1

MODULE 1
Instructional Materials Preparation

Lesson 1: Selecting Non-Digital or

Conventional Resources and
Instructional Materials

Lesson 2: Utilizing Applications (Apps)

for Teaching and Learning

Lesson 3: Searching Instructional

Materials

Lesson 4: Preparing Instructional

Materials
 2

MODULE 1
FS 2 – PARTICIPATION AND TEACHING
ASSISTANTSHIP

 INTRODUCTION

This module introduces a school-based course which allows pre-

service teachers to participate and assist in limited actual teaching-learning
activities related to searching, selecting, utilizing and preparing instructional
materials based on the Most Essential Learning Competencies or MELC. A
portfolio which will contain sample instructional materials of at least one
subject content will be required.

OBJECTIVES

At the end of this learning module, you should be able to:

1. show skills in the selection, development and use of a variety of
teaching and learning resources, to address learning goals. (PPST
4.5.1)
2. show skills in the positive use of non-digital/ conventional resources
and materials for student engagement in teaching and learning.
3. demonstrate positive attitude towards the use of resources and
instructional materials.
4. use professional reflection and learning to improve practice. (PPST
7.4.1)
5. select applications that are most appropriate to the different aspects of
the teaching-learning process to address learning goals. (PPST 4.5.1)
6. show skills in the positive use of the applications for student
engagement in teaching and learning. (PPST 1.3.1)
7. demonstrate positive attitude towards the use of technology tools. (ICT
CST 7.1.2).
 8. use professional reflection and learning to improve practice. (PPST
7.4.1).
9. examine Instructional Materials from the School’s Resources or
through Technology or Digital Resources.
10. identify the Purpose of Instructional Materials
11. considering the Different Principles in Selecting Instructional
Materials
12. apply Guidelines in Selecting Instructional Materials
13. present appropriate Instructional Materials “Better This Time”.
14.define Instructional Materials for Various Purposes in the Classroom
15.gather Instructional Resources from Various Resources
16. plan for Utilization of Materials for Actual Use
17. prepare Instructional Materials for Actual Teaching and Learning

 DIRECTIONS

The module contains four lessons. Read every lesson and carefully
understand then respond to the evaluation tasks given to find out how much
you have learned. Submit your output to your instructor. You can contact your
instructor and discuss during the synchronous meeting if you experience any
difficulties.
God bless and enjoy reading…
Lesson 1

 SELECTING NON-DIGITAL OR CONVENTIONAL

RESOURCES AND INSTRUCTIONAL MATERIALS

We choose the most appropriate or suitable resources or instructional

materials based on our lesson objectives or learning outcomes. Even when
technology-based educational materials abound, the teacher still needs to be
competent in selecting and developing resources and materials that are not
ICT-based. Teachers should know how to be resourceful in tapping non-
digital or conventional resources and materials available in the area and
situation.

Any book on educational technology or instructional materials would

usually devote some pages to Edgar Dale’s Cone of Experience. It is classic
model articulating the different types of audiovisual materials and how these
audiovisual materials and how these types relate to each other. Seventy-five
years ago, in 1946, Dale already identified ten classifications of instructional
materials, which remain to be relevant today, namely: (1) Direct, Purposeful
Experiences; (2) Contrived Experiences; (3) Dramatic Participation; (4)
Demonstrations; (5) Field Trips; (6) Exhibits; (7) Motion Pictures; (8) Radio /
Recordings / Still Pictures; (9) Visual Symbols and (10) Verbal Symbols.

According to Dale, “The cone device is a visual metaphor of learning

experiences, in which the various types of audiovisual materials are arranged
in the order of increasing abstractness as one proceeds from direct
experiences.” As such, the Cone of Experience can be seen more as a
continuum, not just hierarchy. It is a way to see instructional materials in a
continuum from increasing concreteness in one direction to increasing
abstractness in the other.

Jerome Bruner explained the three ways by which we can represent

knowledge. These representations are: 1 Enactive – which involves
movement and physical manipulation, 2. Iconic – which involves pictures and
images; and 3. Symbolic, which involves symbols like letters and numbers.
Both the teachers and students make representations of knowledge. The
teachers, when they teach or impact knowledge, and by learners when they
show or demonstrate what they have learned.

