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MULTISENSORY AIDS
TO TEACHING
Reporter: MARY JOY V. MANGGAO

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OBJECTIVES
1. To explain the values and uses of instructional materials in classroom
teaching
2. To relate the use of various instructional materials to the teaching of a
particular subject area
3. To prepare and demonstrate the use of various instructional materials in
the teaching of a particular subject area
4. To gather instructional materials from various sources as a start of a
personal resource file in the teaching of a particular area

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 OUR HISTORY

How will you describe

the traditional way of
teaching?
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FACTS ABOUT AUDIOVISUAL AIDS
To ensure sound and effective use of audiovisual aids, it has
become important for teachers to know and understand the
following:
1. the educational values derived from their use
2. the guidelines in the use of these aids
3. the various kind of uses of audiovisual aids
4. the various sources of audiovisual aids

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 1
EDUCATIONAL
VALUES OF
AUDIOVISUAL
AIDS

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REASONS FOR USING AUDIOVISUAL AIDS IN
CLASSROOM TEACHING
To help clarify important
1 concepts
Audiovisual materials can serve as bridges between the
concrete and the abstract.

Students who experience things through multisensory

To arouse and sustain
2 students’ interests
ways are more highly motivated than those who have a
narrower range of opportunity.

To give all students in a class Richer experienntial backgrounds for certain new
3 opportunity to share experiences learnings are provided to the students right inside the
necessary for new learning classroom.

The intensity, vividness, and accuracy of impressions

To help make learning more
4 permanent
conveyed by audiovisual materials are likely to be
retained longer than verbal instructions.
 2
BASIC GUIDELINES IN
THE USE OF
AUDIOVISUAL AIDS

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 The first concern of a teacher who

1 plans to use some audiovisual

devices is proper selection.
SELECTING 1. Suitability of the material for following
simple criteria may be considered.
THE 2. Appropriateness of the material for the
intended learner.
MATERIALS 3. Quality of the materials.

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 GUIDING PRINCIPLES
NO material is of much value unless it
contributes to the realization of the
basic objectives of a lesson or unit. For
the students to gain the presentation of
the material, the teacher must see to it
that it is according to their age level,
intelligence, and experience.
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In addition, the legal and ethical aspects of a
material must be considered. The material must
be free from bias, prejudice, distortion,
antisocial attitudes, and untruthfulness.
Depending upon the kind of material to be used,
the teacher may want to look into any of the ff.
various factors relating to quality: (1) Recency,
(2) Availability, (3) Appeal, (4) Technical
quality and (5) Cost.
 2
Before starting an audiovisual activity, the teacher
should prepare the class for it. Motivation should
accompany this preparation. He should spend
some time in discussing the purpose of the
activity and in suggesting points that will direct
PREPARING THE attention to key ideas during the activity.
CLASS FOR THE
AUDIOVISUAL In preparing for the activity, the teacher should also
prepare the activity itself. He should make sure that the
EXPERIENCE equipment or material is in working order.

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 3
GUIDING THE
An audiovisual activity does not mean that the
teacher will not need to guide the students any
longer. On the contrary, the activity will be an
opportunity for the teacher to guide them to
more fruitful learnings. There will be more
STUDENTS effective learning if students will be given a
THROUGH THE chance to be active participants in the
audiovisual experience.
AUDIOVISUAL
EXPERIENCE

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 4
A follow-up of any audiovisual experience
after its completion will help clear up possible
students’ misunderstanding of certain portion
of the experience and if students know that an
audiovisual activity will be followed by class
FOLLOWING UP THE discussion or testing, then they will do their
AUDIOVISUAL best to pay attention during the experience. It
EXPERIENCE AFTER is also through follow-up where the teacher
can evaluate the worth of the material.
THE COMPLETION

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 3
KINDS OF
INSTRUCTONAL AIDS
AND THEIR USES

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 KINDS OF INSTRUCTONAL AIDS

PRINTED AUDIO VISUAL AUDIOVISUAL

MATERIALS AIDS AIDS AIDS

DEMONSTRATION
COMMUNITY LANGUAGE PROGRAMMED
RESOURCES LABORATORY INSTRUCTON
Not one of the devices mentioned is suited for all kinds
of lessons. As has been stated earlier, it is the teacher’s
responsibility to choose the most appropriate device
according to the objective of the lesson. Hence, to do
this, the teacher must be acquainted with the
characteristics and use of different audiovisual devices.

—TAKE NOTE

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 I
PRINTED MATERIALS
A. Textbooks
B. Supplemental Materials (1. workbooks, 2. duplicated outlines, 3.
teacher-prepared study guides, 4. reference books, 5. pamphlets, 6. magazine
articles, 7. newspapers)

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 PRINTED
MATERIALS
A large portion of all teaching aids is
composed of printed materials. These
materials fall into two broad classes:
the textbook and the supplemental
materials

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TEXTBOOK

 A textbook is a systematic arrangement

of subject matter designed to assist the
instructor in teaching particular content
to students at a specific grade level. It is
the one book used by the entire class.
 It is the most commonly used teaching
aid.

