The document discusses instructional materials and aids, and their appropriate use. It defines instructional materials as educational resources used to improve student knowledge and development. Instructional aids are classified into different kinds - printed materials, audio aids, visual aids, audiovisual aids, demonstration materials, and community resources. Each kind of aid has its own uses and benefits. For example, printed materials are portable and allow self-paced learning, while audio aids engage the sense of hearing and are effective for instruction. The document provides guidelines for selecting and preparing instructional materials to ensure they are appropriate, engaging, and match students' abilities.

1. INSTRUCTIONAL MATERIALS
AND THEIR KINDS OF
INSTRUCTIONAL AIDS AND THEIR
USES

2. JAYBEE MIRABUENA
DISCUSSANT
2

3. Instructional Materials
“Educational resources are used to improve
student's knowledge, abilities and skills, to monitor
their assimilation of information, and to contribute
to their overall development and upbringing.”
(Tentativa, 2016)

4. “The appropriateness of
instructional materials must be
judged from the perspective of the
student learner rather than the
teacher's perspective.
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5. Values and Importance of Instructional Materials
▫ 1. To help clarify important concepts.
▫ 2. To arouse and sustain student’s interests.
▫ 3. To give all students in a class the opportunity to
share experiences necessary for new learning.
▫ 4. To help make learning more permanent
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6. Criteria For Selection of
Instructional Materials
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7. APPROPRIATENESS
▫ Materials are appropriate for the subject matter, and also
appropriate for the learner’s capacity or levels of learning.
Criteria For Selection of Instructional Materials
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8. AUTHENTICITY
▫ materials which may not have been specifically designed for
classroom use, but for use in real-life situations. (Mugimu, 2016)
Criteria For Selection of Instructional Materials
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9. INTEREST
Students need a personal connection to the material, whether
that’s through engaging them emotionally or connecting the new
information with previously acquired knowledge. Without that, students
may not only disengage and quickly forget, but they may also lose the
motivation to try. (Briggs, 2014)
Criteria For Selection of Instructional Materials
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10. PRESENTATION
Comprehensiveness of student and teacher resources;
alignment of instructional components; organization of instructional
materials; readability of instructional materials; pacing of content; ease
of use and durability of materials. (Marba, 2014)
Criteria For Selection of Instructional Materials
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11. COST
The materials used for teaching should not be expensive, as
long as it eye captivating and catches the attention of the students
then it is an effective instructional materials. (Marba, 2014)
Criteria For Selection of Instructional Materials
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12. Tips For Preparation of
Instructional Materials
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13. Do the materials fit the
objectives?
Materials should fit the objectives of the
course, unit plan and the lesson plan.
Tips For Preparation of Instructional Materials
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14. Are the materials well-
organized?
These must relate facts to few basic ideas and
concepts.
Tips For Preparation of Instructional Materials
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15. Do the materials prepare the
students for the presentation?
Objectives or advance organizers
Tips For Preparation of Instructional Materials
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16. Have the materials been
presented in a technically
appropriate manner?
Not “over-presented” neither “under-presented”
Tips For Preparation of Instructional Materials
16

17. Do the materials provide sufficient repetition
through examples, illustrations, questions
and summaries to enhance understanding of
content?
Student diversity
Tips For Preparation of Instructional Materials
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18. Is the material suitable to the
reading level of the students?
Using STE (Standard Readability Estimate)
Tips For Preparation of Instructional Materials
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19. Does the difficulty of the
materials match the abilities of
the students?
Motivation and interest driven
Tips For Preparation of Instructional Materials
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20. Guidelines in the Preparation
and Use of Instructional
Materials (Ecalnir, 2017)
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21. 1. All instructional materials
are aids to instruction. They do
not replace the teacher.
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22. 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.
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23. 3. If possible, use a variety of tools. Using videos,
computers, overheads and the chalkboard not only keeps
students’ interest but also responds to the needs of those
who receive information in different ways.
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24. 4. Check out your instructional materials before class starts
to be sure it is working properly. Nothing is more frustrating
to you or to your students in the process of the instruction
than to find that the overhead projector, for instance, does
not work in the process of instruction.
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25. 5. For results, abide by the general utilization guide on the
use of media given below:
A. Learn how to use the instructional material.
B. Before using it, make sure you know how to manipulate
it to obtain the desired product.
C. Listen to the record or view the film ahead.
D. Check the correct size and complete parts of real objects,
photographs or models to be presented.
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26. E. Prepare introductory remarks, question or initial
comments you may need.
F. Provide a conducive environment; arrange the chairs,
tables and the equipment and materials.
G. Provide sufficient lightning and ventilation.
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27. H. Explain the objective of the lesson.
I. Stress what is to be watched or listened to carefully.
J. State what they will be expected to do with the
information they will learn. Discussion or a test may follow.
K. There is need to summarize or review the experience.
L. Prepare measures that can assess their gains based on
the objectives.
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28. 28
Kinds of Instructional
Aids and Their Uses

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PRINTED
MATERIALS
It is extremely portable, cost effective,
readily available, and comfortable to
use. Students don't need special
equipment to use it, and with
adequate light, print materials can be
used anywhere at anytime. Students
can review the materials at their own
speed. (depts.washington.edu, 2002)

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AUDIO AIDS
▫ The aid that involves the sense
of hearing are called audio
aids. It is the most dominant
mode of instruction. For
example: Speakers, Mp3 player,
radio, tape recorder,
gramophones etc.

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VISUAL AIDS
▫ This guide will help you use
visual aids in your oral
presentations to achieve the
best impact. Your visual aids
should be clear and concise,
providing a stimulating
addition to your spoken word.
▫ (www2.le.ac.uk, 2012)

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AUDIOVISUAL
▫ To challenge the attention of the
pupils
▫ To stimulate the imagination and
develop the mental imagery of the
pupils
▫ To facilitate the understanding of
the pupils
▫ To develop the ability to listen
▫ To facilitate the understanding of
the pupils

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DEMONSTRATION
MATERIALS
▫ Bring the learner closer to reality and
actively engage him or her in a visual
• Demonstration tools are useful for
cognitive, affective, and psychomotor
skill development.

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COMMUNITY
RESOURCES
▫ The use of community resources
provides a shared memory for the
class.. The event becomes part of the
common knowledge of the class and
can be referred to in subsequent
lessons. What was learned is, thus,
reinforced and extended in later
discussions as the teacher refers to
field observations. (sedl.org, 2001)

37. References
37
▫ https://www.ijlter.org/index.php/ijlter/article/download/606/304
▫ International Journal of Learning, Teaching and Educational Research Vol. 15, No. 5,
pp. 61-74, April 2016
▫ https://depts.washington.edu/eproject/lesson1_3.htm
▫ http://www.yourarticlelibrary.com/teaching/the-use-of-audio-visual-aids-in-
teaching-923-words/6070

38. INSTRUCTIONAL MATERIALS
AND THEIR KINDS OF
INSTRUCTIONAL AIDS AND THEIR
USES