Ideally, the more direct and real the experience given to students to
learn something, the better is the opportunity for learning. However, it is not
always possible to do so. For instance, during the pandemic, all classes
switched to flexible learning utilizing online modalities, TV, Radio, and printed
modules. Situation and context challenge teachers to choose the best
instructional materials considering the limitations.

As you work on this episode, remember that you take the role of an FS
student now participation and assisting in the work of selecting non- digital or
conventional resources and instructional materials. You are not simply a
detached observer, but you are now a participant as well. You are more
involved in the tasks, becoming more and more teachers!

Be mindful that you are also developing yourself as a teacher-

researcher. Always use your capacity to notice what is going well? Or what
can be missing; what can be improved? What can be a new way of doing
things? Then focus on finding out the answers to these questions. That as a
teacher, you can always find ways to do things better and more effectively.
Also, aim to develop the confidence try and initiate to continuously improve
your skills.

Revisit the infographics on the Dale Cone of experiences showing

types of audiovisual instructional materials and the selection criteria and steps
in using instructional materials. (Today, some of these materials can be
described as multi-sensory, not just audio-visual.) They will prepare you to
perform well in this episode. Go FS student, go!
 THE DALE CONE OF EXPERIENCE
AND EXAMPLES OF RESOURCES AND
MATERIALS
Selecting Resources and Instructional Materials:
Some points to consider

The resource or instruction material:

 has accurate and meaningful content
 aligns to the learning objectives/ outcomes of the lesson
 elicits student interest and engagement
 is inclusive and free from cultural bias
 is developmentally appropriate
 fosters critical thinking/ aesthetic appreciation
 allows collaboration among learners
 flexible for group or self-study
 time and cost-efficient

The Proper Use of Instructional Materials (IM)

1. Prepare yourself
 Be clear on your lesson’s learning outcomes
 Have a plan on how you will use the IM
 Formulate the questions you will ask
 Determine how you will assess learning

2. Prepare your students

 Capture the students’ interest and attention
 Communicate the intended learning outcomes
 Provide scaffolding questions to guide them
 Communicate how their learning will be assessed

3. Present the material

 Ensure that you have the steps well-planned out
 Ensure that everyone has good visual and/ or auditory access to the
IM.
 Be ready to answer the students’ questions

4. Follow-up
 Encourage students to interact in sharing their experience with the
IM, their feedback and insights
 Assess the attainment of the learning outcomes

References: Instructional Media (Smith and Nagel) Educational Technology

(Corpuz and Lucido)
  LEARNING ACTIVITY

1. Consult your FS Resource Teacher about this episode. Let your

teacher know that the task for this episode is for you to assist the
teacher by providing suggestions on resources and materials that the
teacher can use in delivering a lesson on a specific topic.

2. Request your FS Resource Teacher for a topic/ lesson on a specific

topic he/ she will be teaching soon. You will also need the learning
objectives/ outcomes for this lesson. Some teachers may instruct you
to write a complete lesson plan.

3. Refer to these guide points. Consider which ones are applicable. The
non-digital or conventional resource or instructional material:
a. Has accurate and meaningful content
b. Aligns to the learning objectives/ outcomes of the lesson
c. Elicits student interest and engagement
d. Is inclusive and free from cultural bias
e. Is developmentally appropriate
f. Fosters critical thinking/ aesthetic appreciation
g. Allows collaboration among learners
h. Flexible for group or self-study
i. Time and cost-efficient

4. Fill out the table below.

Subject: Grade Level:
Topic:
Learning Objective/ Outcomes
Resources/ What is the use or Explain why you
Instructional Materials purpose of resource/ selected the resource/
you plan to utilize in material? Describe how material based on the
the lesson you will use the guide points mentioned
resources / materials to above. How are these
attain the learning criteria met?
objectives/ outcomes
5. As the situation would permit, try out the resources/ materials with the
students. Be sure to follow the steps on using instructional materials found
in the Infographic section of the Episode.
Lesson 2

 UTILIZING APPLICATIONS (APPS) FOR TEACHING and

LEARNING
An app, (a shorter way of saying application) is a kind of software which can
be installed in various gadgets-a desktop, laptop, smartphone, and tablet. There
are thousands of apps, each with specific functions. A wide range of functions
among others includes, ordering food, getting a ride, getting a date, doing bank
transaction and even praying and meditating. Now, there are those that are directly
useful for teaching and learning which can be referred to as educational apps.
Whether the class is face-to-face, blended, or fully online, a vast number of apps
can truly enhance the teaching-learning process.

