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Episode 8: Preparing My IM’s (Instructional Materials) - Field Study 7

(Practice Teaching Handbook and Portfolio)

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Episode 8: Preparing My IM’s (Instructional Materials) - Field Study 7

(Practice Teaching Handbook and Portfolio)

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 UPLOADED BY

Mark Leo Hapitan

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Episode 8: Preparing My IM’s (Instructional Materials) - Field Study 7

(Practice Teaching Handbook and Portfolio)
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MARK LEO DOGILLO HAPITANTHIS FIELD STUDY 7 IS A PROPERTY OF .

This copy was downloaded via Academia.edu/markleohapitan
•
LEARNING EPISODE 8
•
LEARNING EPISODE 8
•
LEARNING EPISODE 8
•
LEARNING EPISODE 8
•

This learning episode explores the wonders and significance ofinstructional

materials to enrich the teaching-learning process. These
devices will assist me to improve the students’ knowledge, skills and
values.At the end of this activity, I will be able to:

create my instructional materials of classroom instruction.

demonstrate creativity and resourcefulness in preparinginstructional

materials.
take snapshots of the various instructional materials used by mycooperating
teacher/cooperating school.To reach my targets, I need to do the following:
PREPARE
the materials needed.
DESIGN
the instructional materials.
CREATE
using cost-effective materials.
INSTRUCTIONAL MATERIALS
These are the tools / equipment which can effectively help theteacher in enhancing
the teaching-learning process. There are differentkinds of instructional
materials.
MY LE RNING EPISODE OVERVIEW
MY TARGETS (LEARNING OUTCOMES)MY MAP (LEARNING EPISODE
DIRECTIONS)MY BIG IDEAS (LEARNING ESSENTIALS)
“Preparing My IM’s (Ins rtc ional Ma erials)”

LET-TOS No. 2 (2.1 and 2.3) and 3 (3.1, 3.2 and 3.4)NCBTS DOMAIN 4
STRAND 4.4:

MARK LEO DOGILLO HAPITANTHIS FIELD STUDY 7 IS A PROPERTY OF .

This copy was downloaded via Academia.edu/markleohapitan

Print Materials

–
are items such as books, pamphlets, brochures,newspapers and magazines

Non print Materials

–
usually refer to as electronic materialsA.
Visit the learning resource center / school library of mycooperating school.
Interview the school librarian on the differentinstructional materials available
in my cooperating school. Listdown some of these materials which I can use
in your assignedepisode.
PRINTED MATERIALS NON-PRINTED MATERIALS

Textbooks
Projectors Workbooks ComputersDiagrams, maps and charts Speakers and mi
crophones Worksheets and handouts Television set, audio and videotapes
Since the library and school librarian were not available, data appearhere are
based on our observations only.
B.

Complete the matrix below by writing the instructional materials Iused in the
three (3) lessons I taught in my assigned grade level.
LESSON(S) / ACTIVITIES INSTRUCTIONAL MATERIALS USED

Ang Mga Rehiyon sa Asya Projector, maps and chartsElectromagnetic Spectru

m Workbooks and projectorAng Kabihasnan Minoan atMyceneanTextbooks
and computer monitor
In preparing my instructional materials, I need to consider
the followingfactors:

Instructional materials are effective to promote learning.

Instructional materials must stir the attention of thelearners.

Instructional materials must be easy to understand.Concepts must be simple

but informative.

Non-printed instructional materials such as technologiesmust be adopted

while we are in the transition to K-12.
Printed instructional materials must be prepared when non-
MY TASK (ACTIVITIES)MY ANALYSIS (LEARNING EPISODE DIRECTIONS)

MARK LEO DOGILLO HAPITANTHIS FIELD STUDY 7 IS A PROPERTY OF .

This copy was downloaded via Academia.edu/markleohapitan
printed instructional materials will not be operational insome instances such
as power outages.In preparing my instructional materials, I realized that:
INSTRUCTIONAL MATERIALS MUST BE
appropriate to diverse learners andschool environment. In an instance, it is
a challenge for a teacherrecreates instructional materials based on the
environment of theschool. In some cases, we cannot use majority of non-
printedmaterials in far-flung schools wherein there is no electricity.
I NEED TO PREPARE INSTRUCTIONAL MATERIALS SO THAT
it will aid the learnersfor an easier transfer of learning. Transfer of learning
cannot beeasily gained with just strategies such as lecture,
instructionalmaterials must intervene since it is said that students
nowadaysare visual learners.

