The document discusses teaching materials and strategies: 1. It provides examples of different types of teaching materials for swimming lessons, water safety skills, and learn-to-swim programs for different age groups. 2. Teachers offer tips for developing materials, including making them engaging, suitable for students' skills, incorporating visuals, being organized, and allowing flexibility. 3. The reflections discuss preferences for familiar characters in materials, importance of student input, and designing materials according to students' interests to improve learning.

1. Field Study 3
EPISODE 4
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2. Analysis
We are able to make our ownstrategybasedon the materialswe have surveyed.Beforemaking
our ownmaterialsinteachingitisof great helpif we conducta surveyof makingmaterialsbeforehand.
We are able to provide enhancementbasedonwhatwe hadobserved.
The benefitsof doingasurveyof available materialsbeforeourmakingourownmaterialsiswe
can fosterour knowledgebysharingourideasandobservationwe hadconducted.Toimprove the
qualityof andthe accessof education.Helpstudentsinassessingtheirindividuallearning style.Ithelps
studentstodiscoverhowtheylearnbestandallowsthemtoperformat theirbestandboosttheir
confidence. Lastly,the benefitof doingasurveyof available materialswe canusedourknowledgeof the
learningmaterialstodevelopedeffective classroommanagementskills
Reflection
Charlene Atig
1. Swimmingstroke chart
Gives young children about ages 4 and 5 a positive, developmentally appropriate aquatic learning
experience thatemphasizeswatersafety,survival andfoundational swimming concepts. Skills are age-
appropriate, helping participants achieve success on a regular basis while in a class environment with
their peers.
2. none
3. The tipsthat I can give to the teacherare:
1. The learnershouldbe central.
2. Materialsshouldbe professionallypresented.Playwithlayouts,fonts,etc.
3. Materialscan and shouldgenerate activities.
4. Neverdosomethingyourself whenyourSScan do itfor / withyou.
5. Try to include visuals,ratherthanjustwords.
6. Theyshouldsuitthe skill /language pointof the lesson,ratherthanjustlookinginterestingto
the teacher.

3. Ellvine Pia Bonocan
1. Buildsbasicwatersafetyskillsforbothparentsandchildren,helpinginfantsand youngchildrenages
6 monthsto about3 years become comfortable inthe water sotheyare willingandreadyto learnto
swim.These basicskillsincludeadjusting tothe waterenvironment,showingcomfortwhile maintaining
a front or back position inthe wateranddemonstratingbreathcontrol,includingblowingbubblesor
voluntarilysubmergingunderwater.
2. I don’t have difficultiesinmakingthe materials.
3. The tipsthat I can give to the teacherregardingthe preparationof teachingmaterialsare the ff.
1. Thinkabouttryingthe same materialsoutwithdifferentstudents.
2. Keepyourmaterials:organize themonyourcomputer&share themwithyour students
3. Rememberthe level of yourstudents:importantforthe tasksand the instructions.
4. Open-endedmaterialscanfuel wholelessons.
5. Materialsshouldbe applicabletoa real-life context.
Annie Rose Calumpang
1. Learn-to-Swim
Basedon a logical,six-level progressionthathelpsswimmersabout6+yearsold andadultsdevelop
theirwatersafety,survival andswimmingskills.Itisdesignedtogive participantsapositive learning
experience.
2. I have no difficulties.
3. The tipsthat I can give to the teacherare:
1. Inspirationcancome fromanywhere.
2. Theyshouldbe flexible.
3. You can use your ownmaterialstoescape the confinesof a course book,while still coveringthe
syllabus. Orapproachit differently,maybe byteachingaunitbackwards.
4. Whenusingauthenticmaterials,fitthe taskto the students,ratherthanworryingtoomuch
aboutfittingthe texttothem.
Roxanne R. dela Cruz

4. I wouldprefermaterialsthatstudentsare more familiarwith.Itmightbe aninstructional
material thatdesignedwithpopularcartooncharactersor I wouldmake a surveytostudentsthatwould
give themmore interestingandmore useful tool totheirleaning.
I don’thave any difficultiesof makingsuchmaterialsformyfuture studentsbecauseitshouldbe
themwhowoulddesignthe materials.If the material wasdesignedimpropertobe displayedIwould
explaindo’sanddon’tsinmakinganinstructional materialandwouldletthemrealizeditthoroughly.
He or she mustchoose accordingto student’sinterestinmakinginstructional materialssothatit
wouldbe more effectivetostudenttounderstandaboutthe contentonit.