

Picture 1 My Top 5 Motivators Picture 2

 Working hard to achive  Lack of Engaging/Fun
academic reward activities
 Acknowledgement/  Utilize Digital Enagagement
Appreciation Tools
 Rewards/Incentives  Modelling
 Encourage students  Encourage Collaboration
 Positive outcomes  Give students responsibilties
ANALYSIS – Let’s Analyze

1. What is the disparity between the two pictures?

Base on what I observe the two pictures display the two types of
teaching inside the classroom which is the first picture display
traditional type of teaching where, it is more on discussion or the
teacher uses lecture method, while the second picture displays the
modern type of discussion, where the teacher uses or utilizes digital
engagement tool in teaching, but lack of fun and engaging activities,
which make the learners feel bored and sleepy.

2. Can you tell which picture depicts an effective way of teaching? Why?
As a learner, and as a future teacher living in a 21 st century world,
where everything is done and is searchable online, I think the most
effective way of teaching is the second picture, this is because
integrating technology in the classroom has the ability to offer almost
unlimited resources such as images, videos, games that can engage
any type of learner with any subject, but of course as a teacher it is your
role on how you are going to add some fun learning activities inside
your classroom to make learnings more engaging.

3. Do you have any experience similar to the picture? How did you overcome it?
As I observe kids learn more when they are having fun, in short its nice
to integrate different kinds of games in your class as long as it is related
to your topic. And through the whole duration of our deployment I
experienced both scenarios, especially when the girl scout activity was
coming up and our cooperating was the coordinator of the girl scout in
the school; and what we did was to give fun learning activities to the
students, such as different kinds of board games, different forms of
relays but by group, and as for me learning is more effective when they
are having fun.

4. As you assist your Cooperating Teacher, how does he/she address the
problem like this?
Every week, we are assign to different cooperating teacher, and every
cooperating teacher that I get to assist with, they always make sure that
kids learn the topic before they proceed to another topic. And what they
did when such problem will arise, is they always find a way to get the
learners attention by conducting different types of activity whether it is
 in group or individual as long as they can observe that the learners
have learn something within that day.
ABSTRACTION – Let’s Conceptualize

Instructional Materials are all materials designed for use by students and their
teachers as learning resources to help students to acquire facts, skills, and/or to
develop cognitive processes. These instructional materials, used to help students
meet state learning standards, may be printed or digital, and may include textbooks,
technology-based materials, and other educational media.
Why should teachers prepare teaching materials?
There is strong evidence that the choice of instructional materials has large
effects on student learning—effects that rival in size those that are associated with
differences in teacher effectiveness. The evidence suggests that choice of
instructional materials can have an impact as large as or larger than the impact of
teacher quality (Whitehurst, 2009).
Of course, teachers may use teaching materials prepared by other people. For
example, books and manuals that have been written specifically for teachers. When
these are available and suitable, the teachers should use these. However, often the
books and manuals are written for different categories of teachers or for use in
different countries. Therefore, teachers often need to adapt these books or even
write their own books or manuals for their own students. Volts, Sims, and Nelson
(2010) mentioned that classroom material has been designed to follow the basic
tenets of the learning process – providing students with multiple means of
representation, engagement, and expression. It is equally important to select
materials that help students retain the information. Learning is not useful if students
forget what they have learned.
 Fig. 1. Influences on Student Learning

Why Do We Need Instructional Materials?

Information received by the brain comes through our senses in following

proportion:

It is obviously illustrated that our sense of sight plays a vital role in learning. It
is followed by our sense of hearing, which contributes in processing information from
our environment as stimuli. Instructional materials bridge the needs of the learners
and the limitations of the teacher. According to Instructional Aid Theory that 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. These
complex processes is to be enhanced using appropriate instructional materials that
highlight and emphasize the main points or concepts.
Therefore, it is essential that the information are 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.