Read the situation and choose the letter of the correct answer.1.

What must be the number one consideration in preparing yourinstructional

materials?
A. The learners
B. The costC. The learning contentD. The objectives2.

You prepared a PowerPoint presentation on verbs for your Englishclass.

Unfortunately, there was a power cut-off. What shall you do?A.

Go to another lesson.
B.

Use the available materials in class.

C.

Borrow learning materials from another teacher.D.

Give a seatwork instead3.

Ms. Rufo is teaching a multi-grade class, what materials must beemployed?A.

Less-costly materials

B.

Electronic materials

C.

Differentiated materials

D.

Commercially-made materials

MY REFLECTION / MY INSIGHTSMY APPLICATION (FROM THEORY TO

PRACTICE)

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Educators are generally well versed in managing content, and it is likely that
instructional materials will reach their production stage with the content
issues clarified (see Printed Materials).
However, there are production issues that have to be considered for their
educational impact on any material.
These are illustration, the relationship of illustration to words, and colour,
particularly in the printing process.
What Illustrations are Best?
The following guidelines apply to instructional material for participants who
may not have a high level of visual or pictorial literacy:
 Avoid pictures with depth.

 There should be a moderate amount of detail.

 Eliminate background and unnecessary detail.
 The important objects should have enrichment of detail: texture,
gradients of texture, shading, etc.

 Portrayal should be realistic, no impressionism or expressionism.

The following are ranked in order of usefulness:
 blocked-out photographs (photographs with the background
eliminated). They provide good contrast, realistic cues and details for
identification of the objects portrayed, and the neutral background
eliminates distracting details
 photographs

 silhouettes
 line drawings, especially in the form of diagrams or cartoons, are visual
shorthand impoverished of all details
Pictures can be more expressive and informative using some features of
Egyptian art. That is, drawing in two dimensions rather than using
perspective to create three-dimensional effects.
Other tips include the following:
 Use consistent physiognomy, clothing, complexion, etc. in depicting
people.

 Action should be simplified.

 Behaviour should be depicted in accordance with the viewers' and not
the producer's traditions.
 Pictures of people and places should be relevant to daily life and
environment for proper recognition (be in the correct cultural
context).
 Colours and shapes must be carefully chosen because of symbolic
meanings attributed to colours and shapes which can distort the
intended meaning. Especially the use of colours in the context of an
election as some colours may be associated with political parties. The
use of symbols, themselves, can also be tricky and may be best avoided.
Illustrations versus Words
Illustrations are interesting in their own right, compared with words that are
not particularly interesting as things in themselves - it is the ideas conveyed
by the words that matter. Thus, illustrations may attract or distract the
reader.
 Illustrations are good for conveying concrete images and providing
support material when teaching a concept, as a way of avoiding
technical jargon, and for conveying visual and spatial concepts (e.g.
relative size of objects).
 Words are good for conveying abstract ideas and for communicating
concepts that have already been learned and for conveying
propositional concepts.

 Illustrations and diagrams are good for conveying ideas that have to be
considered simultaneously. They allow learners to make multiple
discriminations easily.
 Words are possibly better for conveying ideas that have to be treated
sequentially when the order in which the ideas are encountered is
critical (a poem or set of instructions) though cartoon strips are useful
for instruction.
 The positioning of illustrations is very important and should be tested
if necessary.
 Pictures should not be used when the information can be readily
conveyed in words.
 -dimensional representations of three-dimensional objects cause some
difficulty in some cultures.
 Translation of time into space includes learned conventions: authors
must either teach the code or be sure readers know it. (This is a crucial
point in teaching the mechanics of voting).
 Illustrations of a process involving separate steps or actions should
have at least as many individual pictures or frames as there are main
steps or actions.
 Illustrations of things (especially line drawings) are more easily
remembered than their names.
 Illustrations are usually better with captions. Labelling of illustrations
aids classification and helps long term recall.
 Simple line drawings are best for instructional material particularly for
signifying general concepts (a stick figure "man"), while highly detailed
illustrations can be used for particular concepts ("a foreign election
monitor").

 People are attracted by relative complexity and change.

 Beware of problems of ambiguity, literal or figurative meaning, depth
cues, action, changes in scale, etc., especially for illiterate people.
 Reading illustrations, tables, diagrams, graphs and symbols has to be
taught. People have to learn to interpret the conventions of
illustrations in much the same way as they have to learn to read.
Authors and designers must therefore have knowledge of the
background experience of their potential readers.