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SUPPLEMENTAL
MATERIALS

 These are the various printed materials

used to supplement regular classwork and
textbooks. They include workbooks,
duplicated materials, teachers’ prepared
study guides, reference books, pamphlets,
magazine articles and newspapers.

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 II
AUDIO AIDS
1. radio
2. phonograph
3. tape recorders

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 AUDIO AIDS

Considering that large portion of students’

school day is spent in listening to
instructions, to class discussions, to reports,
to teachers’ comments, etc., it has become
necessary to help them develop their ability
to grasp meaning from auditory stimuli.
Recorded and transmitted sound are used in
schools now to provide learning experiences
in listening.

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RADIO
 It has been found to be a valuable
instructional aid for most children.
 It has been used effectively by teachers of
music, social studies, language arts, and
other subjects for appreciation; for
understanding techniques and skill; for
keeping abreast of new ideas, opinions, and
research; and for enrichment of experiences.

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 FOUR IMPORTANT POINTS WHEN USING
RADIO AS AUDIO AID

1 2 3 4

Develop
Choose the
Evaluate Listen standards for
program thoughtfully carefully judging
wisely
programs

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PHONOGRAPHS
AND TAPE
RECORDERS
 Recordings are suitable for use at
all age levels of school children.
They fit very well for individual
or group listening.

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 III
VISUAL AIDS
A. Chalkboard
B. Still pictures
1. nonprojected (a. photographs, b. illustrations)
2. projected pictures (a. slides, b. filmstrips, c. opaque projections,
d. overhead projections)
C. Graphic materials (1. charts, 2. graphs, 3. maps and globes, 4. posters)
D. Exhibits (1. school-made displays, 2. bulletin boards, 3. museums)
E. Flannel board and felt board
F. Objects (1. specimens, 2. realia, 3. models)

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VISUAL AIDS

Visual aids are items of a

visual manner, such as
graphs, photographs, video
clips etc. used in addition to
spoken information.

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 IV
AUDIOVISUAL AIDS
1. Motion pictures
2. Television
3. Videotapes

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 AUDIOVISUAL
AIDS
It allows us to the have a clearer knowledge
through our senses. All these learning material
make the learning situations as real as
possible and give us firsthand knowledge
through the organs of hearing and seeing.
Therefore, any device which can be used to
make the learning experience more concrete
and effective, more realistic and dynamic can
be considered audio visual material.

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 V
DEMONSTRATION

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DEMONSTRATION
A demonstration is a teaching
procedure which may also be classified
as an audiovisual device because it
makes use of instructional materials
and equipment. It is most commonly
used in teaching skills, showing
process, defining a problem in concrete
terms, and conveying information.

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 VI
COMMUNITY RESOURCES
1. Field trips
2. Resource persons

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 COMMUNITY
RESOURCES
Any community possesses various
resources than can be utilized to enrich
learning experiences of students. In
utilizing these resources, the teacher
can either bring the community into the
classroom or bring the students out into
the community. This is done by inviting
resource persons or by taking the
students on a field trip.

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 VII
LANGUAGE LABORATORY

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 LANGUAGE
LABORATORY
According to Kinder (1965), “it is a
workshop designed to give students
practice in listening, comprehension,
and speaking. The equipment includes
magnetic tape recorders, headsets, and
microphones for students, and
switchboard and intercommunication
system for teachers.”

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 VIII
PROGRAMMED INSTRUCTON

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 PROGRAMMED
INSTRUCTION
It is a method of presenting new subject
matter to students through a graded sequence
of controlled steps with corresponding
activities. Students work through the
programmed material at their own speed
independently and assess their own
comprehension after each step through exam
questions or filling in a diagram. This method
consists of a network of tests and statements
which direct the student accordingly
depending on their pattern of errors.

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 4
SOURCES OF
INSTRUCTIONAL AIDS

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 SUMMARY

The effectiveness of the Where to get these materials is

teaching-learning Instructional aids cannot a common problem of most
process can be increased teach by themselves. teachers. It is true that some of
greatly through the They need a skillful them are expensive, but the
teacher to make them teacher can avail himself a
proper use of number of materials with just a
instructioanl aids. effective. little ingenuity and initiative.

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TEACHER IS THE BEST INSTRUCTIONAL MATERIAL
Teaching is a total package, it is true that teacher is the best instructional
material because teacher is the one who manage the classroom.

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 SAMPLE MATH TEACHING
AIDS

Online and Worksheet

resources for primary
MAB – place value cards
aged students
and physical items such Food such as pizza,
as matchsticks, buttons,
ping pong balls, corks cake, pie etc.

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 SAMPLE MATH TEACHING
AIDS

Protractors, set
squares and 2D and 3D shapes –
Clock dials, stop compasses tangrams, pattern
watches and sand blocks and attribute
timers blocks

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 SAMPLE MATH TEACHING
AIDS

Dice, cards and

counters and spinners
Pretend money – Trundle wheel,
notes and coins and metre ruler

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 LEARNING is NOT a
product of TEACHING

LEARNING is the
PRODUCT of the ACTIVITY
of the learners.

- JOHN HOLT

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 Thank You!!

MARY JOY V. MANGGAO

MAED - Mathematics

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