Reasons for Use of Instructional Materials

1. It helps the students remember important information.
2. When properly used, they help gain and hold the attention of students.
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.
4. Good instructional materials can also help solve certain language barrier
problems.
5. Another use for instructional materials is to clarify the relationships between
material objects and concepts.
6. To encourage your student in their lesson and get their attention, improve the
delivery of instruction and create effective, meaningful lessons.
7. Helps students make sense of information to have a clear view of what is
being taught.

Principles of Selection of Instructional Materials (Corpuz, 2015)

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.

⮚ 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.

⮚ Check out your instructional materials before class starts to be sure it is

working properly.

⮚ 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.

Planning for the Preparation of Instructional Materials (Abbatt, 2000)

 Before you start to write any teaching material, there are questions that you
should consider. The questions are given below:

✔ Are the materials needed?

Teaching materials will only be worth writing/preparing if they fulfil a need. It is

important to decide exactly what the need is, so that the material can be prepared for
this specific purpose.
Examples:

● You may find that you have to explain how to use a particular piece of

equipment very frequently. It might be easier to write down the instructions for
its use, so that the students can learn how to use the equipment by
themselves.

● You may find that students find part of the course very difficult. So, you could

give them some exercises to practice what they have learned during that part.

● You might prepare a list of the tasks that you expect students to be able to do.

This would guide them and help them to make sure that they had learned all
the necessary skills.

● If you find that there is a need for a manual or some other type of written

material, you should also check that:

⮚ no other suitable materials are available

⮚ the people whom you want to read the material are able and willing to

use it.

✔ How will the material be used?

There are different ways in which teaching material may be used. The style of
writing, layout, and amount of explanation will all depend on the way in which you
expect the students to use the material.
1. Used as training materials. Materials can be used to present new information
or to describe skills that need to be learned by the students. In this case, the
material should have detailed explanations, step-by-step instructions, a lot of
examples and possibly some exercises.
2. Used as reference materials. Materials are also used to remind health workers
about facts or skills that they learned during the training course.
✔ For whom the material is intended?

Teaching materials have been designed to suit the people who will use them.
Therefore, you will need to find out about the audience. Below are some questions
that you should be able to answer before you start writing.

⮚ How much does the health worker know already? Ideally, the material should

not repeat information that is well- known to the students. Nor should it
assume knowledge that the students do not have.

⮚ How well can the health worker read? Even though all the people who use the

manual will be able to read, they will not be able to read equally well. This is
especially important if the language of the manual is not appropriate to your
audience. So, the language and writing style must be simple enough for
students to understand.

⮚ Can the student understand the diagrams? Diagrams are usually used to

make an explanation clearer. A good diagram can save hundreds of words

and can be remembered more easily. However, understanding diagrams is a
skill that is learned, and some students may not have developed this skill fully.
You should check whether the students could understand your diagrams.

⮚ Will the students have time to read the material? There is no point in

producing long and detailed manuals, which are not read. It may be better to
write a less complete manual, which the students have time to use.
Alternatively, you could write several shorter manuals instead of one long one.
If you do this, the students may feel more encouraged to start using at least
one of the shorter manuals.

✔ How will you organize the preparation and production?

When you have decided on the general features of the material, you need to
prepare a plan for writing and producing it. This will not be necessary for handouts or
very short material used by one teacher. However, when a larger manual or several
different people are involved, a plan is essential.
Stages in writing manuals and written teaching materials
1. Make the initial planning decisions.
2. Decide on the overall content of the manual and what to be covered in each
section.
 3. Write out a rough draft.
4. Discuss this with colleagues and some of the people for whom you are writing
5. Rewrite the draft using the layout you want in the final version. Add diagrams,
illustrations and indexes.
6. Evaluate the material.
7. Rewrite the material.