 Place diagrams and illustrations where readers will see them and
repeat them if necessary.
Colour
In some cases, colour may be unnecessary and can cause problems. Some
points to consider are:
 Do not use too many colours or too few (e.g. when using it to depict or
represent several functions).
 Colour codes must be understood and these are culturally constructed
although there appears to be some more universal constructs.

 8.5 percent of all men and 0.5 percent of women are colour blind.
 If the material refers to a colour, it should have a name in the language
of the learner. Use the general name of colours as opposed to colour
variations that may not be very popular (for instance, purple is more
popularly known than lilac)
Colours and Printing
The following happens with certain colours when printed:
 Pale colours are almost invisible for words or fine lines.
 Dark colours appear almost black for words or fine lines.

 Bright colours dazzle for words or fine lines.

For contrast, black on white is best. Legibility of printed text suffers on
coloured paper or when used over illustrations or photographs. Strong
colours or black and white patterns distract if too close to text.
Materials producers should allow for what will happen to the page if it is
photocopied, unless they are able to control whether it is copied or not.
Educational materials are likely to be copied, and it may be that this will be
encouraged to extend their usefulness and range of distribution.

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THE IMPORTANCE OF INSTRUCTIONAL MATERIALS

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THE IMPORTANCE OF INSTRUCTIONAL MATERIALS

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Jennifer Marbas

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THE IMPORTANCE OF INSTRUCTIONAL MATERIALS

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FACTORS TO BE CONSIDERED IN CONSTRUCTING AN EFFECTIVE IM’S

As a Teacher, I am aware that my students are unique individuals and there a

reimportant factors to be considered in constructing an effective instructional
material. Here arethe factors; diverse user interests, abilities, backgrounds, cultures,
languages, and maturitylevels. Materials intended for student use should be appropriate
for the subject area and for theage, social development, ability levels, special needs, and
learning styles of students served bythe collection.The Materials to be selected
should support, enrich and extend the school’s curriculum
and to encourage informational, educational and recreational reading, viewing and/or
listening.

THE IMPORTANCE OF INSTRUCTIONAL MATERIALS

Well, we all know that Teachers at all levels utilize a variety of instructional
materials such astextbooks, presentations and handouts to enhance the
quality of their lessons. The quality of thosematerials directly impacts the
quality of teaching. Knowing how to find the best instructional materials is
avaluable skill for a teacher to have.
The importance of Instructional Materials or Educational resources is to improve
students’
knowledge, abilities, and skills, to monitor their assimilation of information,
and to contribute to theiroverall development and upbringing. It also clarifies
important concepts to arouse and sustain
student’s interests, give all students in a class the opportunity to share experiences
necessary for
new learning, help make learning more permanent.CRITERIA FOR
EVALAUTING INSTRUCTIONAL MATERIALS
Criteria’s for evaluating instructional materials is very important to make teaching
effectiveand meaningful, here are some criteria’s:
ContentAligns with curriculum and standards, and is current, valid and
reliable, with real worldexamples. Design to meet the interest of the individual
learners from various skills levels. Enhancesconceptual understanding and
engages higher order thinking skills. Free from bias.Equity and
AccessibilityMaterials are durable, easily stored, transported and are
universally accessible. Materials areeasily updated and are adaptable and
customizable to match the resources of the school.

Appropriateness
Materials are appropriate for the subject matter, and also appropriate for the learner’s
capacity or levels of learning.
PresentationComprehensiveness of student and teacher resources; alignment of
instructionalcomponents; organization of instructional materials; readability of
instructional materials; pacingof content; ease of use and durability of
materials.LearningMotivational strategies; teaching a few "Big Ideas;" explicit instruction;
guidance andsupport; active participation of students; targeted instructional strategies;
targeted assessmentstrategies.CostThe materials used for teaching should not be
expensive, as long as it eye captivatingand catches the attention of the students then it is
an effective instructional materials.
EDUCATIONAL TECHNOLOGY
Educational technology, sometimes termed EdTech or Learning Technology, is the study
andethical practice of facilitating learning and improving performance by creating, using
and managingappropriate technological processes and resources.

The term educational technology is often associatedwith, and encompasses,

instructional theoryand learning theory.

