Documente Academic
Documente Profesional
Documente Cultură
Benjie M. Moronia Jr
INSTRUCTIONAL MATERIALS Instructional materials are kind of tools or equipments which can help effectively the instructor in theory teaching classroom or in practical assessment
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INSTRUCTIONAL MATERIALS They may be operationally defined as especially designed classroom tools which contain instructions tolearners and teachers, and which specify for each increment of learning the content to be learned: the techniques of presentation, practice and use of that content: and the modes of teaching associated with those techniques (Johnson, RELC Journal).
INSTRUCTIONAL MATERIALS
IMs are an important element within the curriculum and are often the most tangible and visible aspect of it (Nunan, 1991).
INSTRUCTIONAL MATERIALS
IMs are an important element within the curriculum and are often the most tangible and visible aspect of it (Nunan, 1991). They can provide a detailed specification of content, even in the absence of the syllabus. (Richards and Rodgers, 1886).
Types of IMs
Type Advantages Disadvantages
They are relatively cheap. They provide an outline that the teacher can use in planning courses, units and lessons. They are convenient to use and require very little maintenance. They are self-paced
In many classes they become the only point of view in the course. They are usually written for a national audience, so they do not consider local issues or community problems.
Types of IMs
Type Advantages Disadvantages
They enables the students to take home in convenient form most of the materials they need to learn for the course. Provides a common resource for all students to follow. Includes pictures, graphs, maps and other illustrative material, which facilitates understanding.
They often lack the pizzazz of electronic media. They may not be as effective in the case of special students who need assistive technology
Types of IMs
Type Advantages Disadvantages
Permit close up detailed study at individuals own pacing Attract students attention to a lesson Cut down unnecessary teacher talking time
Bring ambiguous ideas when not labeled. Not adaptable for large classes Require photographic skills and equipment
Types of IMs
Type Advantages Disadvantages
It allows for spontaneity speed and change It can fit he tempo of any lesson in any subject. It can be used for displaying pictures, clippings, drawings, sketches and diagrams It is particularly valuable for emphasizing the major points of a lesson and working out problems for the whole class to see.
Sometimes it is overused Many teachers rely too heavily on it to the exclusion of the visual aids.
Types of IMs
Type Advantages Disadvantages
They are easy to prepare with regular tape recorders. They are portable and easy to operate When duplicated is easy and economical They enhance the learning of verbal information They capture real sound They allow one record and listen to his/her own sound They enable one to repeat as listening as frequently as desired.
They involve auditory organ only. They have a tendency for overuse They are sensitive to noise and other unnecessary sounds.
Types of IMs
Type Advantages Disadvantages
5. Visuals Permit close up detailed (realias, pictures, study at individuals own graphs, etc) pacing Attract students attention and aid concentration Add variety and interest to a lesson Cut down unnecessary teacher talking time
Bring ambiguous ideas when not labeled Not adaptable for large classes Require photographic skills and equipment
Types of IMs
Type Advantages Disadvantages
6. Overhead Can present information in y Cause bulbs to transparencies systematic and blow after a And developmental sequences longer use projectors y Cause too much light in the room. 7. Slides/slide y Results in colorful, y Can get out projectors realistic reproductions of sequence and be original subjects projected y Can be combined with incorrectly if taped narration for greater sides are handled effectiveness individually. y May be adapted to group or to individual use
Types of IMs
Type 8. Filmstrips
y y y
9. Televisions
y y
Advantages Are compact, easily handled and always in proper sequence Are projected with simple light weight equipment Are useful to group or individual study at projection rate controlled by instructor or user Magnify visual images Allow telecommunication or the ability to observe an event at a distance from the event Enable one to see unreachable place.
y y
Disadvantages Are relatively difficult to prepare locally Require film laboratory service to convert slides to film strip forms
Types of IMs
Type Advantages Disadvantages
10. Video tape/ y Playback capability of video Video cassette recording permits analysis of the players on the spot action.
y y y
y Must fit technical requirements of television video y Script writing is difficult and time consuming y Difficulty in troubleshooting technical problems y Require computer literacy
Types of IMs
Type Advantages Disadvantages
12. Internet
y Allows students to: y Converse with other students at locations beyond local community y Discuss curriculum-based projects with other students beyond the local community. y Acquire wide-range of o line information y Get articles, reports papers and journal as well as hundreds of on line publications.
y Difficulty in acquiring open communication line y Installation fees, equipment fees and equipment are expensive
1. Understanding Requires matching the materials to the learners abilities and prior knowledge. 2. Structuring/Clarifying Involves organizing the material so that it is clear to the students.
