Instructional Materials

This are the devices that assist the facilitator in the

teaching-learning process. Instructional materials are
not self-supporting; they are supplementary training
devices.
 Selection of Materials
Guide question in the selection of materials

1. Do the materials give a TRUE picture of the ideas

they present?
2. Do the materials contribute meaningful content to
the topic under study?
3. Is the material appropriate for the age,
intelligence, and experience of the learners?
4. Is there a teacher’s guide to provide a briefing for
effective use?
5. Is there materials worth the time, expense, and
effort involved?
Preparing Instructional Materials
 Avoid pictures with depth

 There should be a moderate amount of details.

 Eliminate background and unnecessary detail.

 The important object should have enrichment of detail

texture, gradients, of texture, shading etc.

 Portrayal should be realistic, no impressionism or

expressionism.
Importance of Evaluating Learning
Materials

It helps teacher to improve teaching

and learning.
It helps in forming the values of
judgment, educational status or
achievements of student.
If the IM’s is properly selected, is it a
guarantee that it will be effective?

 No, it is one thing to select a GOOD IM’s , it is another

thing to USE IT WELL.

 Hayden Smith and Thomas Nagel (1972) book authors of

instructional materials.
EFFECTIVE USE OF INSTRUCTIONAL MATERIALS
PPPF
P – Prepare yourself
P – Prepare your student
P – Present the material
F – Follow up
P – Prepare yourself
 Know your lesson objectives

 Know what you expect from the class after the

discussion.

 Know why you choose a particular IM

P – Prepare your student
 Set class expectation and learning goals.
P – Present the materials
 Plan well. (to avoid ROG syndrom)

 Rehearse if needed.

 Plan performance.

 Try the materials ahead.

F – Follow up
 You use the instructional materials for the attainment
of a lesson objectives.
9 Instructional events by Robert
Gagne
1. Gain attention (reception)

2. Inform Learner of objectives (expectancy)

3. Stimulate recall (retrieval)

4. Present stimulus materials (perception)

5. Provide learner guidance (semantic encoding)

6. Elicit performance ( responding)

7. Provide feedback (reinforcement)

8. Assess performance(retrieval)

9. Enhance retention transfer (generalization)

Group 3
Barbado, John Roland

Bautista, Angelica Joy

Caguing, Mary Ann