As an academic discipline, the study of educational technology prepares
individuals by helpingthem acquire a deeper understanding and mastery of:

learning resources: messages, people, materials, devices, techniques and

settings;

processes for analyzing and devising solutions to those problems through res
earch,theory, design, production, evaluation, utilization;

the processes involved in organization and personnel management.The focus

is on effective processes to facilitate learning using technologies
andunderstanding the impacts of technology on learners and
organizations.Areas of specialization may include distance learning, human
performance technology,technology integration and management, media
design and development, learning sciences,instructional design, change
management, and communications processes. It should be noted thatthe field
is not merely concerned with learning technical skills nor the simplistic use of

technology for technology’s sake in teaching, a common misperception by non

-educators.Practitioners in the field typically hold an advanced degree,
Master's or doctorate.
Technology in education is most simply and comfortably defined as an array
of tools that mightprove helpful in advancing student learning and may be
measured on how and why individuals behave.As a field, educational
technology emphasizes communication skills and approaches to teaching
andlearning through the judicious use and integration of diverse media.
Scholars in the field examine theuses of innovative media and technologies for
education, examining all aspects from direct studentlearning to management
and impacts on institutions. As in all forms of applied technology, the
fieldstudies how theoretical knowledge and scientific principles can be
applied to problems that arise in asocial context. Practitioners in educational
technology seek new and effective ways of organizing theteaching and learning process
through the best possible application of technological developments.These activities
rely upon a body of knowledge for successful and ethical implementation,
rather thanroutine tasks or isolated technical skills.
TEACHER IS THE BEST INSTRUCTIONAL MATERIAL
Teaching is a total package; it is true that teacher is the best instructional
material becauseteacher is the one who manage
the classroom. As the saying goes “you are the captain of your mind andthe master of
your soul” teacher is the captain of the classroom because of molding the
minds of the
students to become competent and independent individuals when it comes
to excellence. Master of theclassroom because of proving good feedback and
developing the potential of the students throughnurturing their minds for the
possibilities in life. Using strategies or techniques that are varied to maketeaching
effective and meaningful is also a big factor for the students so that they can
build confidenceand have mastery of the subject matter.
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 About

 IMPORTANCE OF INSTRUCTIONAL MATERIALS IN EDUCATIONThirty
years ago, educators paid little attention to the work of cognitive
scientists, andresearchers in the nascent field of cognitive
science worked far removed from classrooms.Today, cognitive
researchers are spending more time working with teachers, testing and
refiningtheir theories in real classrooms where they can see how
different settings and classroominteractions influence applications of
their theories.What is perhaps currently most striking is the variety of
research approaches and techniques thathave been developed and ways
in which evidence from many different branches of science
are beginning to converge. The story we can now tell about learning is
far richer than ever before,and it promises to evolve dramatically in the
next generation. For example, research fromcognitive psychology has
increased understanding of the nature of competent performance
andthe principles of knowledge organization that underlie people¶s
abilities to solve problems in awide variety of areas,
including mathematics, science, social studies and history.
Developmentalresearchers have shown that young children understand
a great deal about basic principles of biology and physical causality,
about number, narrative, and personal intent, and that thesecapabilities
make it possible to create innovative curricula that introduce important
concepts for advanced reasoning at early ages.Research on learning and
transfer has uncovered important principles for structuring
learningexperiences that enable people to use what they have learned in
new settings.Work in social psychology, cognitive psychology, and
anthropology is making clear that alllearning takes place in settings
that have particular sets of cultural and social norms andexpectations
and that these settings influence learning and transfer in powerful
ways.Collaborative studies of the design and evaluation of learning
environments, among cognitiveand developmental psychologists and
educators, are yielding new knowledge about the nature of learning and
teaching as it takes place in a variety of settings. In addition, researchers
arediscovering ways to learn from the ³wisdom of practice´ that comes
from successful teacherswho can share their expertise.Further,
emerging technologies are leading to the development of many new
opportunities toguide and enhance learning that were unimagined even
a few years ago.All of these developments in the study of learning have
led to an era of new relevance of scienceto practice. In short, investment
in basic research is paying off in practical applications.
Thesedevelopments in understanding of how humans learn have
particular significance in light of changes in what is expected of the
nation¶s educational systems.On the other hand, in the early part of the
twentieth century, education focused on the acquisitionof literacy skills:
simple reading, writing, and calculating. It was not the general rule
for educational systems to train people to think and read critically, to
express themselves clearly and persuasively, to solve complex problems
in science and mathematics. Now, at the end of thecentury, these
aspects of high literacy are required of almost everyone in order
to successfullynegotiate the complexities of contemporary life. The skill
demands for work have increased