This chapter focuses on selecting instructional methods, media, and materials. There are several factors to consider when making selections, including available methods like lectures, discussions, and evaluations; instructional media options like multimedia, video, and text; and specific materials. Teachers can acquire materials by modifying existing resources, creating new ones, or obtaining materials from various sources. Selecting effective options requires considering checklists of advantages and aligning selections with learning objectives and student needs.
The ASSURE model is an instructional design model for planning lessons that integrate technology. It consists of 6 steps: Analyze learners, State objectives, Select methods/media/materials, Utilize media and materials, Require learner participation, and Evaluate and revise. The model provides a systematic approach to selecting appropriate instructional methods, media formats, and materials based on the learning objectives and needs of students.
Educational technology can play two roles - as a teacher delivering instructional content, or as a partner in the learning process. From a constructivist perspective, technology serves as a tool for learners to construct knowledge through interaction, representation of ideas, and collaboration. It provides contexts for problem-solving and opportunities for reflection. Research shows that technology enhances learning, understanding, motivation and the development of critical thinking skills when implemented properly in a learner-centered way.
The document discusses the ASSURE model, an instructional guide for designing lessons that integrate technology to meet learner needs. The ASSURE acronym stands for Analyze learners, State standards and objectives, Select strategies/media/materials, Utilize technology/media/materials, Require learner participation, and Evaluate and revise. The model provides a framework for analyzing learners, setting objectives, selecting appropriate materials, using the materials in instruction, engaging learners, and evaluating/revising the lesson. The document recommends using the ASSURE model to effectively incorporate technology into lessons.
This document discusses principles for selecting and organizing content for teaching. It recommends focusing on content that is valid, significant, balanced, self-sufficient, interesting, useful, and feasible. Facts form the base, but teachers should emphasize conceptual understanding by integrating facts, exploring concepts in depth, and relating ideas to students' experiences. Strategies like authentic activities, dialogue, and teaching others can help develop conceptual understanding. An effective selection and organization of content should integrate cognitive, skill, and affective elements.
This document discusses different types of instructional materials used in education, including their advantages and disadvantages. It describes books as durable and portable but also flammable with high production costs. Charts and graphs are presented as visual aids that can clearly show information but sometimes require time and effort to create. Flashcards are inexpensive and help students learn quickly but have limited information. Pamphlets give full message control but can become outdated, while projectors enable large group viewing but require electricity and technical skills. In summary, the document outlines common instructional materials, their benefits for teaching and studying, and their potential limitations.
The document describes the ASSURE model for instructional design. It includes the following steps:
1. Analyze learners to understand their characteristics and existing knowledge.
2. State objectives by specifying what learners will be able to do, under what conditions, and to what degree.
3. Select media and materials to meet the objectives based on learner analysis.
4. Utilize the materials during instruction.
5. Require learner performance to achieve the objectives.
6. Evaluate and revise the instruction based on learner performance.
The document discusses different types of instructional materials that can be used to aid in the transfer of information from teachers to students. It describes instructional materials as including power point presentations, books, articles and materials for projects. It then discusses the roles instructional materials can play in mass instruction, individualized learning and group learning. The document goes on to classify instructional materials into four main types: printed and duplicated materials, non-projected display materials, still projected display materials, and technological instructional media. It provides examples for each type of material.
developing instructional units and daily plansChoc Nat
Courses are usually divided into learning units based on curriculum. A teaching unit contains sequenced and related learning activities organized around a theme. It is a chunk of content and associated skills perceived as fitting together logically. There are two types of instructional units: standard and integrated thematic. An integrated thematic unit (ITU) consists of lessons centered on a topic with each building on the previous by contributing additional learning areas. It is centered on a central theme that integrates disciplines.
The ASSURE model is an instructional design model for planning lessons that integrate technology. It consists of 6 steps: Analyze learners, State objectives, Select methods/media/materials, Utilize media and materials, Require learner participation, and Evaluate and revise. The model provides a systematic approach to selecting appropriate instructional methods, media formats, and materials based on the learning objectives and needs of students.
Educational technology can play two roles - as a teacher delivering instructional content, or as a partner in the learning process. From a constructivist perspective, technology serves as a tool for learners to construct knowledge through interaction, representation of ideas, and collaboration. It provides contexts for problem-solving and opportunities for reflection. Research shows that technology enhances learning, understanding, motivation and the development of critical thinking skills when implemented properly in a learner-centered way.
