Lesson 6

Using and Evaluating Instructional Materials

One of the instructional materials used to attain instructional objectives is field trip. For an effective use of instructional materials such as field trip, there are guidelines that ought to be observed, first of al, 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 ideas they present? To avoid misconceptions, it 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 learners?

·         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 used to maximum and to the optimum is increased with a teacher’s guide.

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

·         Does the use of material make 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. Is it 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.

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

1.    Prepare yourself. You know your lesson objective and what you expect from the class after the session and why you have selected such particular instructional material. 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.

2.    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.

3.    Present the material. Under the best possible conditions. Many teachers are guilty of the R.O.G. Syndrome. This is means “running out of gas” which usually results 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.

4.    Follow up. Remember that you use instructional material 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 the lesson objective. Your use of 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.

To ensure that instructional materials serve their purpose in instruction, we need to observe some guidelines in their selection and use. The materials that we select must:

·         Give a true picture of the ideas they present.

·         Contribute to the attainment of the learning objective.

·         Be aligned to curriculum standards and competencies.

·         Be appropriate to the age, intelligence and experience of the learners.

·         Be in good and satisfactory condition.

·         Be culture-sensitive and gender-sensitive.

·         Provide for a teacher’s guide.

·         Help develop the critical and creative thinking powers of students.

·         Promote collaborative learning?

·         Be worth the time, expense and effort involved.

For optimum use of the instructional material, it is necessary that the teacher prepares:

·         Herself’

·         Her students

·         The instructional material an does follow up

·         Promote independent study

-Any instructional material can be the best provided it helps the teacher accomplish his/her intended learning. No instructional material, no matter how superior, can take the place of an effective teacher.