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, 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
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-quality,
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,
What rights create derivative
works, sell or
does the law distribute work,
give and perform or
copyright display the work in
owner? 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 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
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.
