The document discusses different types of instructional materials that can be used in the classroom, including real objects (realia), models, printed materials, visual aids like pictures and charts, and bulletin boards. It notes benefits and limitations of each type. Realia provide concrete learning experiences but have issues with storage and safety. Models are more practical than realia and can simplify complex concepts, though they may oversimplify. Printed materials allow varied approaches but can divide attention. Visual aids help visual learners but require clarity. Bulletin boards promote visual learning but must be monitored to avoid distraction.

1. Christian Zane Zapanta Naguit

2.  Objects from real life used in classroom
instruction by educators to improve students’
understanding of other cultures and real life
situations.
 Tactile and multidimensional connection
between learned material and the object of
the lesson.

3.  Simple objects that are easy to control
 Minimum risk of accident throughout
student-object interaction.

4.  Plentiful
 Concrete learning experiences
 Motivates the learner

5.  Can be a distraction
 Storage and retrieval
 Not always practical
 Size
 Potential hazards
 Cost
 Need to maintain original structure

6.  Three-dimensional representations of real
objects
 Represent structures
 Scale

7.  Can be manipulated
 More practical than realia
 Simplifies complex concepts

8.  Inaccuracy may lead to misconceptions
 May lead to oversimplification
 May be difficult to design

9.  Alphanumeric letters and characters
presented to students in the form of printed
materials
 May synthesize or elaborate on the lesson
 Provide exercises
 Enrichment activities
 Individual or group

10.  Hand-outs
 Assignment sheets
 Individualized study materials
 Resource/enrichment materials for group exercises
 Activity cards
 Worksheets
 Tests
 Books
 Articles
 Materials for project development

11.  Varied approaches
 Easy to bring, recopy
 Not limited to the class schedule

12.  Preconceptions
 Traditional
 May divide the students’ attention

13.  Two-dimensional pictorial
representations
 Include charts, graphs, drawings and
posters
 For visual learners

14.  Catches attention
 Simplify concepts
 Impact on note-taking

15.  Need for clarity
 Size must be appropriate for class and
classroom size
 Prior knowledge

16.  A vertical surface on which information
can be displayed to public view
 Promotes visual learning
 May be used as classroom decoration

17.  Interactive
 May cover various topics
 Engaging

18.  May become distracting
 Time-consuming
 Must be regularly monitored