2. Aims outline what the lesson, or series of
lessons, hopes to achieve
Prior Knowledge points to relevant knowledge
students may already have and also to
knowledge which may be necessary in order
to support them in accessing this new topic.
Learning Outcomes outline what a student
will be able to do, know and understand
having completed the topic.
3. Resources Required lists the resources which
will be needed in the teaching and learning of
a particular topic.
Introducing the topic (in some plans only)
outlines an approach to introducing the topic.
Lesson Interaction is set out under four sub-
headings:
4. i. Student Learning Tasks – Teacher Input: This
section focuses on teacher input and gives
details of the key student tasks and teacher
questions which move the lesson forward.
ii. Student Activities – Possible and Expected
Responses: Gives details of possible student
reactions and responses and possible
misconceptions students may have.
iii. Teacher’s Support and Actions: Gives details of
teacher actions designed to support and
scaffold student learning.
iv. Assessing the Learning: Suggests questions a
teacher might ask to evaluate whether the
goals/learning outcomes are being/have been
achieved. This evaluation will inform and direct
the teaching and learning activities of the next
class(es).
5. In class, the needs of all students whatever their level of ability
are equally important. In daily classroom teaching, teachers can
cater for different abilities by providing students with different
activities and assignments graded according to levels of difficulty
so that students can work on exercises that match their progress
in learning. For less able students, activities may only engage
them in a relatively straightforward way and more able students
can engage in more open–ended and challenging activities. This
will cultivate and sustain their interest in learning. In this T & L
Plan for example teachers can provide students with the same
activities but with variations on the theme e.g. draw a picture,
put it in words, write a multiplication sentence, apply the
algorithm. Teachers can give students various amounts and
different styles of support during the class for example,
providing more clues. In interacting with the whole class,
teachers can make adjustments to suit the needs of students.
6. Instruction - The arrangement of information
and the environment to facilitate learning.
Learning - The development of new knowledge,
skills, or attitudes.
Media (singular - medium) –
1. A channel of communication.
2. A means of communicating information or
ideas. Referred to as "instructional media"
when it carries information or messages with
an instructional purpose.
Methods - The procedures of instruction that are
selected to help learners achieve the objectives
or to internalize the content or message.
7. What is Instructional Media?
Instructional media encompasses all the
materials and physical means an instructor might
use to implement instruction and facilitate
students' achievement of instructional objectives.
This may include traditional materials such as
chalkboards, handouts, charts, slides, overheads,
real objects, and videotape or film, as well newer
materials and methods such as computers, DVDs,
CD-ROMs, the Internet, and interactive video
conferencing.
8. Why Use Instructional Media?
A good aid is like a window, it should not call
attention to itself, it should just let in the
light.
9. attracting attention
developing interest
adjusting the learning climate
promoting acceptance (of an idea)
10. Review instructional goals, objectives,
audience and instructional strategy
Determine the best medium for your lesson
components
Search for and review existing
media/materials
Adapt existing media/materials if necessary
If new media/materials need to be developed:
Determine format, script, visuals, etc.
Draft materials and media
Check for clarity and flow of ideas
12. Step #2 in the instructional development outline
(“Determine the best medium for your lesson
components”) is among the most confusing
aspects of the process. Models for media
selection range from simple procedures or
algorithms to complex theoretical schemes.
Some are based on the communication ‘channel’
being used (audio, video, etc) or the
characteristics of the media itself. Other
emphasize the learning outcomes being
addressed, while still others focus on learner
attributes or educational theory or the teaching-
learning process.
13. Probably all of these factors are worthy of
consideration. Strauss and Frost (1999) identify
nine key factors that should influence media
selection:
1. institutional resource constraints,
2. course content appropriateness,
3. learner characteristics,
4. professor attitudes and skill levels,
5. course learning objectives,
6. the learning relationships,
7. learning location,
8. time (synchronous versus asynchronous),
9. and media richness level.
14. Reiser and Dick (1996) distil these nine factors
down to three major criteria for selecting
instructional media: practicality, student
appropriateness, and instructional
appropriateness
15. Practicality: Is the intended media practical in
that the media is available, cost efficient, time
efficient, and understood by the instructor?
16. Student Appropriateness: Is the intended
media appropriate for the developmental and
experiential levels of the students?
17. Instructional Appropriateness: Is the intended
media appropriate for the planned
instructional strategy? Will the media allow
for the presentation of the proposed lesson in
an efficient and effective manner? Will the
media facilitate the students’ acquisition of
the specific learning objectives?
18. The purpose of the media selection process is to
determine the best media for a given
instructional situation. To determine the most
appropriate media for their needs, instructors
must evaluate the objectives, the content, and
the learner. Many instructional programs may be
combinations of the methods of communicating
messages to learners. Since, media is only a
distribution system for delivering various
messages and representations to learners, each
strategy mentioned below places the learner and
teacher in a different role.
19. Non Projected Media -Photographs, diagrams,
displays, and models
Projected Media -Filmstrips, overhead
transparencies, and computer projection
Audio Media -Cassettes, CDs, live lectures,
broadcast lectures, class discussion, tapes,
digital audio, musical instruments, and audio
signals.
Motion Media -Videos, DVDs,
Computer Mediated Instruction
Computer Based Multimedia and Hypermedia -
Networks
20. Instructor-Directed Instruction
The role of media for instructor-directed
instructional situations is for supplemental support
of the live instructor in the classroom. In other
words, media is used to enhance the live
instruction. It is most effective when the instructor
explains the media and relates them to
instructional objectives. In this method an
instructor relates and disseminates information to
learners. This takes shape in the lecture format,
educational television, and various computer
formats.
21. Instructor-Independent Instruction
In this method of instruction, objectives and
guidance for achieving the objectives,
materials, and self-evaluation are provided
through packaged media, which is supposed
to be self-sufficient. This type of media
contains instructions, explanations, and/or
guidance and should be well designed for a
target audience.
22. Please write your schedule, date today, and the
complete name of your instructor because this
section costs 5 points of the total no. of items in
this quiz.
Give what is asked.
1. ________ means a channel of communication
2. ________ means the arrangement of information
and the environment to facilitate learning.
3-5 (3 points) Explain Instructional Media.
6-8 (3 points) Give 3 types of Instructional Media
9-10 (2 points) Give the 2 types of Instructional
Methods as mentioned earlier