The document discusses the ASSURE model, an instructional guide for designing lessons that integrate technology to meet learner needs. The ASSURE acronym stands for Analyze learners, State standards and objectives, Select strategies/media/materials, Utilize technology/media/materials, Require learner participation, and Evaluate and revise. The model provides a framework for analyzing learners, setting objectives, selecting appropriate materials, using the materials in instruction, engaging learners, and evaluating/revising the lesson. The document recommends using the ASSURE model to effectively incorporate technology into lessons.
This document discusses principles for selecting and organizing content for teaching. It recommends focusing on content that is valid, significant, balanced, self-sufficient, interesting, useful, and feasible. Facts form the base, but teachers should emphasize conceptual understanding by integrating facts, exploring concepts in depth, and relating ideas to students' experiences. Strategies like authentic activities, dialogue, and teaching others can help develop conceptual understanding. An effective selection and organization of content should integrate cognitive, skill, and affective elements.
This document discusses different types of instructional materials used in education, including their advantages and disadvantages. It describes books as durable and portable but also flammable with high production costs. Charts and graphs are presented as visual aids that can clearly show information but sometimes require time and effort to create. Flashcards are inexpensive and help students learn quickly but have limited information. Pamphlets give full message control but can become outdated, while projectors enable large group viewing but require electricity and technical skills. In summary, the document outlines common instructional materials, their benefits for teaching and studying, and their potential limitations.
The document describes the ASSURE model for instructional design. It includes the following steps:
1. Analyze learners to understand their characteristics and existing knowledge.
2. State objectives by specifying what learners will be able to do, under what conditions, and to what degree.
3. Select media and materials to meet the objectives based on learner analysis.
4. Utilize the materials during instruction.
5. Require learner performance to achieve the objectives.
6. Evaluate and revise the instruction based on learner performance.
The document discusses different types of instructional materials that can be used to aid in the transfer of information from teachers to students. It describes instructional materials as including power point presentations, books, articles and materials for projects. It then discusses the roles instructional materials can play in mass instruction, individualized learning and group learning. The document goes on to classify instructional materials into four main types: printed and duplicated materials, non-projected display materials, still projected display materials, and technological instructional media. It provides examples for each type of material.
developing instructional units and daily plansChoc Nat
Courses are usually divided into learning units based on curriculum. A teaching unit contains sequenced and related learning activities organized around a theme. It is a chunk of content and associated skills perceived as fitting together logically. There are two types of instructional units: standard and integrated thematic. An integrated thematic unit (ITU) consists of lessons centered on a topic with each building on the previous by contributing additional learning areas. It is centered on a central theme that integrates disciplines.
Contributions of media in the learning processCarla Gomez
The document discusses the contributions of media in the learning process. It outlines several advantages of using educational media, including standardizing instruction so all students receive the same message, making learning more interactive by applying learning theory principles, and reducing the time required for instruction. Media can also improve learning quality by communicating knowledge in a clear, organized manner. It allows instruction to be provided flexibly based on student needs. Overall, the use of media can enhance students' attitudes towards learning.
The document discusses the backward design model of curriculum planning. It involves three main stages: 1) identifying desired learning outcomes, 2) determining acceptable evidence that outcomes were achieved, and 3) planning learning experiences to help students achieve outcomes. Backward design starts with defining learning goals and aims to keep instruction focused on those goals. It challenges traditional methods where content is chosen first before defining goals. The document also discusses how backward design relates to curriculum design, instructional design, and other instructional models like ADDIE and the Dick and Carey model.
Principles in the selection and preparation of instructional materialsUniversity of Cebu
This document provides principles for selecting and preparing instructional materials for teaching. It recommends choosing materials that best suit the instructional objectives and using a variety if possible. When using materials, instructors should learn how to operate them, prepare introductory remarks, provide a conducive learning environment, explain objectives, and summarize after to reinforce learning. The selection of instructional materials should support lesson goals, engage students, build on prior knowledge, maintain interest, encourage participation, guide learning, and include proper sequencing, understandability, and safety precautions.