The judicious use of apps can make the teaching- learning process more effective,
efficient, and equally important, more fun and satisfying for both the teacher and the
students. The teacher can use apps in the different stages of planning, preparation,
implementation and assessment. Teachers use apps to prepare high-impact presentations
that help them deliver content. Teachers also use apps to motivate students to participate,
resulting in greater and more enjoyable engagement. Apps are also used to assess,
document ad report performance and achievement.

Your task in this episode is to demonstrate your skills in choosing and using
appropriate applications, enhancing both the delivery of content and the learning and
mastery of the students. You will accomplish this as you participate and assist in your
resource teacher’s class. Whether the class is purely online or blended, carefully observe
how the teacher utilizes apps for e-learning.

An excellent guide for choosing applications to enhance teaching and learning is the
Pedagogy Wheel Model created under the leadership of Dr. Allan Carrington. There were
earlier precursors, but this model appears to be the most comprehensive so far. The
model aligns the applications to four essential levers. The apps’ selection considers what
attributes the students will develop, student motivation, tapping higher-order thinking skills
as articulated in Bloom’s taxonomy and at what level the app will be used in the SAMR
Model. You will recall this from your previous technology class and surely learn even more
from this episode.

Apple gave a set of five criteria in selecting apps for teaching. The set of criteria
includes developmental appropriateness, motivation, instructional design, motivation and
accessibility. It is also most likely that you have experienced learning using many of these
apps as a student. The most popular ones are Canva, Kahoot, Mentimeter, Jamboard,
Slido, Google slides, google docs, Flipgrid, etc. And then, some apps are for specific levels
and learning areas. For example, there are hundreds of apps, etc. At the same time, there
are apps for math, reading, science for primary, intermediate and secondary or even
collegiate levels.

As you work on this episode, remember that you take the role of FS students now
participating and assisting in the work of selecting and using apps for more effective
teaching and learning. You are inching closer to shifting the role from being a student
teacher.

Additionally, you take the role of a future researcher. Always use your capacity to
notice what is going well? Or what can be missing; what can be improved? What can be a
new way of doing things? Then focus on finding out the answers to these questions. This
is developed in you the disposition as a teacher-researcher. That as a teacher, you can
always find ways to do things better and more effectively. Also, aim to develop the
confidence to try and initiate to continuously improve your skills.

Revisit the Pedagogy wheel infographics that follow. The links and QR codes are
provided. Once you have downloaded, enjoy exploring what powers these apps have by
clicking their icons directly from the Pedagogy wheel. An infographic on Choosing Apps for
teachers is also included. Exciting!
 The Padagogy Wheel Model
“With Allan Carington’s Padagogy Wheel Model, teachers have an at-
hand reference that ties apps to specific learning outcomes directly connected
to modern pedagogies and theories. They can easily sit with the wheel during
lesson planning to find tools that will best aid their century skills or content
are. This connection of theory, practice, and application make the Padagogy
Wheel an invaluable resource that should be on the wall of the classroom.”

Matt Harris, Ed.D.

#EdTech Leader, Teacher, Mentor, Curator

 You can use the links or scan the QR codes to access either the
Padagogy wheel for Android or Apple apps. Once you can open the PDF, you
will see that all the apps are already hot-linked. You can easily explore by
clicking on the icons, For Android they connected to the Google Play site: For
Apple iOS they connect to the web preview pages and will open your iTunes.
 LEARNING ACTIVITY

Before you participate and assist in tasks related to apps, first enumerate the
apps you already know and have probably tried. Explore the Pedagogy Wheel
and learn at least five more. Fill out the table below.
Apps that I already know/have How can I utilize this in teaching-
recently explored learning?

