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.
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