Lesson VI

Using and Evaluating Instructional Materials

Objective:

1. To label guidelines that should be considered in the selection and use of instructional materials.

Abstraction

     One of the instructional materials used to attain instructional objectives is fieldtrip.

It is not enough to bring the class  out for the fieldtrip and make them observe anything or everything or use their instructional materials for no preparation and clear reason at all. Perhaps this is what happened to the field trip joined in by Linus, that’s why he seems not able to cite something specific that he learned from the field trip.

     For an effective use of instructional materials such as field trip, there are guidelines that ought to observed, first of all, in their selection and second, in their use.

Selections of Materials

     The following guide questions express standards to consider in the selection of instructional materials:

·    *Does the material give a true picture of the ideas they present? To avoid misconceptions, t     is always good to ask when the material was produced.

·    *Does the material contribute meaningful content to the topic under study? Does the material   help you achieve the instructional objective?

·    *Is the material aligned to the curriculum standards and competencies?

·    *Is the material culture – and grades – sensitive?

·    *Does the material have culture bias?

·    *Is the material appropriate for the age, Intelligence, and experience of the learner?

·    *Is the physical condition of the material satisfactory? An example, is a photograph properly     mounted?

·  *Is there a teacher’s guide to provide a briefing for effective use? The chance that the    instructional material will be use to the maximum and to the optimum is increased  with a      teacher’s guide

·   *Can the material in question help to make a student better thinkers and develop their critical  faculties? With exposure to the mass media, it is highly important that we maintain and and    strengthen our rational powers.

·   *Does the use of material make the learners collaborate with one another?

·   *Does the material promote self – study?

·   *Is the material worth the time, expense and effort involved? A field trip, for instance, requires  much time, effort and money. It is more effective than any other  less  expensive and less  demanding instructional material that can take its place? Or is there a better substitute?

     

The Proper Use of Materials

     You may have  selected your instructional material well. This is no guarantee that the instructional material will be effectively utilized. It is one thing to select a good instructional material, it is another thing to use it well.

     P – prepare yourself

     P – prepare your student

     P – present the material

     F – follow – up

     To ensure the effective use of instructional material, Hayden Smith and Thomas  Nagel, (1972) book authors on Instructional media, advise us to abide by the acronym PPPF.

     Prepare yourself. You know your lesson objective and what you expect from the class after the session and why you have selected such particular r instructional materials. You have a plan on how you will proceed, what question to ask, how  you will evaluate learning and how you will tie loose ends before the bell rings.

     Prepare your students. Set reasonably high class expectations and learning goals. It is sound practice to give them guide questions for them to be able to answer during the discussion. Motivate them and keep them interested and engaged.

     Present the material. Under  the best possible conditions.  Many teachers are guilty of the R.O.G syndrome. This is means “running out if gas” which usually refers from poor planning. (Smith, 1972) using media and materials, especially if they are mechanical in nature, often requires rehearsal and a carefully planned performance. Wise are you if  you try the materials ahead of your class use to avoid a fiasco.

     Follow – up. Remember that you  use instructional materials to achieve an objective, not to kill time nor to give yourself a  break, neither to merely entertain the class. You use the instructional for the attainment  of a lesson objective. Your use the instructional material is not the end in itself. It is a means to an end, the attainment of a learning objective. So, there is need to follow up to find out if objective was attained or not.