The ASSURE model is an instructional design process that teachers can use to develop effective lessons. It involves 6 steps: 1) Analyzing learners, 2) Stating objectives, 3) Selecting appropriate instructional methods, materials and media, 4) Utilizing the materials and media, 5) Requiring learner participation, and 6) Evaluating and revising the lesson. The document then provides details on each step, including how to write learning objectives and classify objectives into cognitive, affective and motor skill domains.
The document discusses several topics related to selecting instructional materials and resources for teaching. It provides:
1) Criteria for selecting instructional materials, such as appropriate vocabulary, unity, coherence and format.
2) Guidelines for preparing instructional objectives, including specifying the testing situation, student behavior, and performance standard.
3) A list of audiovisual media and other resources available in school, such as films, maps, computers, and community resources.
4) Criteria for selecting audiovisual materials, like relevance, age-appropriateness, quality, and ease of operation.
The Tyler Model is a classic 4-step approach to curriculum development consisting of determining objectives, identifying learning experiences, organizing experiences, and evaluating objectives. The model was developed by Ralph Tyler in the 1940s and has influenced curriculum development. It focuses on aligning learning experiences with objectives based on the needs and philosophy of the school. Objectives are indicators of student mastery, experiences help achieve the objectives, experiences are logically organized, and objectives are then evaluated through assessment of student achievement.
Lesson 6 and 7 using and evaluating instructional materialsAppleDionaldo
This document discusses the proper selection and use of instructional materials. It defines instructional materials as devices that assist facilitators in teaching but are supplementary. When selecting materials, questions guide whether they accurately portray ideas, have appropriate content and format for learners. Even with good selection, effective use requires preparation of materials, students and presentation, followed by assessment of learning objectives. Direct experiences provide a foundation for learning but must be purposeful, involving questioning and meaning-making rather than just mechanical actions. Both direct and vicarious experiences should be used to develop students' thinking.
Instructional planning involves preparing goals, objectives, and methodology for teaching and learning. It includes systematically developing, evaluating, and managing the instructional process based on learning principles. Planning makes learning purposeful, reduces disruptions, saves time, guides substitutes, and helps measure learner success. Key aspects of planning include identifying instructional goals and objectives, planning activities, developing assessments, choosing media, and revising instruction based on assessment data.
The document discusses two ways that educational technology can be used in learning: the traditional way and the constructivist way. In the traditional way, technology serves as a teacher and delivers instructional lessons to the learner. In the constructivist way, technology serves as a partner in the learning process and supports knowledge construction through tools, information, context, social interaction, and intellectual partnership. When used effectively as a partner, research shows technology can increase motivation, encourage collaboration, and develop critical and problem-solving skills.
Selection an Preparation of Instructional MaterialsAladin Awa
This document discusses instructional materials for teaching. It defines instructional materials as devices that assist instructors in the teaching and learning process, including textbooks, software, online resources, and supplies. The selection of instructional materials should consider several criteria, such as supporting lesson objectives, being student-centered, building on previous learning, containing meaningful content, appealing to students, encouraging participation, and leading students towards learning outcomes. Examples of instructional materials mentioned include chalkboards, charts, wall charts, posters, and models.
This document discusses the concept of curriculum change and the factors that drive it. It provides information on:
- The constant nature of change and how it leads to improvement through technological advancement and increasing knowledge.
- Key drivers of curriculum change including community needs, technology, political influences, and complexity from various stakeholder demands.
- Features of successful change including it being an ongoing process that requires support from individuals.
- Types of curriculum changes and strategies for implementing changes.
- The need to develop curriculum change through cooperative goal-setting and problem-solving approaches while maintaining open communication.
This document discusses projected media and its use in teaching. It begins by outlining the learning objectives which are to describe examples of projected media, point out their advantages and disadvantages, and use them in mock teaching demonstrations. It then provides examples of different types of projected media like overhead projectors, slides, film strips and CRT projectors. For each type, it highlights their key features and advantages. The document also shares tips for effectively utilizing projected materials and factors that affect the quality of projected images.
Implementing the curriculum (Role of Stakeholders & Technology in Curriculu...tikday
The document discusses the role of stakeholders in implementing curriculum. It identifies the key stakeholders as learners, teachers, curriculum managers/administrators, parents, community members, and other groups.
