Unit#7

PLANNING AND PRODUCING OF

INSTRUCTIONAL MATERIALS

MARIAM RAFIQUE
MPHIL SCHOLAR
AIOU
 Instruction
O Instruction is a process of sharing ideas between the
teacher and the taught.
O Teacher uses all possible resources at his disposal to get
cross his message to his student, whereas the learner
tries to utilize those resources in making learning a
relatively permanent change of behaviour.
 The presence of such resources appeals to one or more
senses of the learner in order to stimulate him for
action.
 The main stress of teaching-learning resources is to
motivate the learner for useful learning activity.
Characteristics of an Instructional Aid
O An instructional aid is a specifically prepared device to
facilitate learning through the senses. It must possess the
following characteristics:
O It should explain an abstract idea, show a procedural sequence
that may not be clear enough without it.
O It should be visible to the class.
O It should have only necessary details.
O It should be made of local materials.
O It should be portable and easy to handle.
O Charts, drawings, etc. should be properly protected by suitable
material.
O It should be cheap and locally available.
 Educational Objectives And Media
O Educational objectives are statements which describe
the kind of modification that we want to bring about in
the learner.
O The objectives provide the necessary direction and
function for the entire educational structure.
O There are many objectives of education, like
knowledge, understanding, application etc
O If learning experiences are based on clear cut objectives,
evaluation is the next step to ensure whether the
objectives have been achieved or not.
 Feedback
O Formulation of specific instructional objective.
O Development of broad goals and specific behavioural
objectives.
O Classroom behaviour.
O Characteristics of studies and teachers.
O Instructional procedure.
O Determining the extent and implementation of teaching -
learning activities.
O Evaluation
O Determining of extent to which the objectives have been
realized.
 Curriculum Content And Media
O The idea of curriculum is not new. It has its origins in
the running/chariot tracks of Greece.
O Basically, curriculum is all the learning which is
planned and guided by the school, whether it is carried
out in groups or individually, inside or outside the
school.
O Curriculum is conceived as:
1. A body of knowledge to be transmitted.
2. As an attempt to achieve certain ends in students
(product).
3. As a process.
 Teaching Strategies And Media
O Teaching strategies are just instructional designs.
O They describe the process of specifying and producing particular
environment situations which cause the student to interact in
such a way that specific change occurs in his behaviour.
O Teaching strategies consist of guidelines for designing
educational activities and environments. These strategies are
meant for creating environments.
O They provide specifications for constructing learning situations.
O Strategies of teaching is a plan that can also be utilized to shape
courses of studies, to design instructional material and to guide
instruction.
O Before acquainting oneself with the elements of teaching
strategies, it is necessary to know the basis of determination
or assumptions of these strategies. These are as follows:
i. Teaching strategies act as blue-print or framework for
creating healthy atmosphere in the classroom.
ii. Interaction of teacher and pupils is fundamental in the
teaching process. It must be encouraged.
iii. Different methods should be used to make teaching as
simple as possible.
iv. The teaching process is only a weapon to create the
appropriate atmosphere.
The following characteristics of teaching strategies become
clear on the basis of it class study of the assumptions given
above:
O Teaching strategies depend on personal variedness.
O There are some basic assumptions for teaching strategies.
O They are also affected by the philosophy on education.
O These strategies utilize the interest of the pupils.
O A teaching strategy is developed through practice and
attention.
O Teaching strategies are also known as teaching skills.
 Cont…
O Following are the elements of teaching
strategies:
O Focus
O Syntax or Structure
O Social System
O Support System
O Principles of Reaction
O Application
The Important Strategies/Model of
Teaching
O Glasser’s Basic Teaching Strategy:
This strategy determines the relationship
between teaching and learning. Bruce Joyce
and Marsha Weil (1992) called this strategy
the classroom meeting strategy.
 The Concept Attainment Model
O The Concept attainment model was given by J .S.
Bruner.
O The model helps students to understand and learn
concepts by identifying attributes or key features
through a process of analysis, comparison, and
contrasting of examples.
O Two sets of examples are used in this strategy –
* Yes (examples that have attributes of the
concept) and
* No (examples that do not have attributes of
the concept).
 In The Classroom
O Introduce and explain the strategy.
O Draw two columns on the board and title them as “Yes” and “No.”
O Present each example and write them in the appropriate column.
Start with three examples in each column.
O Instruct students to analyze and compare the examples, within the
group (find similar attributes in the “yes” group) and between the
groups (find how “yes” and “no” examples differ from each other).
Write the attributes listed by the students on the other side of the
board.
O Add three more examples to each column. Instruct students to refine
the attribute list by analyzing the additional examples.
Cont…
O Ask students if they are able to identify the concept, but not to
say it out aloud.
O Students who have identified the concept can be encouraged to
add more “yes” examples to the column.
O Encourage other students to examine the student-generated
examples to identify the concept.
O Teachers can assist by modeling the thought process to help
other students identify the concept. Once identified, help
students define it using the list of identified attributes.
O To test for understanding, have students suggest more “yes” and
“no” examples of the concept with explanations. Or, teachers can
present students with examples and instruct them to categorize
them as “yes” or “no”
 Practicing the Strategy
O Link past knowledge with new information
O Critically analyze, compare, and categorize
information
O Examine and understand a concept from
multiple perspectives, strengthening
understanding and retrieval of the concept.
 Uses of Educational Media by a Teacher

O It provides a scientific basis to the teacher's work.