Your guide to participate and assist:

1. Interview your FS resource teacher on her experience in using the
apps for teaching and learning.

2. Ask the teacher how you can participate or assist in work involving the
use of applications in one or more of these tasks:
 preparing materials,
 doing a motivational activity
 delivering a lesson,
 engaging the learners to respond
 giving an assignment,
 making learners practice a skill,
 making the learners collaborate and
 managing the class-checking of attendance.
Level/ Grade of the Class:
Lesson/ Topic:

Apps you plan to utilize What is the use or Explain why you
in the lesson purpose of using the selected the app, based
app. Describe how you on the five criteria of
or the teacher will use developmental
each? appropriateness,
motivation, instructional
design, engagement
and
accessibility.
Lesson 3

 SEARCHING FOR INSTRUCTIONAL MATERIALS

Educational resources are very important tools used by every teacher

to improve the teaching -learning process. Effective use of instructional
materials can assure a teacher for an active and productive learning and
assessment.
Your task as a student teacher is vital in assisting your Cooperating
Teacher (CT) to search appropriate instructional materials. This activity will
build your competency in choosing instructional materials that meet the needs
of the individual learners.

Identifying the Purposes of the Instructional Materials

The importance of producing instructional materials is to facilitate the
teaching-learning process. The essence is not to use the instructional
materials as objects of decoration but instructional materials must be utilized
for an effective, meaningful, and interactive teaching – learning engagements.
As you assist you CT in searching for needed instructional materials,
consider the following purposes why teachers use instructional materials in
teaching.

Purposes of the Utilization of the Instructional Materials

 The instructional materials capture the learners’ interest
 The instructional materials contribute in the realization of the learning
objectives.
 The instructional materials motivate the learners to be engaged in the
teaching-learning process.
 The instructional materials contribute in making difficult concepts easy
to understand.
 The instructional materials concretize abstract ideas or make concepts
realistic to the learners.
 The instructional materials afford degree of retention of concepts or
ideas.
 The instructional materials make learning more real and meaningful.
 The instructional materials stimulate self-activity on the part of the
learners.
  The instructional materials address different learning styles and needs
of the learners.

Examining Instructional Materials from the School Resources or Through

Technology and Digital Resources
One of the things that your Cooperating Teacher (CT) needs assistance from
you is your skill in searching for instructional materials. Your CT will give you a list
of instructional materials he/she needs in a particular lesson or lessons. You may
also be requested to search for information or do PowerPoint presentation for
instructional materials generated from the internet base from the MELCs or Most
Essential Learning Competencies.

LEARNING ACTIVITY

Request a copy of your CT’s learning plans for his/her subject and
look at the learning objectives as your guide in searching for his/ her needed
instructional materials.
Make a checklist of the sources where you can get the appropriate
instructional materials for your assigned subject/s.
Subject School List of Technolog Website and
Resource Materials and y or Digital Short Description
s Short Resources of the Instructional
Description Materials
Araling Example: Book on the On-line http://www.onthego
Panlipunan Different tours.com
Library Wonders of
the World The Official Seven
with New Wonders of the
description/s World
 Man-
made
Wonders
 Nature’s
Wonders
As you search for your Cooperating Teacher’s needed instructional materials,
fill out the table below to serve as your guide in searching and preparing
instructional resources.
Year Level Learning Subject Purpose for Possible
Objectives Matter the Instructional
Instructional Resources
Materials
Lesson 4

 PREPARING INSTRUCTIONAL MATERIALS

Students of the 21st century are considered to be highly visual and

manipulative learners. They learn best if they have different learning
experiences of the teaching-learning process. They find the learning
experiences meaningful if they are supplemented with instructional materials
for their reading, listening, viewing and creating activities.

Your Cooperating Teacher needs your assistance in preparing

instructional materials.

Defining Instructional Materials for Various Purposes in the Classroom

Confer with your Cooperating Teacher the materials he/she wants you
to prepare. Identify the types of print materials and audio-visual media needed
for various purposes in the classroom.
Instructional Materials Purpose for Use
1. Print (Books,
Magazines,
Newspapers, Posters, Charts)
2. Chalkboards/ Board work

3. Models, Globes, Mapes, Realia

4. Audi-Media (analog tape

cassettes, digital CDs)

5. Videotapes, Films, Videodiscs

6. Television

7. Technology-Driven (websites,
YouTube videos)
 LEARNING ACTIVITY

Gathering Instructional Materials from Various Resources

Start gathering from various resources the needed instructional
materials by your Cooperating Teacher. Have a checklist of the inventory of
resources that you will use in assisting your CT.

1. From the Library

2. From the Media Center

3. From the Laboratories

a. Science

b. Speech

4. From the Information Technology Center

5. From the Audio-Visual Center

6. From Other Sources

Planning for Instructional Materials for Actual Use

Submit to your Cooperating Teacher your tentative layout of

instructional materials that you will prepare.
Preparing Instructional Materials for Actual Teaching and Learning

Get from your CT all the suggestions and the forms of assistance
he/she needs from you during the actual use of instructional materials.

