Selection and Use of Instructional

Materials
 “We learn by example and by direct
experience because there are limits to the
adequacy of verbal instruction”
- Malcolm Gladwell

Focus Questions:

1. What are some guiding principles in the

selection and use of instructional materials?

2. How should these materials be used for

learning to the maximum and optimum?
Principles:
For optimum learning, the following are
the general principles in the use of
instructional materials (IMs)

1. All instructional materials are aids to

instruction. They do not replace the teacher.
2. 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.
3. If possible, use a variety of tools. It is not
to keep students interest but also responds
to the needs of those who receive
information in different ways.

4. Check out your instructional material

before class starts to be sure it is working
properly.
5. For results, abide by the general
utilization guide on the use of media given
below:

a. Learn how to use the instructional material

-make sure you know how to
manipulate it
-preview the film
-complete parts of real objects
b. Prepare introductory remarks, questions or
initial comments you may need.

c. Provide a conducive environment.

d. Explain the objectives of the lesson.

e. Stress what is to be watched or listened to

carefully.
f. State what they will be expected to be
with the information they will learn.
Discussion or a test may follow.

g. There is need to summarize or review the

experience. Prepare measures that can
assess their gains based on the objectives.
Presentation Techniques

An effective teacher is an excellent

communicator and therefore thinks about
improving his or her skills in
communication.
Improve the following skills:
1. Verbal and Non-verbal Communication
• Find out all what the faculty can do about the room in
which he is going to present
• Use of classroom as a stage
• Prepare
• Speak loudly and clearly
• Modulate the tone, pitch, and speed of one’s speech
• Use gestures and facial expressions to help you explain,
emphasize, and communicate the materials
• Develop a teaching persona – convey trust and ease
• Show passion and enthusiasm
• Do not read your notes or slides
• Interact and pay attention to one’s audience
• Do not take everything too seriously
• Keep track of time
2. Effective use of Chalkboard and Visual Aids
• Chalkboards
• Powerpoint slides
• Effective Design and Meaningful Organization of
Content
• Use of summary lists
• Use of color for emphasis and organization
• Design diagram tables that are simple and clear
• Plan the content fitted for the number of students, goals of
the course, and type of media
 Selection and Use of
Teaching Strategies

“Different folks, different strokes”

Focus Questions:

1.What principles should guide us in the

selection and use of teaching strategies?

2.What are the implications of these

principles to the teaching-learning
process?
Guiding Principles in the Selection and Use
of Teaching Strategies:

1. Learning is an active process.

Nobody can learn for us in the same way that

nobody can eat for us, nor live for us, nor die for us.
Only we can learn for us.
 This means that we have to actively engage the
learners in learning activities if we want them to learn
what we intend to teach.

We have to give varied activities to our

students for “hands-on- minds-on” learning.
 Researchers found out that the most effective
approaches-resulting in 75% and 90% retention rates
are learning by doing (inquiry method) and
learning by teaching others.

“What I hear, I forget,

What I see, I remember
What I do, I understand”
2. The more senses that are involved in
learning, the more and the better the
learning.

What is seen and heard are learned more than

what are just seen or just heard.
 “Humans are intensely visual animals. The
eyes contain nearly 70 % of the body’s receptors and
send millions of signals along the optic nerves to the
visual processing centre of the brain….”
 We take in more information visually than
through any of other senses.” (Wolfe, 2001)

Sight-75%
Hearing-13%
Touch-6%
Taste-3%
Smell-3%
3. Emotion has the power to increase
retention and learning.

We tend to remember and learn more those

that strike our hearts. The more emotionally
involved our students become in our lesson the
greater the impact.
 “The more the arousal, the stronger the
imprint.”

Wolfe 2001 states-

“Our own experience validates that we
remember for a longer time events that elicit
emotion in us”.
4. Learning is meaningful when it is
connected to student’s everyday life.

Abstract concepts are made understandable

when we give sufficient examples relating to the
students experiences.

The” banking system of education” is not

encouraged.
5. Good teaching goes beyond recall of
information

Good thinking concerns itself with high-

order-thinking skills to develop creative and
critical thinking.

Ideally, our teaching should reach the levels of

application, analysis, evaluation and synthesis to
hone our students’ thinking skills.
6. An integrated teaching approach is far
more effective than teaching isolated bits
of information.

Corpuz and Salandanan (2003) claim that an

instructional approach is integrated when it considers
the multiple intelligences (MI) and varied learning
styles(LS) of students.
 An integrated approach
incorporates successful, research
based and brain-based
instructional strategies.
 The research findings cited by Patricia
Wolfe in her book: “Brain Matters: Translating
Research Into Action” (2001)

1. Without rehearsal or constant attention,

information remains in working memory for
only about 15 to 20 seconds. This implies the
need for memory aids.
2. Learning is a process of building neural
network.