Online Educational Materials and Resources

Online tools and resources have made it easier for teachers to instruct
students, and for students to collaborate with those teachers and with other students
and parents. These "Web 2.0" teaching tools are not magical, but they may seem to
defy definition at times since they save time, help you to stay organized, and often
take up little space on a computer. Some of these applications are Web-based, which
means that they can be accessed from any computer. The following list contains the
tools that will make a teacher’s and students’ life easier (Open Education Database,
2020).
1. Aggregators. Tools that gather materials from a variety of sources. The
following list includes free tools that you can use to stay on top of current
events, including headlines and blogs.
A. Aggie: it is an open source news aggregator that is also a desktop
application. It downloads the latest news and displays it in a Web page.
B. Awasu: is a state-of-the-art feed reader that comes loaded with features
for both casual personal use and professional, high-powered
information management. Use this tool for content archiving, coupled
with an advanced search engine, and use advanced features to
manage your configurable channels. The personal edition is free to
download and use.
C. Bloglines: This is more of a personal news aggregator than a bookmark
tool, but it's sophisticated and highly useful for teachers who want to
stay on top of current events in any given topic.
D. FeedReader: this is a free reader that is simple to use. It supports
podcasts.
E. RSS Reader: is able to display any RSS and Atom news feed (XML).
2. Classroom Tools. These are tools to help assess class progress. You need
tools to help keep students and parents apprised of the students' progress.
A. Animoto: This web tool completely simplifies the creation and sharing of
videos. Teachers will have no trouble creating lesson plans or
presentations for students.
B. Charles Kelley Quiz Generator: Create multiple choice or bilingual tests.
Though some of the quizzes generated here can only be used on this
website, others can be put on your own website.
C. Crocodoc: This web tool allows teachers to convert Microsoft Office and
PDF documents to HTML5, making them easily viewable. Teachers can
display students' documents in their browsers and edit as needed.
D. CuePrompter: This free service allows teachers to use their browser as
a teleprompter. All users have to do is write or cut and paste their script
online and press a button to start the prompter.
E. Engrade: A free online gradebook allows teachers to manage their
classes online as well as post grades, assignments, attendance, and
upcoming homework online for students and parents to see. It is free
and easy to use.
F. Forvo: This online pronunciation dictionary comes in handy for foreign
language teachers. Users can hear any word pronounced in any
language.
G. Grammarly: Several universities use this tool as a grammar checker.
Students can use this as a method to improve the process of peer
editing because it checks for more than 250 points of grammar.
H. My Project Pages: Built by teachers for teachers, use
myprojectpages.com to create structured online inquiry-based learning
activities for the courses you teach that enable your students to engage
in meaningful learning experiences while online.
I. Online Stopwatch: This tool is a web-based stopwatch teachers can
use for timed exams and other assignments.
J. Schoopy: You can post homework in more than one location on
SCHOOPY. The first place you should consider is the calendar, where
you can post important dates and notices. However, you may choose to
use the Assignments/Quizzes/Files tool depending on how you would
like to contact students.
K. Slideshare: This site takes your .ppt file (also works with Open Office
and PDF files) so you can share it with your students (and the world at
large). You can add music, embed videos in comments and more – all
for free.
L. Teacher Planet: Teacher Planet is a one-stop spot for teacher
resources. Teachers can download any number of lesson plan
templates, worksheets, ESL-specific resources, and other tools.
 M. Web Poster Wizard: This free tool allows educators to create a lesson,
worksheet, or class page and immediately publish it online.
N. Yugma: Teachers can use the free web conferencing feature with
Yugma and share their entire desktop in real-time with one student.
This can be extremely helpful in one-on-one advising with students.

