The document provides guidelines for selecting and evaluating instructional materials. It lists several factors to consider: whether the materials accurately portray ideas, contribute meaningful content, are appropriate for students, are in good physical condition, include a teacher's guide, develop critical thinking skills, and are worth the time and cost. The document also emphasizes that effective use of materials requires preparation of the teacher, students, and follow up activities to meet learning objectives.

3. SING and VALUATING
NSTRUCTIONAL ATERIALS
“You should have a good idea of your destination.... If you do not
know where you are going, you cannot properly choose a way to get
there.”

4. What guidelines should be
considered in the selection
and use of instructional
materials?

5. • These are devices that assist the
facilitator in the teaching-learning
process. Instructional materials are
not self-supporting; they are
supplementary training devices.

7. • From the conversation, Linus
said: “It was the real field, and
we saw it… we saw that field.”
What senses were at work in the
field trip?
QUESTION

8. •What field trip does
Linus was pertaining
to?
QUESTION

9. Is this the real field trip?

10. • Did the field trip accomplish
something specific for Linus?
Why do you say so?
QUESTION

11. • Do the materials give a true
picture of the ideas they present?
To avoid misconceptions, it is
always good to ask when the
material was produced.

12. • Do the materials contribute
meaningful content to the topic
under study? Does the material
help you achieve the instructional
objective?

14. • Is the material appropriate for
the age, intelligence, and
experience of the learners?

15. • Is the physical
condition of the
material satisfactory?
An example, is the
microscope properly
working?

16. • Is there a teacher’s guide to
provide a briefing for effective
use? The chance that the
instructional material will be
used to the maximum and to
the optimum is increased
with a teacher’s guide.

17. • Can the materials in question help to
make students better thinkers and
develop their critical faculties? With
exposure to mass media, it is highly
important that we maintain and
strengthen our rational powers.

18. • Is the material worth the time,
expense and effort involved? Is it
more effective than any other less
expensive and less demanding
instructional material that can take
its place? Or is there a better
substitute?

19. • “It is one thing to select a good
instructional materials; it is another thing
to use it well.”
• Hayden Smith and Thomas Nagel (1972)
book authors on Instructional Media

21. • Prepare yourself.
You should know your
lesson objective and what you
expect form the class after the
session and why you have
selected such particular
instructional material.

22. • Prepare your students.
Set reasonably and high
class expectations and
learning goals. Motivate
them and keep them
interested and engaged.

23. • Present the material under the best
possible conditions.
Using media and materials,
especially if they are mechanical in
nature, often requires rehearsal and
a carefully planned performance.

24. • Follow up.
You use the
instructional materials
for the attainment of a
lesson objective.

25. The materials that we select must:
Give a true picture of the ideas they
present
Contribute to the attainment of the
learning objective
Be appropriate to the age, intelligence
and experience of the learners

26. Be in good and satisfactory condition
Provide for a teacher’s guide
Help develop the critical and creative
thinking powers of students
Be worth the time, expense and effort
involved

27. For optimum use of the instructional
material, it is necessary that the teacher
prepares:
Herself
Her students
The instructional material and
Does follow up

28. B i d a B e s t T e a c h e rB i d a B e s t T e a c h e r
“Our choices dictate of what we will become in the future.”
-Virginia L. Sevilla