O It suggests new methods and techniques to settle problems of
pupils regarding individual differences.
O It has made the use of T.V. tape-recorder, radio etc., possible
for the teachers as well as pupils. Education has become
possible for the students located at distances.
O It has opened the doors to discovery of new methods of
classroom teaching and training.
O It helps in understanding the nature of education.
 Cont…

O It has made the teaching-learning process

purposeful/useful/effective.
O It has made possible the maximum use of available aids.
O It increases the efficiency of the teacher.
O It helps to bring about the desired changes in the behavior
of pupil.
O It makes use of memory level, understanding level and
reflect level and thus helps the pupils to develop originality
and creativity.
O It provides opportunity to arrange for maximum number of
pupils e.g. programmed learning and learning through
correspondence.
O It helps the teacher to do research work in various fields.
O Hardware approach to educational technology helps in
storing original thoughts of scholars.
O A teacher can benefit from such store-house of knowledge at
any time.
O It helps the teacher in specialization.
O It saves the time of the teacher.
O It gives an opportunity to the teacher to show his abilities.
O It helps in simplifying the teaching process for the teacher.
O It makes possible dynamic development in the teacher.
O It helps the teacher in playing the role of an organizer, a
director and an adviser.
 Media And Effective Teaching
O Researchers have explored the importance of electronic media
in distance education.
O Kumar, Sharm and Vyas (2003) carried out a study on the use
of array of electronic media technology by counselors in
distance education in Turkey. Their study revealed that out of
12 electronic media used, video-cassette was ranked third
behind telephone and computer. (Kumar, Sharm & Vyas, 2003).
O In the first instance, they should take immediate steps to adopt
such devices as are easily available and within the reach of the
learners.
O Radio, television, telephone, audio cassettes and video tapes
should be made use of.
 CONT…
O The development of electronic media has played a very
vital role in the emergence of distance education system.
O New channels of communication have replaced the
conventional or traditional channel of oral
communication.
O In many developed countries of the world, it has been
possible to open up TV channels for the transmission of
educational programme throughout the day.
O Electronic media has made distance education dynamic
and exciting.
 PRODUCTION OF INSTRUCTIONAL MATERIAL

Instructional material is specially written for individuals to learn by

themselves, without any assistance from another person.
O Reading materials are presented in smaller units to enable the
learner to understand concepts or acquire information step by step.
O After every presentation of a meaningful unit of information or
development of a concept, an opportunity is provided to the
learner to get feedback on his understanding or learning.
Proceeding to the next step depends on his learning the present
one.
O Since users of self-instructional materials do not have an
opportunity to interact with a trainer and have to depend entirely
on what is given to them, a good deal of time and effort is spent on
the preparation of these materials. The materials are prepared
according to the principles of programmed instruction and they are
tested before final release of the material.
 Cont…
O Since self-instructional materials depend entirely on
the learner's motivation to learn, he has the freedom to
work at his own pace.
O Like in all forms of reading material the learner has to
be active.
O At every step lie needs to give responses to test
himself and his learning.
O In self-instructional material the assumptions about
the entry behavior and objectives of the material in the
form of terminal behaviour are explicitly stated in the
beginning.
 CONT…

O Preparation of self-instructional material is a time

consuming process.
O It requires good knowledge of the subject matter
and skills of developing programmed instruction.
O Development of programmed instruction itself
requires specialized skills.
O In some countries special courses of three to six
months duration are being conducted to train
programme writers. However, such skills can be
developed in courses of shorter periods.
Steps involved in preparing self-instructional
material

O Know Your Audience. This principle is just as

important in instructional design as it is in public
speaking.
O Develop a Game Plan.
O Develop instructional strategies based on your
analysis of both the learners and the course
content.
O Find or Create the Instructional Materials.
O Evaluate Your Learners.
O Evaluate Your Instruction.
O Self-instructional material is different from a textbook.
O All purpose of the textbook is to 'present' the material.
O Self-instructional material, on the other hand, not only
presents material but also 'teaches' students. In fact, self-
instructional material is a 'teacher in print'. It is self-
instructional because it teaches.
O Self-instructional material is also self-contained because it
undertakes the storage and retrieval functions of a textbook.
O All the learning content is present to the learner at one place
in most of the cases, and the learner is not required oscillate
from one source to another,