CHAPTER 6

s i n S e le c ti o n a n d
P r i n c i pl e

NS TR U C T I O
U s e ofNAL
MAT E RI ALS
IRVIN N. ECALNIR
MAE D S C IE N C E 2 0 1 7
WHAT ARE INSTRUCTIONAL MATERIALS?
Devices that assist an instructor in the teaching-
learning process. These are materials that are used to
aid in the transference of information from one to another.

Instructional aids are not self-supporting; they are

supplementary training devices. The key factor is that
instructional aids support, supplement, or reinforce.
WHEN DO WE USED INSTRUCTIONAL MATERIALS?

YOU USE INSTRUCTIONAL MATERIALS

WHEN YOU TEACH SOMETHING.
EX. BOOKS, CHARTS, GRAPHS, PICTURES, WORKSHEETS,
AUDIO CDS/DVDS, VIDEOS
For many years, educators have theorized about
how the human brain and the memory function
during the communicative process. There is
general agreement about certain theoretical
factors that seem pertinent to understanding
the use of instructional aids.

INSTRUCTIONAL AID THEORY

During the communicative process, the
sensory register of the memory acts as a
filter. As stimuli are received, the individual's sensory register works
to sort out the important bits of information from the routine or less
significant bits. within seconds, what is perceived as the most important
information is passed to the working or short-term memory where it is
processed for possible storage in the long-term memory. This complex
process is enhanced by the use of appropriate instructional aids that
highlight and emphasize the main points or concepts.

INSTRUCTIONAL AID THEORY

The working or short-term memory
functions are limited by both time and
capacity. Therefore, it is essential that the information be arranged
in useful bits or chunks for effective coding, rehearsal, or recording. The
effectiveness of the instructional aid is critical for this process. Carefully
selected charts, graphs, pictures, or other well-organized visual aids are
examples of items that help the student understand, as well as retain,
essential information.

INSTRUCTIONAL AID THEORY

Ideally, instructional aids should be
designed to cover the key points and
concepts. In addition, the coverage should be
straightforward and factual so it is easy for students to
remember and recall. Generally, instructional aids that are
relatively simple are best suited for this purpose.

INSTRUCTIONAL AID THEORY

INSTRUCTIONAL AID THEORY
1. It helps the students remember important
information.
2. When properly used, they help gain and hold
the attention of students.

REASONS FOR USE OF IMS

 3. Audio or visual aids can be very useful in supporting a topic,
and the combination of both audio and visual stimuli is
particularly effective since the two most important senses are
involved. Instructors should keep in mind that they often are
salesmen of ideas, and many of the best sales techniques that
attract the attention of potential clients are well worth
considering. One caution-the instructional aid should keep
student attention on the subject; it should not be a distracting
gimmick.

REASONS FOR USE OF IMS

 4. Good instructional aids also can help solve certain language
barrier problems. Consider the continued expansion of
technical terminology in everyday usage. This, coupled with
culturally diverse backgrounds of today's students, makes it
necessary for instructors to be precise in their choice of
terminology. Words or terms used in an instructional aid
should be carefully selected to convey the same meaning for
the student as they do for the instructor. They should provide an
accurate visual image and make learning easier for the
student.

REASONS FOR USE OF IMS

 5. Another use for instructional aids is to clarify the
relationships between material objects and concepts. When
relationships are presented visually, they often are much
easier to understand. For example, the subsystems within a
physical unit are relatively easy to relate to each other through
the use of schematics or diagrams. Symbols, graphs, and
diagrams can also show relationships of location, size, time,
frequency, and value. By symbolizing the factors involved, it is
even possible to visualize abstract relationships.

REASONS FOR USE OF IMS

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PRINCIPLES OF SELECTION AND USE OF INSTRUCTIONAL
MATERIALS
All instructional materials are aids to instruction.
They do not replace the teacher.
Choose the instructional material that best suits
your instructional objectives. decide what you want
to accomplish and then employ the tools that are
most likely to achieve results. Do not let the media
that is available to you determine how or what you
will teach.
PRINCIPLES OF SELECTION AND USE OF INSTRUCTIONAL
MATERIALS

If possible, use a variety of tools. using

videos, computers, overheads and the
chalkboard not only keeps students interest
but also responds to the needs of those who
receive information in different ways.
PRINCIPLES OF SELECTION AND USE OF INSTRUCTIONAL
MATERIALS

Check out your instructional materials before class

starts to be sure it is working properly. Nothing is
more frustrating to you or to your students in the
process of the instruction than to find that the
overhead projector, for instance, does not work in
the process of instruction.
PRINCIPLES OF SELECTION AND USE OF INSTRUCTIONAL MATERIALS
For results, abide by the general utilization guide on the use of media given below:
Learn how to use the instructional material. Before using it, make sure you know how to manipulate
it to obtain the desired product. Listen to the record or view the film ahead. Check the correct size
and complete parts of real objects, photographs or models to be presented.
Prepare introductory remarks, question or initial comments you may need.
Provide a conducive environment; arrange the chairs, tables and the equipment and materials.
Provide sufficient lightning and ventilation.
Explain the objective of the lesson.
Stress what is to be watched or listened to carefully.
State what they will be expected to do with the information they will learn. Discussion or a test may
follow.
There is need to summarize or review the experience. Prepare measures that can assess their gains
based on the objectives.
Support the lesson objective.
Be student centered.
Build on previous learning.

GUIDELINES FOR INSTRUCTIONAL AIDS

 Contain useful and
meaningful content that is
consistent with sound
principles of learning.
Appeal to students.
GUIDELINES FOR INSTRUCTIONAL AIDS
Maintain student attention and
interest.
Encourage student participation,
when appropriate.

GUIDELINES FOR INSTRUCTIONAL AIDS

Lead students in the direction of
the behavior or learning
outcomes specified in the
learning objective.

GUIDELINES FOR INSTRUCTIONAL AIDS

Provide proper stimuli and
reinforcement.
Contain quality photos, graphs,
and text as required

GUIDELINES FOR INSTRUCTIONAL AIDS

Be checked prior to use for
completeness and technical
accuracy
Contain appropriate terminology
for the student.
Be properly sequenced.
GUIDELINES FOR INSTRUCTIONAL AIDS
Be easy to understand.
Include appropriate safety
precautions.

GUIDELINES FOR INSTRUCTIONAL AIDS

 CHAPTER 6
s i n S e le c ti o n a n d
P r i n c i pl e

NS TR U C T I O
U s e ofNAL
MAT E RI ALS
THANK YOU!
YOU MAY DOWNLOAD THE COMPLETE GUIDELINES OF
INSTRUCTIONAL AIDS AND THE COPY OF MY REPORT AT THESE LINKS

bit.ly/instrumat2017