LEARNING EPISODE 4

Selecting Non-Digital Or Conventional Resources And Instructional Materials

To have a meaningful and successful accomplishment in this FS episode, be sure to read

through the whole episode before participating and assisting in your FS 2 Resource Teacher’s
class. Note all the information you will need and tasks you will need to do before working on
this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 Show skills in the selection, development, and use of a variety of teaching and
learning resources, to address learning goals. (PPST 4.5.1)
 Show skills in the positive use of non-digital/conventional resources and
materials for student engagement in teaching and learning.
 Demonstrate a positive attitude towards the use of resources and instructional
materials.
 Use professional reflection and learning to improve practice. (PPST 7.4.1)

Clarify Your Task

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 a classic model articulating the
different types of audiovisual materials and how these audiovisual 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 different experiences.” As such, the Cone of
Experience can be seen more as a continuum, not just a 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 impart 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 participating 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 a teacher!
Be mindful that you are also developing yourself as 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 to 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!

Revisit the Infographic/s

THE DALE CONE OF EXPERIENCE AND EXAMPLES OD RESOURCES AND

MATERIALS

Text /
Verbal
Symbols
Pictures/ Verbal
Symbols

Audio Recordings/ Photos

Motion Pictures/ TV

Exhibits

Field Trips

Demonstrations

Dramatized Experiences

Contrived Experiences

Direct and Purposeful Experiences

Text/Verbal Symbols
 usually written words that represent
an object, an idea or a principle
 Reviewer notes
 Selected readings
Pictures/ Visual Symbols
 Charts
 Graphs
 Maps
 Drawings
Audio Recordings/ Photos
 Recorded lectures
 Audio books
Motion Pictures/ TV
 Biography Movies
 Greek Mythology movies
 Documentaries
 Educational TV
Exhibits
 Painting Exhibit
 Photo Gallery
 Career Fair

Field Trips
 Zoo
 Museum
 Factory
Demonstrations
 How to cook bibingka
 How to use the microscope
 How to wash hands properly
Dramatized Experiences
 Dramatic play
 Pantomime
 Puppet
 Tableau
Contrived Experiences
 Model of the brain
 Mock-up of a car
 Simulation of a courtroom session
 Games
Direct-Purposeful Experiences
 Tree-planting
 Working with puzzles
 Performing on experiment
 Running a fund drive
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.

Participate and Assist

 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 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; ENGLISH Grade Level: 8
Topic: VISUAL-VERBAL ILLUSTRATION
Learning Objectives/Outcomes
Resources/ Instructional Materials you What is the use or Explain why you selected
plan to utilize in the lesson. purpose of the resource/material based
resource/material? on the guide points
Describe how you will mentioned above. How are
use the these criteria met?
resources/materials to
attain the learning
objectives/outcomes.
Illustrations -To present the To make students pay more
illustration attention on the illustration
and focus on the lesson
Laptop To present PowerPoint To keep track and pace the
presentation lesson with the students

Worksheet To give activity to the To know if they understood

students the lesson very well
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 Infographics section of this
Episode.

Notice

After you participated or assisted in using resources/instructional materials in

teaching-learning, described what you observed and experienced by answering the items
below.
1. How did you prepare for this activity?
- I prepared very carefully and put work to every material as I want it to be creative
and functional on how to teach the class
2. Describe how you or the teacher utilized the resources/instructional materials. Narrate
your experience as you participated and assisted.
- I utilized every material to be relevant and functional at the same time as I want the
materials be used in the lesson with relevance and also that the students may find the
materials to amusing and creative.
3. What were your feelings and thoughts while you were assisting with the use of the
resources/materials?
- I feel happy as I see that all the materials I’ve created was put to use and not have been
into waste and it was used very well.
4. Describe how the students responded and participated.
- I was in awe with their reaction, I see that they liked the materials and see that it helped
them to understand the lesson even better.

Analyze

What worked well during the activity using the resources/materials?

- The materials helped the students to understand the lesson much better

What part can be improved?

- I think that the part on being more cost efficient since it requires materials to be bought as
it was made.
What would you have done differently? What would I change? What will make it better next
time?
- I could have used recyclable materials to lessen the cost of it and also I will make it much
lighter as the last PowerPoint I have made was too dark.
How does this connect with what you know about selecting and using instructional materials?
- It helped me with the selection of materials I can use in the future as a teacher.

Reflect
1. How ready am I in selecting and developing resources/instructional
materials in the teaching/learning process?
- I could say that I’m not that fully ready to selecting the materials to use since I need to
consider also other factors when selecting a material to use in a class.

2. What do I still need to learn to select and develop resource/instructional materials in

teaching effectively?
- I need to learn that teaching is a dynamic field, and ongoing professional development
is crucial for staying current and effective in your practice. Embrace a growth mindset and
continually seek opportunities to expand your knowledge and skills in instructional material
development.