Learners are the primary beneficiaries and focus of any curriculum. Teachers play a central role as both curriculum developers and implementers through lesson planning and instruction. Curriculum managers/administrators provide leadership and resources to support implementation. Parents and community members can also support implementation through involvement and by providing local resources. Technology facilitates curriculum delivery and enables more effective, student-centered instruction.
The document discusses instructional planning and delivery. It explains that instructional planning is the process where teachers use appropriate curricula, strategies, and resources to address student needs. It involves deciding what will be taught, how it will be organized, and how learning will be assessed. Instructional delivery is applying instructional strategies to communicate with and engage students around academic content. Effective delivery considers differentiating instruction, using variety, providing cognitive challenge, engaging students, recognizing learning patterns, and asking questions to stimulate thinking.
The three key elements of teaching and learning are teachers, learners, and the learning environment. Learners vary in their abilities, aptitudes, interests and backgrounds. Teachers must be professionals with knowledge of their subject, teaching skills, and personal attributes like passion, patience and commitment. The learning environment, including the physical classroom space and student interactions, should facilitate an active learning process and encourage trust and respect among all.
This document discusses the meaning of educational technology. It provides various definitions from different sources that define educational technology as the application of technology to satisfy educational needs and desires through systematic methods. Educational technology involves people, procedures, ideas, devices and organization to analyze and solve problems in human learning. It can include both the technology and processes used in education, as well as instructional methods that integrate technology into teaching. The document also discusses how technology can be either a boon or bane to education, and the various roles technology can play in supporting learning through tools, information, context, social interaction and intellectual partnership.
This document discusses two instructional design models: ADDIE and ASSURE. ADDIE is a five-phase model (Analysis, Design, Development, Implementation, Evaluation) that provides a structured process for designing instruction. ASSURE is a simpler six-step model focused on media-based instruction. Both models aim to create effective learning experiences, though ADDIE takes a more systematic approach while ASSURE emphasizes learner-centered evaluation. The document compares the models' histories, strengths, and weaknesses.
Fs 1 episode 2 learner's characteristics and needsNoel Parohinog
This is the Episode 2 of FS 1. In this episode, you will gain competence in differentiating the characteristics and needs of learner's from different development levels,
This document discusses selecting methods, media, and materials for instruction. It covers several key points:
1. Teachers must select instructional methods like motivation, application, orientation, and evaluation. They should use a methods selection checklist.
2. Teachers must also select appropriate instructional media like multimedia, video, graphics, audio, and text using a media selection checklist.
3. When selecting specific materials, teachers should determine needs, check various sources, obtain and preview materials, try them with students, and compare options. They can modify existing materials or create new ones.
Teachers must consider copyright issues and exceptions when using others' materials. The overall goal is to help students learn to select criteria for
Chapter 6 selecting methods,media, and materials.Ornamental
This document discusses selecting methods, media, and materials for instruction. It provides guidance on:
1. Choosing methods using a selection checklist that considers factors like motivation and evaluation.
2. Selecting instructional media like video, graphics, and text using an accompanying media selection checklist.
3. Locating and acquiring specific instructional materials through sources like catalogs and consulting with other teachers, and comparing competing options.
Contributions of media in the learning processCarla Gomez
The document discusses the contributions of media in the learning process. It outlines several advantages of using educational media, including standardizing instruction so all students receive the same message, making learning more interactive by applying learning theory principles, and reducing the time required for instruction. Media can also improve learning quality by communicating knowledge in a clear, organized manner. It allows instruction to be provided flexibly based on student needs. Overall, the use of media can enhance students' attitudes towards learning.
The document discusses the backward design model of curriculum planning. It involves three main stages: 1) identifying desired learning outcomes, 2) determining acceptable evidence that outcomes were achieved, and 3) planning learning experiences to help students achieve outcomes. Backward design starts with defining learning goals and aims to keep instruction focused on those goals. It challenges traditional methods where content is chosen first before defining goals. The document also discusses how backward design relates to curriculum design, instructional design, and other instructional models like ADDIE and the Dick and Carey model.
Principles in the selection and preparation of instructional materialsUniversity of Cebu
This document provides principles for selecting and preparing instructional materials for teaching. It recommends choosing materials that best suit the instructional objectives and using a variety if possible. When using materials, instructors should learn how to operate them, prepare introductory remarks, provide a conducive learning environment, explain objectives, and summarize after to reinforce learning. The selection of instructional materials should support lesson goals, engage students, build on prior knowledge, maintain interest, encourage participation, guide learning, and include proper sequencing, understandability, and safety precautions.