Checklist for Using Instructional Materials

Reserve necessary materials and equipment from the AV room

Practice operating the equipment

Preview PowerPoint presentation

4.

5.

6.

7.

8.

9.

10.
 Attach sample instructional materials and write your experience of
success in preparing various instructional materials.
My Success Story in Preparing Instructional Materials
 MODULE SUMMARY

There are four lessons presented in this module.

Lesson 1 focuses on selecting non-digital or conventional resources
and instructional materials
Lesson 2 presents utilizing applications (Apps) for teaching and
learning.
Lesson 3 shows the guidelines for searching instructional materials.
Finally, Lesson 4 guides you in preparing instructional materials.
Congratulations on completing this module. You are now ready to
make your own instructional materials.

 SUMMATIVE TEST

Directions: Read the questions then choose the letter of the correct answer.

1. The Dale Cone of Experience can help a teacher be mindful of the choice
of resources or instructional materials in terms of .

A. Level of thinking
B. Extent of being flexible or fixed
C. Extent of being concrete or abstract
D. Extent of adaptation and modification

2. Miss Ramoran told the story of the Giving Tree in her toddler class. She
used the book itself to show the illustration to the two-year-old and showed
all thirty pages of the book. Miss Ramoran struggled just to finish the book
because the toddlers were not focusing. Some lay on the floor stretching;
others ran around the room. Which criterion did she fail to consider in
choosing a material?

A. Collaboration among learners

B. Inclusive and free of cultural bias
C. Student interest and engagement
D. Developmental appropriateness
3. For a theme on careers, Mr. Jacinto let his students watch interview clips
of successful people in business who were all males. The clips seemed to
send a message that only men succeed in the business field. Mr. Jacinto
did have any follow-up discussion on the clips. Which criterion in selecting
resources/ materials should the teacher have considered?

A. Student interest and engagement

B. Inclusive and free of cultural bias
C. Developmental appropriateness
D. Time and cost-efficient

4. Which of the following gives the learners the most concrete experience?

A. Watching a Theater Play on the Death March

B. Listening to the teacher discuss about the first chapter of Noli Me
Tangere
C. Viewing a photo exhibit of the EDSA revolution
D. Independently reading the Biography of Andres Bonifacio

5. Teachers should consider all these criteria for choosing a resource or

material, EXCEPT:

A. Aligns to the learning objectives/ outcomes of the lesson

B. Is the most expensive therefore the most durable
C. Is inclusive and free from cultural bias
D. Is developmentally appropriate

6. An application (app) can be described by all of the following correct

answer.

A. A software
B. Have a wide range of function
C. Some can be used offline
D. All need to be used online

7. Teacher Dora is excited to try this preschool math app with her
kindergarten students. She is happy because it has a feature where she
vans review how each child performed and give her information about
which skills she needs to reinforce more and which skills the children have
already mastered. Teacher Dora has considered which criteria for selecting
apps?

A. Accessibility
B. Motivation
C. Instructional Design
D. Developmental appropriateness
8. Ms. Jose found two apps that were appropriate for high school students
taking Physics. They both have assessment and feedback and were quite
enjoyable to play. She can use both on a free but limited arrangement but
need to choose one that the school will purchase for premium use. She
eventually selected the one that linked Physics with everyday life like
Physics and the Internet or Physics in amusement park rides. She based
her decision on which criteria for selecting apps?

A. Engagement
B. Accessibility
C. Developmental appropriateness
D. Motivation

9. From among several apps that focused on grammar, Ms. Manzano chose
the one which helped learners gain mastery through games where players
earn tokens when they succeed. Which criteria did Ms. Manzano consider?

A. Accessibility
B. Motivation
C. Instructional Design
D. Developmental Appropriateness

10. The Pedagogy Wheel can help teachers choose apps by all, EXCEPT,

A. It helps teachers identify apps for different grade level of the learners
B. It helps teachers identify apps according to the levels of Bloom’s
taxonomy
C. It helps teachers see the type of technology integrated in the SAMR
model
D. It helps teachers explore apps useful for both apple and android
users
 REFERENCES

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