3. What can I do to learn more about and practice the use of resources and instructional
materials?
- Continuous learning and reflection are essential components of professional
development. Stay curious, be open to trying new approaches, and actively seek out
opportunities to enhance your skills in using instructional materials effectively.

Write Action Research Prompts

This part allows you to synthesize or put together what you noticed, analyzed, and
reflected on to come up with a possible topic to explore for an action research.
OBSERVE
1. Doing this episode on selecting and using resources/instructional materials, what
problematic situation/ challenges/ area of improvement did I find?
- First are the things you need to consider when selecting a material to used, I find it hard
to find an appropriate material to use in the lesson. In term of improvements, I have
become more cautious on what to pick and also put to consider the other factors when
selecting a material.

REFLECT
2. List at least three sources that you have read about this problem/challenge/area of
improvement
________________________________________________________________________
 Resource or Reference about the Topic
"The Use and Misuse of Teaching
Materials: A Review of Literature" by
Maria H. Lichtman (2019)
Key points/ findings in what I need
This article explores the challenges
educators face in selecting and utilizing
teaching materials effectively. It delves into
issues such as outdated resources,
alignment with curriculum standards, and
the need for diverse materials to cater to
varying student needs.

"Selecting Instructional Materials: A Guide While this source focuses specifically on

for K-12 Science" by the National science education, it offers valuable
Research Council (2012) insights into the challenges of selecting
appropriate instructional materials. It
discusses the importance of materials being
scientifically accurate, engaging, and
supportive of diverse learners.

"Finding What Works in Education: This report discusses the challenges

Evidence for the Classroom" by the educators face in finding evidence-based
Education Endowment Foundation (2018) teaching materials. It emphasizes the need
for teachers to critically evaluate resources
and highlights strategies for selecting and
utilizing materials that have been proven
effective in improving student outcomes.

On what theories/principles can be this problem be anchored?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What do I hope to achieve to address the challenge/area of improvement? What
change do I want to achieve?
- You can create a roadmap for addressing the challenges and making improvements.
Regularly assess your progress, seek feedback from colleagues and students, and be open
to adjusting your strategies to achieve the desired outcomes. Remember that the ultimate
goal is to enhance the teaching and learning experience for both you and your students.
PLAN
3. What strategies/solutions/means can I employ to improve the situation/solve the
problem?
 - Seek mentorship from experienced educators who have expertise in instructional
design. Learn from their experiences and seek guidance on improving your own
practices. The key is to approach improvement systematically, continually seek
opportunities for growth, and be open to adapting your strategies based on feedback
and evolving educational needs.
ACT
5. If you will conduct action research, what will be the title (Base this on your answers in
nos. 1-3):
- I will titled it “factors on selecting the appropriate learning materials to used in a
classroom”
Aligning Teaching Materials with Diverse Learner Needs: A Systematic
Review

EVALUATE Performance Task

Evaluate Your Work Task Field Study 2, Episode 4 Selecting Non-Digital Or Conventional Resources And
Instructional Materials
Learning Outcome: Show skills in the selection, development, and use of a variety of teaching
and learning resources, to address learning goals. (PPST 4.5.1) Show skills in the positive use
of non-digital/conventional resources and materials for student engagement in teaching and
learning. Demonstrate a positive attitude towards the use of resources and instructional
materials. Use professional reflection and learning to improve practice. (PPST 7.4.1)

.
Name of FS Student__________________________________Date Submitted____________
Year and Section____________________________________Course_____________________

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 5 4 3 Improvement
2
Accomplished All observation questions/ One (1) to two (2) Three (3) Four (4)
Observation tasks completely observation questions/ observation questions/ observation questions/
Sheet answered/accomplished tasks not tasks not tasks n
answered/accomplishe answered/accomplished answered/accomplished
d
Analysis All questions were answered All questions were All questions were not Four (4) or more
completely; answers are answered completely; answered observation
with depth and are thoroughly answers are clearly completely; questions were not
grounded on the theories; connected to theories; answers are not answered; answers
grammar and spelling are grammar and spelling clearly connected not connected to
free from error. are free from errors. to theories; one (1) theories; more than
to three (3) four (4)
 grammatical/ grammatical /
spelling errors. spelling errors
Reflection Profound and clear, Clear but lacks Not so clear and Unclear and shallow;
supported by what were depth; supported by shallow; somewhat rarely supported by
observed and analyzed what were observed supported by what what were
and analyzed were observed observed and
and analyzed analyzed

Submission Submitted before the deadline. Submitted on the Submitted a day Submitted two (2)
deadline after the dead- days after the
line deadline

COMMENT/S Over-all Score Rating

(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 .2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

___________________________________ ______________
Signature of FS Teacher above Printed Name Date