The ASSURE model is an instructional design process that teachers can use to develop effective lessons. It involves 6 steps: 1) Analyzing learners, 2) Stating objectives, 3) Selecting appropriate instructional methods, materials and media, 4) Utilizing the materials and media, 5) Requiring learner participation, and 6) Evaluating and revising the lesson. The document then provides details on each step, including how to write learning objectives and classify objectives into cognitive, affective and motor skill domains.
The document discusses several topics related to selecting instructional materials and resources for teaching. It provides:
1) Criteria for selecting instructional materials, such as appropriate vocabulary, unity, coherence and format.
2) Guidelines for preparing instructional objectives, including specifying the testing situation, student behavior, and performance standard.
3) A list of audiovisual media and other resources available in school, such as films, maps, computers, and community resources.
4) Criteria for selecting audiovisual materials, like relevance, age-appropriateness, quality, and ease of operation.
The Tyler Model is a classic 4-step approach to curriculum development consisting of determining objectives, identifying learning experiences, organizing experiences, and evaluating objectives. The model was developed by Ralph Tyler in the 1940s and has influenced curriculum development. It focuses on aligning learning experiences with objectives based on the needs and philosophy of the school. Objectives are indicators of student mastery, experiences help achieve the objectives, experiences are logically organized, and objectives are then evaluated through assessment of student achievement.
Lesson 6 and 7 using and evaluating instructional materialsAppleDionaldo
This document discusses the proper selection and use of instructional materials. It defines instructional materials as devices that assist facilitators in teaching but are supplementary. When selecting materials, questions guide whether they accurately portray ideas, have appropriate content and format for learners. Even with good selection, effective use requires preparation of materials, students and presentation, followed by assessment of learning objectives. Direct experiences provide a foundation for learning but must be purposeful, involving questioning and meaning-making rather than just mechanical actions. Both direct and vicarious experiences should be used to develop students' thinking.
Instructional planning involves preparing goals, objectives, and methodology for teaching and learning. It includes systematically developing, evaluating, and managing the instructional process based on learning principles. Planning makes learning purposeful, reduces disruptions, saves time, guides substitutes, and helps measure learner success. Key aspects of planning include identifying instructional goals and objectives, planning activities, developing assessments, choosing media, and revising instruction based on assessment data.
The document discusses two ways that educational technology can be used in learning: the traditional way and the constructivist way. In the traditional way, technology serves as a teacher and delivers instructional lessons to the learner. In the constructivist way, technology serves as a partner in the learning process and supports knowledge construction through tools, information, context, social interaction, and intellectual partnership. When used effectively as a partner, research shows technology can increase motivation, encourage collaboration, and develop critical and problem-solving skills.
Selection an Preparation of Instructional MaterialsAladin Awa
This document discusses instructional materials for teaching. It defines instructional materials as devices that assist instructors in the teaching and learning process, including textbooks, software, online resources, and supplies. The selection of instructional materials should consider several criteria, such as supporting lesson objectives, being student-centered, building on previous learning, containing meaningful content, appealing to students, encouraging participation, and leading students towards learning outcomes. Examples of instructional materials mentioned include chalkboards, charts, wall charts, posters, and models.
This document discusses the concept of curriculum change and the factors that drive it. It provides information on:
- The constant nature of change and how it leads to improvement through technological advancement and increasing knowledge.
- Key drivers of curriculum change including community needs, technology, political influences, and complexity from various stakeholder demands.
- Features of successful change including it being an ongoing process that requires support from individuals.
- Types of curriculum changes and strategies for implementing changes.
- The need to develop curriculum change through cooperative goal-setting and problem-solving approaches while maintaining open communication.
This document discusses projected media and its use in teaching. It begins by outlining the learning objectives which are to describe examples of projected media, point out their advantages and disadvantages, and use them in mock teaching demonstrations. It then provides examples of different types of projected media like overhead projectors, slides, film strips and CRT projectors. For each type, it highlights their key features and advantages. The document also shares tips for effectively utilizing projected materials and factors that affect the quality of projected images.
Implementing the curriculum (Role of Stakeholders & Technology in Curriculu...tikday
The document discusses the role of stakeholders in implementing curriculum. It identifies the key stakeholders as learners, teachers, curriculum managers/administrators, parents, community members, and other groups.
