Lesson 6

USING AND EVALUATING INSTRUCTIONAL MATERIALS

One of the instructional materials used to attain instructional objectives is field trip.

It is not enough to bring the class out for a field trip and make them observe anything or everything or use other 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 be observed, first of all, in their selection and second, in their use.

SELOECTION OF MATERIALS

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

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

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

·         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? The chance that the instructional material will be used to the maximum and to the optimum is increased with a teacher’s guide.

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

·         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 PROPPER 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 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 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.

PREPARE YOUR STUDENTS. Set 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. May 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.

FOLLOW UP. Remember that you use instructional material to achieve an objective, not to kill time nor give yourself a break, neither to merely entertain the class. You use the instructional for the attainment of a 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.