Learning Module 01 Development of Technology Integrated Teaching and Learning Material

Bataan Peninsula State University – Dinalupihan Campus
ELEM 1413 – Technology for Teaching and Learning in the Elementary Grades
JULIE D. CAMACHO, MAED.
Learning Module 01
Development of Technology
Integrated Teaching and
Learning Material

Course Packet 02
Conventional Learning
Materials for Teaching and
Learning

Introduction
This learning packet is all about the manipulatives, printed
materials, charts/graphs/posters and wall display as part of
the conventional learning materials utilized by teachers that
can help in the teaching and learning process. It is essential
for you to know the different conventional instructional
materials and able to use them appropriately for effective
teaching and learning.
Objective
Differentiate the conventional

learning materials for teaching and
learning
CONVENTIONAL LEARNING MATERIALS

Conventional learning materials are also known as
traditional teaching aids like blackboards, textbooks, flash
cards, charts, flip cards, pictures, posters, worksheets, maps,
atlases, globes, etc. Learning/teaching materials, also known
as Instructional Materials, are materials including animate
and inanimate objects and human and non-human resources
use by the teacher in the teaching and learning to help
process and achieve the desired learning objectives.
1. MANIPULATIVES
Manipulatives are physical objects that are used as
teaching tool to introduce, practice, or remediate a
concept and make students engage in hands-on
learning activities.
Realia
These are real objects used by the teachers in classroom
instruction to improve learning in a real-life setting. These
include real objects and specimens which are utilized in
conducting science experiments and other activities for better
learning.
Examples: leaves, stones, microscope, laboratory tools and
apparatus, plants, etc.
Models
It is a “reproduction of a real thing in a small scale, large scale or exact
size but made of synthetic materials. It is a substitute for a real thing
which may or may not be operational” (Brown et.al, 1969). Through
these models, you can be able to see what you cannot see by your
naked eye. These are the magnified versions of the tiny particles (e.g.,
cell, DNA), the reduced version of a huge entity (e.g., globe, solar
system), and the replica of a real thing to show the relationship of
parts to a whole or system (body organs, body system).
Types of Models
a. Solid Models. These are

used mainly for recognizing
external features.
Types of Models
b. Cross-section model / Cut

away models. These show
the internal features.
Types of Models
c. Construction models.
Models which can be
assembled and disassembled
to show relationship of parts
to a whole.
Types of Models
d. Working models. These

indicate how the things
being represented operate.
Mock-up
It is an arrangement of a real
device or associated devices,
displayed in a such a way
that representation of reality
is created. It may be
simplified in order to
emphasize certain features.
2. PRINTED MATERIALS
Print materials consist of all written material, excluding non-
print resources, which convey planned course information.
Examples of print resources include, but are not limited to
textbooks, workbooks, reference books, newspapers, journals
and magazines.
Mechanisms on how to select print materials:

1. Appropriateness of the print material to the planned course
2. Readability of text and appropriateness of the vocabulary and content of the

print material to the age/maturity level of the students for whom the material is
intended.
3. The material shall be screened for accuracy of the content and shall be free of
bias (sex, race, religion, ethnic)
Advantages of Print Materials

1. Extremely portable. Print materials can be used in any location.
2. High comfort level. Most students are very comfortable using print
materials to learn.
3. Cost effective. Print materials can be created and duplicated with
little expense.
4. Readily available. Many distance learning courses can take advantage
of existing textbooks, thus saving the time and expense of creating
custom materials.
Disadvantages of Print Materials

1. No interactions. Print materials do not generally provide built-in
interactions. Additional technologies, such as e-mail, must be
supplemented.
2. No audio/visual elements. Print materials are static and are not
appropriate for teaching languages and visual concepts.
3. Require reading skills. If the learners are non-readers or language
skills are required, print materials will not be effective.
4. Time delay. It may take days or weeks for printed matter to travel
between student and teacher.
Guidelines for Incorporating Print Materials

1. Distribute print materials well in advance. Although the mail
system is generally quite reliable, issues may arise if the print
materials are not distributed well enough in advance.
2. Include clear directions for use. Students need to know exactly

which print materials they are responsible for reading and the
specified timeline.
Guidelines for Incorporating Print Materials

3. Require interactions. Print materials are inherently non-interactive.
Therefore, you must design for the required interactions. In some
cases, this may mean a specified timeline for e-mail messages, or a
required number of postings to a list serve.
4. Specify a timeline. Distribute a timeline for students to help them

organize their study learning activities.
Handouts
Any printed, typed, mimeographed, or
photocopied copy of information, as a
speech, policy statement, or fact sheet given
to reporters, attendees at a meeting.
Uses of Handouts
1. provide definitions for the more jargon ridden subjects
2. provide background information or detailed information, e.g.,
statistics, which are not readily available elsewhere
3. put forward a point of view
4. outline a course of action
5. pose conceptual questions
6. provide a complex diagram rather than students copying from the
OHP
General Principles to Make Handouts