Learners are the primary beneficiaries and focus of any curriculum. Teachers play a central role as both curriculum developers and implementers through lesson planning and instruction. Curriculum managers/administrators provide leadership and resources to support implementation. Parents and community members can also support implementation through involvement and by providing local resources. Technology facilitates curriculum delivery and enables more effective, student-centered instruction.
The document discusses instructional planning and delivery. It explains that instructional planning is the process where teachers use appropriate curricula, strategies, and resources to address student needs. It involves deciding what will be taught, how it will be organized, and how learning will be assessed. Instructional delivery is applying instructional strategies to communicate with and engage students around academic content. Effective delivery considers differentiating instruction, using variety, providing cognitive challenge, engaging students, recognizing learning patterns, and asking questions to stimulate thinking.
The three key elements of teaching and learning are teachers, learners, and the learning environment. Learners vary in their abilities, aptitudes, interests and backgrounds. Teachers must be professionals with knowledge of their subject, teaching skills, and personal attributes like passion, patience and commitment. The learning environment, including the physical classroom space and student interactions, should facilitate an active learning process and encourage trust and respect among all.
This document discusses the meaning of educational technology. It provides various definitions from different sources that define educational technology as the application of technology to satisfy educational needs and desires through systematic methods. Educational technology involves people, procedures, ideas, devices and organization to analyze and solve problems in human learning. It can include both the technology and processes used in education, as well as instructional methods that integrate technology into teaching. The document also discusses how technology can be either a boon or bane to education, and the various roles technology can play in supporting learning through tools, information, context, social interaction and intellectual partnership.
This document discusses two instructional design models: ADDIE and ASSURE. ADDIE is a five-phase model (Analysis, Design, Development, Implementation, Evaluation) that provides a structured process for designing instruction. ASSURE is a simpler six-step model focused on media-based instruction. Both models aim to create effective learning experiences, though ADDIE takes a more systematic approach while ASSURE emphasizes learner-centered evaluation. The document compares the models' histories, strengths, and weaknesses.
Fs 1 episode 2 learner's characteristics and needsNoel Parohinog
This is the Episode 2 of FS 1. In this episode, you will gain competence in differentiating the characteristics and needs of learner's from different development levels,
This document discusses selecting methods, media, and materials for instruction. It covers several key points:
1. Teachers must select instructional methods like motivation, application, orientation, and evaluation. They should use a methods selection checklist.
2. Teachers must also select appropriate instructional media like multimedia, video, graphics, audio, and text using a media selection checklist.
3. When selecting specific materials, teachers should determine needs, check various sources, obtain and preview materials, try them with students, and compare options. They can modify existing materials or create new ones.
Teachers must consider copyright issues and exceptions when using others' materials. The overall goal is to help students learn to select criteria for
Chapter 6 selecting methods,media, and materials.Ornamental
This document discusses selecting methods, media, and materials for instruction. It provides guidance on:
1. Choosing methods using a selection checklist that considers factors like motivation and evaluation.
2. Selecting instructional media like video, graphics, and text using an accompanying media selection checklist.
3. Locating and acquiring specific instructional materials through sources like catalogs and consulting with other teachers, and comparing competing options.
The document discusses instructional methods and media for teaching and learning. It covers several topics:
1. Learning theories including behavioral, information processing, and constructivist perspectives.
2. Various computer tools that can be used for instruction such as word processing, spreadsheets, databases, presentation software, and communication tools.
3. Factors to consider when selecting instructional methods and media, such as the advantages and limitations of different media formats. General principles for utilizing instructional media effectively are also provided.
4. Examples of instructional methods that can be used including cooperative learning, discovery learning, and problem-solving approaches. The role of multimedia and how it allows collaborative and independent work is discussed.
This document outlines guidelines for implementing effective project-based multimedia learning in the classroom. It discusses how project-based learning (PBL) engages students through inquiry-driven authentic questions and tasks. PBL teaches 21st century skills like communication, organization, research, self-assessment and group work. The document provides strategies from expert Michael Simkins for structuring multimedia projects, including establishing goals and timelines, collaborating in groups, conducting research, storyboarding, testing presentations, and concluding with student presentations. Teachers are advised to carefully plan projects, resources, and technology tools to maximize learning through the multimedia project process.