3. Collaboration. Part of teaching is collaboration. Teachers need to

communicate with peers, administrators, and students. The tools listed below
will help you stay on top of your projects with ease through open channels for
collaboration.
A. Basecamp: Projects do not fail from a lack of charts, graphs, stats, or
reports, they fail from a lack of clear communication. Basecamp solves
this problem by providing tools tailored to improve the communication
between people working together on a project.
B. Edmodo: Extremely like Twitter, except specifically designed for
educators, Edmodo facilitates collaboration and content sharing among
students, teachers, and school districts.
C. Gliffy: This diagram editor is easy to use, and you can save your work
on their servers free. Gliffy Online has two ways to make document
sharing simple. Collaboration enables others to see and edit your work
by simply entering their email address. Publishing creates a read-only,
or public, image of your diagram that you can easily embed in a wiki,
blog, or other type of web software.
D. Mindomo: It is a highly productive method of visual brainstorming that
you can use to plan projects or to map out a knowledge base. Mindomo
has an interface and feature set that rivals other free standalone mind-
mapping applications such as Freemind. Maps are shareable but
require you to register and login to save them.
E. NoteMesh: Add some social flavor to your note taking with this
collaborative wiki style class note taker. Users can post their lecture
notes or contribute to existing lecture notes. NoteMesh wants to get
classmates to collaborate to create a single definitive source for lecture
notes.
F. Schoology: Teachers can use this tool to share their instructional
resources and connect with other educators.
G. Skype: Teachers can collaborate on classroom projects while having
their students visit a classroom in another part of the world using the
 interactive Skype in the classroom. Skype is a part of Microsoft, and it's
free to use.
H. Google Meet: is built to let dozens of people join the same virtual
meeting, and speak or share video with each other from anywhere with
internet access. Any participant can turn their own audio and/or video
feed off at any time, participating however they want.
I. Zoom: is the leader in modern enterprise video communications, with
an easy, reliable cloud platform for video and audio conferencing, chat,
and webinars which helps businesses and organizations bring their
teams together in a frictionless environment to get more done. Easy,
reliable cloud platform for video, voice, content sharing, and chat runs
across mobile devices, desktops, telephones, and room systems.

There are so many resources available to use by teachers and students. In

this unprecedented time of pandemic, it is a challenge for teachers to unleash their
skills in selecting, preparing, and utilizing instructional materials that suits to the
needs and learning styles of the students. Indeed, instructional materials are aid for
teaching. It cannot replace a good and productive teacher; however, it is better than
a dull teacher is.
Now that you have the required information, let us check your understanding
about the topic. Apply all the concepts you have gained and do the task assigned for
you.

APPLICATION

IMs Making. Fill out the table below. Get a copy of your curriculum guide from your
respective subject area. Ask your Cooperating teacher for a topic. Conceptualize an
appropriate instructional material for your subject and students.

Standards Learning Instructional

Topic
Content Performance Competency Materials
Identfying and Demonstrates Shows Identify and use use Visual Aids
using Action understanding proficiency in action words in Flash cards
words in simple of grammatical constructing simple sentence.
sentences structures of grammatically EN3G-Iic-d-3.4 p.58
english to be correct
able to sentences in
 communicate varied theme-
effectively in based oral and
oral and written
written forms. activities.

Let’s Craft it. After completing the table above, plan for your chosen instructional
materials. Document your preparation and the final output of your instructional
materials through a short vlog. You are to be rated through the given rubric.

Rubric for Instructional Materials

Criteria Proficient (3) Developing (2) Novice (1)

There is planning on Preparation is not
Shows an organize
preparation of the organized, and the
Planning and planning and
materials; however, planning is not
Preparation preparation of the
there things to be properly prepared
materials
improved.
Alignment Standard/ Standard/outcomes/ Standard/
with outcomes/objectives objectives partially outcomes/objectives
Standards and addressed and use of addressed and use of not addressed and
Objectives media should media may enhance use of media does
enhance student student learning not enhance student
learning learning
Use of Age- Language used is age Language used is Language used is not
Appropriate appropriate and nearly age age appropriate and
Language vocabulary is appropriate and some vocabulary is clearly
understandable vocabulary is inappropriate for
above/below student student age
age
Ease of Use Media are easy to Media are easy to use Media are not easy
use with nothing to most of the time, with to use and most of
confuse the user a few things to the time the user is
confuse the user very confused
Multisensory The media The media The media
Experience incorporate the incorporate some incorporate few of
appropriate number senses to promote senses to promote
of senses to promote learning learning
learning

Closure
Amazing!!! Get ready for the next Task!
You have just finished Lesson 1 of this module. Should there be some parts of
the lesson which you need clarification, please ask your teacher during your
consultation or virtual interactions.