Principles in the Selection and Use of Instructional Materials

There is no drab lesson if appropriate media is used in its presentation. Properly selected and used, its impact on the attention, sustained interest, participation of students has long been recognized to a point that this wide collection of teaching tools earned the title “sub-strategies”. It is not surprising to see these materials, devices and instruments accumulated in every teacher’s storehouse. Of late, more teaching technologies such as recordings, projectors and computers, CD-ROMS, videos have been available in some schools.

For optimum learning, let us observe the following 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. Instructional objectives serve as the basis in the selection of instructional material and not instructional material that is available that determines an instructional objective.
  3. If possible, use a variety of tools. Using videos, computers, overheads and the chalkboard riot only keeps 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. Nothing is more frustrating to you or to the students in the process of instruction than to find that the overhead projector, for instance, does not work in the process of instruction.
  5. For results, abide by the general utilization guide on the use of media given below:
    • Learn how to use the instructional material. Before using it, make sure you know how to manipulate it to obtain the desired product. Listen to the record or view the film ahead. Check the correct size and complete parts of real objects, photographs or models to be presented.
    • Prepare introductory remarks, questions or initial comments you may need.
    • Provide a conducive environment. Arrange the chairs, tables and equipment, and materials. Provide sufficient lighting and ventilation.
    • Explain the objectives of the lesson.
    • Stress what is to be watched or listened to carefully.
    • State what they will be expected to do with the information they will learn. Discussion or a test may follow.
    • There is a need to summarize or review the experience. Prepare measures that can assess their gains based on the objectives.

For more comprehensive principles on the use of specific instructional materials, please check this post out.