2. Members in our group
1. Miss Thawanrach Souyarom
ID 523050529-4
2. Miss Wasita Neerapan ID
543050470-3
3. Miss Jutamas Ninlawan ID
543050 -
4. Miss Patsachon Srisoipraw
ID 543050464-8
3. Introduction
This chapter focuses on how to select
methods and media and
acquire the specific instructional
materials you will use to achieve your plan.
Selecting existing materials
You may acquire instructional materials by:
Modifying available materials
Creating a new materials
4. Methods, Media, and Materials
There are several methods to help them learning
in the class such as.. 1.Motivation
5.Evaluation 2.Application
4.Information 3.Orientation
5. Which Methods Should I choose?
THE METHODS SELECTION CHECKLIST
6. Selecting Instructional Media
A second decision you much make is
which instructional medium or media
to use. There are six types of
Instructional methods that we learn
in chapter 5. There are multimedia,
video, graphics, audio, text, and real
objects and models. As with Checklist
instructional methods, we have Picture
compiled the advantages of the
various media into a checklist, that
9. The third decision you must make is which specific
instructional materials to use. Locating and
selecting instructional materials involve the
1. Determine
following steps: needs.
2. Check a variety of
sources such as a computer
database. Instructional
materials publish catalogs
listing materials you can
buy and, in some cases,
rent. To talk with vendors
and other teachers to find
out what is available.
10. 3. Obtain and 4. Try the 5. Compare
preview the materials out any competing
materials. with students. materials.
7. Keep
6. Make your
accurate
selection.
records.
If the content of the instructional materials you fine
doesn’t match
the objectives of your instructional plan, you have
two alternatives: 1 modify the materials so they do
meet your objectives, or 2 create new instructional
11. Modifying Available
Instructional Materials
•It is more efficient to modify
available materials than to
create new materials. It is
also an opportunity for you
to be creative.
You can modify almost any
type of instructional material.
You can adapt the material to
12. Classroom are usually filled with a variety of
teaching materials, from concrete objects to
posters, bulletin boards, and printed material of
every kind.
Photocopying machine are now standard
equipment in the school.
Computer-based tools make it much easier to
produce high-quality, professional-looking
materials.
13. How do I create effective materials?
- Creative materials allows you opportunity to
reflect on what is needed, use experience from the
past, synthesize new materials, and creatively
bring together an effective learning experience.
14. Here is a general procedure that may
1. Refer
help you in this process
repeatedly to
your instructional 5. Select the 6. Outline
plan. The plan appropriate your
contains the 4. Putand media.
method yourself
activities.
direction and in the
activities that you materials.
have determined What would 7. Construct
your students you want to a draft set
need. experience in of the
2. Look closely at order to
the overall materials .
effectively 8. Review the
learning objectives materials to
and the key learn this
3. Reflect
materials? ensure that
activities that need on what
to occur so that you make all
students meet you already needed
them. Ask yourself know or changes.
"What needs to be have seen. Chat
constructed so conversation
that the activities end
are successful?"
15. Formative Evaluation is evaluation
done during the planning or production
of instructional materials to determine
what, if any, revisions should be made
to make them more useful.
- Modifying existing materials or
creating materials.
17. What are copyrighted materials?
- Copyrighted materials are original
works of authorship that are fixed in
any tangible medium of expression.
18. • - for the life of author + 70
How long years.
does • - Works for hire are protected
copyright for 95 years from the date of
publication or 120 years from
last? the date of creation, which
ever come first.
19. • - They have right to
reproduce work,
What create derivative
rights does works, sell or
the law distribute work,
and perform or
give display the work in
copyright public.
owner?
20. Are there any limitations or exceptions
to copyright owners’ rights?
- The law spell out several specific
exceptions to the exclusive rights of
copyright owners. That means students
or teacher can use things without
special permission.
There are exceptions related to
software backup, face to face teaching,
21. Software
Backup.
• - School must purchase network licenses or
multiple copies of the software to run multiple
copies on network, and the network must
monitor use to prevent violation if the license is
restricted to a specific number of copies.
22. Face to Face Teaching
Face to Face Teaching
-Teacher can use copyrighted
materials in case of face to face
teaching mean that using copyrightrd
material to teach only in class at a
nonprofit educational institution. In
distance education is permitted, but
only when transmission is into
classrooms or similar education
23. Fare use
Fare use - Fair use can apply to education. For
example, students or teachers can make single
copy of articles from the library journals as part
1.The
purpose and
of a published review of the of
character work.
the use
4.The effect
of the use on Fair use
the potential 2.The nature
market for in of copyrighted
work education work
3.The amount
of the work
used in
relation to the
whole
24. Fare use
Fair use guideline
2.It is
1.The excerpt spontaneous
is used less use
than 1000 ( the decision
words or less in the class it
than 10% occur at that
moment)
4.Other rules
3.There is no you can
cumulative consult with
effect ( it isn’t specialist foe
repeat) specific
guidelines.
25. Fare use
Established fair use guideline
(copyrighted material in digital format:
text, graphics, audio, or video).
Teacher can use it to teach in
classroom however, use beyond the
classroom is problem.
TEACHER AND STUDENTS CAN
AVOID the problem with copyrighted
material. One solution is to request
permission to use them. Another is to
26. Applications in the learner centered
classroom
Teacher’s point of view. “ What can the
teacher do to effectively select
materials, methods, and media?”
Perhaps the question that should be
asked is, “what can the teacher do to
help students learn to develop and use
selection criteria of their own?”
27. Applications in the learner centered
classroom
Learning higher-order thinking skills is an
important element of the learner-centered
classroom. How to think about one’s own thinking
and learning? Identify what they need to be able to
effectively learn.
28. Applications in the learner centered
classroom
What can you do within your classroom to help
learners gain experience with selecting
methods, media, and material?
First, help students understand and to make all
sorts of selections.
Second, model the process to make the final
selection. Students need to know that obstacles.
Finally, students need to know that they should
reflect on their selection process. Did it work?
What was successful? What could have been
improved?. Students should ask themselves
about their selected criteria.
29. The goal of developing higher-order thinking skills
is to help learners understand their own learning
process.
30. Selecting instructional
methods, media, and
materials that will match
your students, objectives,
learning environment, and
instructional activities.