This document outlines the ASSURE model for planning instruction using media. The ASSURE model involves 6 steps: 1) Analyzing learners, 2) Stating objectives, 3) Selecting methods/media/materials, 4) Utilizing media/materials, 5) Requiring learner participation, and 6) Evaluating and revising. Some key aspects include identifying the audience, stating clear and measurable objectives, selecting appropriate instructional methods and media, actively involving learners, and evaluating the effectiveness of the instruction.
Important & effective teaching methods and techniquesMunish Kumar
The document discusses various teaching methods and strategies. It describes teacher-centered vs. student-centered approaches and high-tech vs. low-tech material use. It provides examples of different teaching methods like inquiry-based learning and personalized learning. It also outlines 10 evidence-based teaching strategies supported by research like clear lesson goals, questioning, feedback, and active learning. Principles for effective teaching are proposed, including developing student-faculty contact, cooperation among students, active learning, prompt feedback, and respect for diverse talents.
This document discusses principles for selecting and using instructional materials. It recommends choosing materials that suit the learning objectives and using a variety of tools to keep students engaged. Further, it advises checking materials before class to ensure they work properly and following general guidelines for using different media types. The teacher's role is to guide usage of instructional materials as an aid, not replacement, for teaching.
This document discusses guidelines for selecting and using instructional materials effectively. It recommends that materials should accurately portray concepts, contribute meaningful content to learning objectives, and be appropriate for students. When using materials, teachers should prepare themselves and students, properly present the materials, and follow up to assess learning. Both selecting appropriate materials and utilizing them well are necessary to facilitate instruction.
The ASSURE model is a six step process for planning instruction that uses media:
1. Analyze learners to understand their characteristics, competencies, and learning styles
2. State objectives by describing what learners will be able to do as a result of instruction
3. Select appropriate media and materials to meet the objectives
4. Utilize the media and materials by preparing equipment and the learning environment
5. Require learner participation through active involvement like questions, discussions, and hands-on activities
6. Evaluate and revise the instructional process by determining if objectives and methods need to be changed
Instructional materials are classroom tools that enable teachers to implement their beliefs about effective learning. They shape teacher behavior and beliefs more than teacher training courses. New instructional materials require teachers and learners to take on new roles and cannot simply replicate earlier designs. The development of new instructional materials is a systematic process involving design, development, and dissemination phases. The design phase includes developing a conceptual framework and writing specifications. The development phase involves writing experimental materials, evaluation, and modification. The dissemination phase focuses on adoption and use of the new materials in classrooms. Principles for writing materials include providing a stimulus for learning, organizing the learning process, reflecting beliefs about language learning, and serving as models of language use.
The document discusses active learning techniques to maximize student retention and comprehension. It defines active learning as learner-centered, involving input from multiple sources and senses. Active learning also involves students interacting with content and each other, such as through collaborative work. Using active learning strategies that require higher-order thinking and greater interaction is linked to higher retention of course material. The document provides examples of active learning techniques and how instructors can incorporate student learning preferences, including visual, auditory, reading/writing and kinesthetic styles.
Selection and use of instructional materialLei Quintos
This document provides principles for selecting and using instructional materials effectively in the classroom. It emphasizes that instructional materials should supplement, not replace, the teacher. Teachers should choose materials that best achieve their instructional objectives and consider using a variety to engage different types of learners. It is important to check that any technology or materials will function properly before class. Finally, the document outlines best practices for utilizing instructional materials, such as learning how to operate them, providing context, and reviewing the learning experience.
Presentation materials design created by Shama Kalam Siddiqui Shama Siddiqui
This presentation helps to understand the types of materials for ESL and presents a framework from Brown on Adopting, Developing and Adapting Materials for the language teaching context. Educators would also get a framework for the production of new materials and the 6 stages towards creating materials for learners:
1. Identification of need for materials
2. Exploration of need
3. Contextual realization of materials
4. Pedagogical realization of materials
5. Production of materials
* Student use of materials
6. Evaluation of materials against agreed objectives
References:
Brown, J.D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle & Heinle Publishers.
Crawford, J. (2002). The role of materials in the language classroom: Finding the balance. En Richards, J.C. and W.A. Renandya (Eds.) Methodology in language teaching. An anthology of current practice (pp. 80-91). Cambridge: Cambridge University Press.