3. Sequencing Refers to the arrangement of the material to provide for continuous and cumulative learning where complex concepts are taken only after prerequisite skills and concepts have been mastered.
4 Basic Ways of Sequencing Materials
4. Balancing materials require establishing vertical and horizontal balance or relationships Vertical Relationships refer to a building of content and experiences at the lesson, unit and course level. Horizontal Relationships establish a multidisciplinary and unified view of different subjects.
5. Explaining refers to the way headings, terms, illustrations, and summary exercises are integrated with the content. 6. Pacing refers to how much and how quickly the lessons in the textbook are presented.
7. Reviewing refer to the extent to which the materials allows students to link new ideas to old concepts in the form of a review. 8. Elaborating ensures that students learn better through a variety of ways.
9. Transfer of Learning may be done in a number of ways: Concept related draws heavily on structure of knowledge, the concepts, principles, or theories of the subject. Inquiry related derived from critical thinking skills and procedures employed by learning theorists or scholars in the field.
9. Transfer of Learning: Learners related related to the needs, interests or experiences of the students Utilization related show how people canuse or proceed with them in the reallife situations.
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Write legibly and large enough for all to see. Use the chalkboard as if you were writing on paper. While writing, stand to one side of the board as much as possible so you can maintain eye contact with the students. Dont talk toward the chalkboard while writing on it. Organize your chalkboard work ahead of time. Dont clutter the board. If you abbreviate, use standard forms. Dont embarrassed or show resentment if you make a mistake and student corrects. Erase the chalkboards completely after you finish, and keep them clean. If you are working with young or low achieving students, write in complete sentences.
Word processing
Prepare transparencies, activity sheets, posters, study guides, class notes. Help students prepare stories, essays, group reports. Use in class to dynamically illustrate writing and outlining skills.
Create class lectures support that features text, audio and visual element with special effects. Produce transparency masters. Create student worksheets to accompany class lectures.
Electronic Spreadsheets
Prepare budgets, numeric tables and summaries, grade and attendance rosters Compute grades Prepare visuals (charts) of numeric data
Provide students with method for tracking and analyzing data and creating charts for it Demonstrate what if analyses visually
Organize or track student and other professional data Prepare inventories, mailing list, reports
Provide students with method for tracking and analyzing data and creating charts for it Demonstrate what if analyses visually
Materials Evaluation
1. External Evaluation aims to examine the organization of materials as stated explicitly by the author of the publisher.
Intended Audience Profieciency Level Context in which the materials are to be used Organization into teachable units Authors view on language learning and teaching Date of publication Publisher
Materials Evaluation
Materials Evaluation
Materials Evaluation
2. Internal Evaluation covers an in-depth investigation of the value of the materials in relation to its objectives, principles, lesson design, and assessment procedures.
Presentation of the skills in the materials Grading and sequencing of skills Authentic or artificial recordings Authentic or artificial dialogues for speaking Relationships or tests and exercises to learner needs and course content Provisions for different learning styles and self-study Motivation for the learners and the students
Materials Evaluation
3. Overall Evaluation analyzes the value of the material in relation to its usability, generalizability, adaptability and flexibility.
Usability How far could the materials be integrated into a particular syllabus as core or supplementary? Generalizability How much of the materials could be used by the individual or by a group of people? Adaptability Can parts be added/ extracted/used in another context or modified for local circumstances? Flexibility How rigid are the sequences and grading? Can the materials be used in different ways> Can they be entered in different parts?