1. Reading handouts: give students activities to complete or
questions to answer while reading.
2. Use the what, how, why, when and where questions as
appropriate.
3. Avoid long, dense handouts. Make them look attractive:
leave spaces etc.
4. Make sure the appearance of the material is up to standard.
Try to keep handouts as concise as possible.
Flash Cards
A flash card is part of a set of cards on which are
written items to be studied. They are “flashed” (shown
quickly) one by one to a learner to elicit a quick
response.
Uses for flash cards:

1. Use two matching sets of them with games such as
how to play the memory game.
2. Have learners practice tracing the characters on the
cards with their fingers.
3. Make up your own games using the cards.
4. Use for drill and practice
Features of flash cards:

• Flash cards are sets of cards printed with information
to be studied, such as definitions, formulas, letters,
multiplication tables, prefixes, syllables, or words.
• If there is an answer or solution to what appears on
the front of the card, it is printed on the back so that
the person showing the cards can see if the learner's
answer is correct.
Examples:
• The front of a card shows a mathematics problem.
The back shows the answer to the problem.
• The front of a card shows a term to be defined. The
back shows the definition.
Flash cards can be made from:

• index cards
• cover or card stock
• other heavy paper.

Other Examples of Printed Materials:

1. Book. A book is a set of written, printed, illustrated, or blank sheets,
made of ink, paper, parchment, or other materials, fastened together to
hinge at one side.
2. Magazine. Magazines are publications, usually periodical

publications, that are printed or published electronically. (The online
versions are called online magazines.)
Other Examples of Printed Materials:

3. Newspaper. A newspaper is a serial publication containing news, other
informative articles and usually advertising. A newspaper is usually printed on
relatively inexpensive, low-grade paper such as newsprint.
4. Photographs. A photograph or photo is an image created by light falling on a

light-sensitive surface, usually photographic film or an electronic medium. Most
photographs are created using a camera, which uses a lens to focus the scene’s
visible wavelengths of light into a reproduction of what the human eye would see.
3. GRAPHIC MATERIALS
They are non-photographic, two-dimensional materials
designed to communicate a message to the learners. They
may incorporate symbolic visual and verbal cues. Graphic
media include drawings, charts, graphs, posters, among
others.
Charts
Charts are abstract representations of
abstract relationships, like tabular charts,
timeline and classification charts.
Types of Charts
a. Flow chart - show a

sequence, procedure
or a flow of a process.
Types of Charts
b. Classification chart -
show the classification
and categorization of
objects or events.
Types of Charts
c. Tabular chart - show

data, usually numerical
and are presented in
columns.
Types of Charts
d. Organizational chart
- show the structure or
chain of command in an
organization.
Graphs
Graphs are visual representation of
numerical data, like polar graphs, scatter
graph, line graph.
Types of Graphs
a. Line Graphs - use

frequently in plotting
relationships between
changes in a set of data,
usually over a period of
time.
Types of Graphs
b. Bar Graphs - consist

of bars, either
horizontally or
vertically, which are
useful in presenting
comparisons of data.
Types of Graphs
c. Circle or Pie Graphs

-use to show how a
whole is divided into
parts and relationship of
the parts.
Types of Graphs
d. Pictographs - use
pictures to represent
and compare numerical
data instead of bar and
lines.
Posters
Posters are also source

full graphic media
using combination of
lines, color and texts.
4. WALL DISPLAY
Wall displays can make the
room looks more inviting
and create a better learning
environment. A good
display engages, informs,
and brightens up the
atmosphere of the
classroom.
How wall displays sustain learning?
1. The wall display showcased learning
2. students used the wall display in productive ways
3. Students understood the multiple purposes for a

wall display
THANK
YOU!

Learning Module 01 Development of Technology Integrated Teaching and Learning Material

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Learning Module 01 Development of Technology Integrated Teaching and Learning Material

Uploaded by

Copyright:

Available Formats

Bataan Peninsula State University – Dinalupihan Campus

Differentiate the conventional

CONVENTIONAL LEARNING MATERIALS

a. Solid Models. These are

b. Cross-section model / Cut

d. Working models. These

Mechanisms on how to select print materials:

2. Readability of text and appropriateness of the vocabulary and content of the

Advantages of Print Materials

Disadvantages of Print Materials

Guidelines for Incorporating Print Materials

2. Include clear directions for use. Students need to know exactly

Guidelines for Incorporating Print Materials

4. Specify a timeline. Distribute a timeline for students to help them

General Principles to Make Handouts

Uses for flash cards:

Features of flash cards:

Flash cards can be made from:

• cover or card stock

• other heavy paper.

Other Examples of Printed Materials:

2. Magazine. Magazines are publications, usually periodical

Other Examples of Printed Materials:

4. Photographs. A photograph or photo is an image created by light falling on a

a. Flow chart - show a

c. Tabular chart - show

a. Line Graphs - use

b. Bar Graphs - consist

c. Circle or Pie Graphs

Posters are also source

How wall displays sustain learning?

1. The wall display showcased learning

2. students used the wall display in productive ways

3. Students understood the multiple purposes for a

You might also like