Tomlinson, B. (1998). Materials Development in Language Teaching. Cambridge: Cambridge University Press.
Richards, J.C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
British Council: ELT Textbooks and materials: Problems in Evaluation and Development
The document provides an overview of copyright and fair use as it relates to using copyrighted materials for educational purposes. It defines copyright and outlines two key questions to determine fair use. It then describes five principles of fair use for employing copyrighted materials in lessons, curricula, and student work. The document concludes by explaining how to find images with Creative Commons licenses on Flickr that allow educational fair use.
The document describes the Dick and Carey approach to developing effective instructional strategies and media selection. It discusses the four main elements of an instructional strategy: content sequence and clustering, learning components, student groupings, and selection of media and delivery systems. It also covers determining instructional needs based on factors like material complexity and type of learning. Preinstructional strategies, Gagne's theory of learning, inductive vs deductive learning, and assessment of strategies are addressed. Considerations for adopting or adapting materials are also mentioned.
Active learning is an instructional approach that engages students in activities that require analysis, synthesis, and evaluation. This helps develop higher-order thinking skills. Examples of active learning include brainstorming, group problem-solving, debates, role-playing, and case studies. These activities aim to motivate students, encourage independent learning, and foster collaboration. Similarly, flipped learning shifts direct instruction to individual time outside of class, allowing class time to be used for hands-on activities and problem-solving with teacher guidance. The four pillars of flipped learning are flexible environment, learning culture, intentional content, and professional educator. While both approaches have benefits like increased student engagement, they also have disadvantages such as increased workload for teachers.
The ASSURE Model model of learning model of learning model of learning model ...omosa elijah
The document outlines the ASSURE model, a procedural guide for planning and conducting instruction that incorporates media. It describes the six steps of the model: (1) Analyze the learners, (2) State the objectives, (3) Select media and materials, (4) Utilize media and materials, (5) Require learner participation, and (6) Evaluate and revise. Each step of the ASSURE model is explained in detail, providing guidance on systematically planning instruction that effectively uses media to engage learners.
This document discusses key aspects of learning design and theories of learning. It covers:
1. An introduction to learning design, copyrights, motivation theories, instructional design, and economics of learning design.
2. Why learning objects are created, which is to fill educational needs when existing learning objects are unsuitable. Common barriers to creating learning objects include lack of technical skills, pedagogical issues, copyright problems, workload, and determining appropriate scope.
3. For learning objects to be effective, they must be relevant, usable, culturally appropriate, supported by infrastructure, accessible through multiple means, and appropriately sized relative to delivery method and learner access. Design considerations like motivation theories, aligning activities to outcomes
The document describes the workshop method process for providing training to teachers. It involves the following key steps:
1. The workshop begins with an introduction to outline the topic and importance of context for implementation. Participants then work in groups to adapt a generic teaching method to a specific context.
2. In the active phase, participants practice applying the method and receive guidance from experts. They then present their work and discuss findings.
3. Follow up involves collecting feedback through a questionnaire. Participants are expected to apply what they learned to their own teaching and provide a final report on their experiences. The goal is to help teachers better adapt teaching methods to specific contexts.
This document discusses developing instructional materials. It describes the instructor's roles in delivering instruction and ensuring students understand. The instructor plans instructional strategies and develops materials to help students master objectives. These materials can include media and existing resources. The document outlines objectives like describing the designer's role and developing materials based on instructional strategies. It provides guidance on analyzing instructional needs, developing prototypes, and evaluating materials through formative assessment.
Similar to Chapter 6 Selecting Methods, Media, and Materials (20)
1. Chapter 6
SELECTING
METHODS, MEDIA, AND
MATERIALS
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 useSelecting your plan. You may
to achieve existing
acquire instructional materials by:
materials
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, t
ext, and real objects and models. As Checklist
with 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
1. Determine
selecting instructional materials involve the
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 match your
purpose while using the same slide or
materials.
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-
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
14. Here is a general procedure that may help you in
1. Refer
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
for 95 years from the date of
copyright publication or 120 years from
last? the date of creation, which
ever come first.
19. • - They have right to
reproduce
work, create
What rights derivative
does the law works, sell or
give distribute
work, and perform
copyright or display the work
owner? in public.
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
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
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.