This network is formed through concrete

experiences, representational or symbolic learning
and abstract learning. The three levels of learning are
concrete, symbolic and abstract.
 This implies that teaching strategies that make the
students experience the concrete through field trips, use
of realias (real things) or through field experience in
solving authentic problems in the community are
effective.

Form Concrete Symbolic Abstract

3. Our bases have difficulty
comprehending very large numbers
because we have nothing in our
experience to “hook” them to.

It is always best to engage our students in the

learning experience.
4. The eyes contain nearly 70% of the
body’s sensory receptors and send
millions of signals every second
along the optic nerves to the visual
processing of the brain.
 Several studies show how well the
mind processes and remembers visual
information

“I never forget a face, I see what

you mean. I can picture but I can’t
recall the name.”
 There is little doubt that when
information is embedded in music or
rhyme, its recall is easier than when it is
in prose.

Example: Being asked to write the

Pambansang Awit- to sing first and then
write
Brain-Based Strategies

1. Involving students in real-life or

authentic problem-solving.

2. Using projects to increase meaning and

motivations
3. Simulations and role plays as meaning
makers.

Example: sari-sari store to experience in

making budget, stay within budget, counting change
for bills
4. Classroom strategies using visual
processing.
Visuals are powerful aids in retention as well
as understanding. To help students organize their
thinking, teachers use graphics.
Graphics Organizers for Classification (Samples)

Categories Hierarchical topical

organizer
5. Songs, jingles and raps

Content can be more easily learned when they

give it a tune or make it into rhyme through their
personally composed songs, jingles and raps.
6. Mnemonic Strategies

It assists students in recalling important

information.

Example:
7. Writing Strategies

It makes students write their own word

problems and make them ask their classmates to
solve them.

Or by the use of incomplete statements, ask

the students to write down what they are learning or
what they are confused about.

Example: Factoring is easy if…

8. Active Review

Instead of the teacher conducting the

review, students are given their turn.

9. Hands-on-activities

Concrete experience is one of the best ways

to make long-lasting neural connections.
 Aristotle said: “What we have to learn to do,
we learn by doing.”

An integrated approach is also

interdisciplinary and multidisciplinary.
 Interdisciplinary
While teaching science, interrelating and
connecting the topic “care for environment” with
“kinds of pollution and global climatic change”

Multidisciplinary
While teaching science, teaching
grammar and values in the languages
10. There is no such thing as best teaching
method. The best method is the one that
works, the one that yields result.

There are factors to consider in the choice of

teaching method:
a. Instructional objectives

When our lesson is focused on the mastery of a

skill like writing a paragraph, we will need a strategy
different from which we employ when we intend to
teach an appreciation lesson.
b. Nature of the subject-matter
When the subject matter is difficult, it is
necessary to employ the deductive method.

c. Learners
The learners’ level of readiness is a
factor we cannot ignore. This leads to conducting
placement test.
d. Teacher
Beginning teachers do not feel very
confident in the use of the inductive method.

e. School Policies
Educational fieldtrips are hands-on
strategy proven for its effectiveness for all the years.
But if school policy does not allow it- for one reason
or another, then let us not insist on its use.
E-learning
🞂 Combination of audio, visual, and kinesthetic learning
that increase the effectiveness of absorbing materials
to learners.
🞂 Innovative type of learning
Advantages of E-learning
🞂 Elimination of face to face sessions cost
🞂 Computer may assist in case of misunderstandings and
unclear topics
🞂 Provides consistent message
🞂 Can work from any location at any time
🞂 Students do not have to follow a certain pace of a
teacher
🞂 Can be updated easily and quickly
Advantages of E-learning
🞂 Leads to increase retention and stronger grasp on the
subject
🞂 Easily managed for large group of students
🞂 Allows portability – Tablet/Ipad, Laptop
🞂 More comprehensive and concise to suit a variety of
learning styles for learners
Disadvantages of E-learning
🞂 Takes time, money and great amount of expertise
🞂 May limit the amount and depth of interaction among
students and instructors
🞂 May encounter technical problems
🞂 May create a social division
🞂 Learners with low motivation tend to be lax
🞂 Poor internet connection
Synchronous Learning
🞂 Real time
🞂 Can share ideas
🞂 Questions can be answered instantly
Asynchronous Learning
🞂 Pause and resume kind of learning
🞂 Facilitates sharing of information outside the
constraints of time
🞂 Learning from the sources of self-paced online
courses, discussion forums and groups, and message
boards