The document discusses instructional materials, which are tools used by teachers to aid in instruction and student learning. It defines instructional materials and describes their various roles in different instructional modes like individualized learning. The document then classifies different types of instructional materials such as printed materials, non-projected displays, still projected displays, and technological materials. It provides examples of instructional materials and discusses how they should meet requirements like being biotechnological, aesthetic, economic, and ensuring safety and hygiene. Finally, it discusses behavioral objectives and different types of instructional objectives.
The document discusses instructional materials, which are tools used by teachers to aid in instruction and student learning. It defines instructional materials and describes their various roles in different instructional modes like individualized learning. The document then classifies different types of instructional materials such as printed materials, non-projected displays, still projected displays, and technological materials. It provides examples of instructional materials and discusses how they should meet requirements like being biotechnological, aesthetic, economic, and ensuring safety and hygiene. Finally, it discusses behavioral objectives and different types of instructional objectives.
The document discusses instructional materials, which are tools used by teachers to aid in instruction and student learning. It defines instructional materials and describes their various roles in different instructional modes like individualized learning. The document then classifies different types of instructional materials such as printed materials, non-projected displays, still projected displays, and technological materials. It provides examples of instructional materials and discusses how they should meet requirements like being biotechnological, aesthetic, economic, and ensuring safety and hygiene. Finally, it discusses behavioral objectives and different types of instructional objectives.
The document discusses instructional materials, which are tools used by teachers to aid in instruction and student learning. It defines instructional materials and describes their various roles in different instructional modes like individualized learning. The document then classifies different types of instructional materials such as printed materials, non-projected displays, still projected displays, and technological materials. It provides examples of instructional materials and discusses how they should meet requirements like being biotechnological, aesthetic, economic, and ensuring safety and hygiene. Finally, it discusses behavioral objectives and different types of instructional objectives.
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Debbie B.
Velasco BSED-3MATH Instrumentation in Mathematics
Instructional Material (IMs)
Instructional Materials are the tools used in educational lessons, which includes active learning and assessment. It is a resource which help the teachers to teach their students. Another is that, these are materials that are use to aid in the transference of information from one another. It includes power point presentation, visual aids, books, articles, material for project development. Instructional materials refer to the human and non-human materials and facilities that can be used to ease, encourage, improved and promote teaching and learning activities. They are whatever materials used in the process of instruction. They are a broad range of resource which can be used to facilitate effective instruction. They indicate a systematic way of designing, carrying out and employing the total process of learning and communication and employing human and non-human resources to bring out a more meaningful and effective instruction. They are human and non-human material that a teacher uses to pass information to the learner in his/her class.
Roles of Instructional Material
The roles that instructional materials can play in the instructional modes are:
Mass instruction Individualized learning Group learning Delivery vehicles for instruction lessons or in a constructivists way as partners in the learning It helps the learner build more meaningful personal interpretations of life and hi/her world. Serves as a medium in representing what the learner knows and what she/ he is learning.
Ims are made to comply with the following requirements:
-it is of written descriptions. It includes scientific, scholarly, reference and methodological teaching aids, as well as textbooks, books of problems and exercises, books for recording scientific observations, laboratory manuals, manuals for production training and programmed textbooks.
2. Non- Projected Display Materials
It includes such objects and phenomena as minerals, rocks, raw materials,
semi-finished and finished manufactured articles, and plant and animal specimens. Among these materials are reagents and apparatus for producing chemical and other reactions and for demonstrating and studying such reactions and for demonstrating the studying such reactions during laboratory session.
3. Still Projected Display Materials
It is the representation of the objects and phenomenon includes three-
dimensional material (casting, globes and experimental models), two dimensional materials (Charts, pictures, diagrams, photograph, drawings and maps) and audiovisual materials (motion pictures, film clips, slide sequences, records and tape recordings and radio and television (broadcast).
4. Technological Instructional Media
It is another type of instructional Material which is composed of technology
such as computers, and other software games, application and etc. that could be able to used in teaching.
Examples of Instructional Material are Visual aids, Books, Different
Charts, Power point Presentation, software application and games and etc.
References Janovsky, A. Instructional Materials: Definition, Examples & Evaluation. Retrieved from http://study.com/academy/lesson/instructional-materials-definition-examples- evaluation.html
Capangpangan R.(May 4, 2014) Different Types of Instructional Materials. Retrieved
Selim, E. (July 23, 2015) Classification of Instructional Materials. Retrieved from
http://www.slideshare.net/edenmaeselim/classification-of-instructional-media Behavioral Objectives It is an intent communicated by a statement of what the learner is to be like when he has successfully complicated a learning experiences (mager). One of the recent developments in the Educative process is the formulation of instructional goals in behavioural terms.
Note :
Behavioral Objective to be meaningful and effective should be:
S specific
M measureable
A attainable
R Realistic
T Time bound
Behavioral objectives that are useful in the classroom must meet certain criteria. The four essential elements of a well-written behavioral objective are outlined below. When writing a behavioral objective, evaluate it using these criteria.
1. Good behavioral objectives are student-oriented. A behavioral objective, which
is student-oriented, places the emphasis upon what the student is expected to do, not upon what the teacher will do.
2. Good behavioral objectives describe learning outcomes. The important thing to
keep in mind here is that we are interested in what the students will learn to do. In other words, it is the learning outcome that is important, not the learning activities that should lead to that outcome. To say that students will practice long division problems, using two different methods, is not to specify a learning outcome; it describes a process. It specifies an activity designed to help the students reach some outcome. As such, it is a student-oriented activity, not an outcome. Your objective should reflect outcome language, rather than process phrases.
3. Good behavioral objectives are clear and understandable. The first
prerequisite for a clear and understandable objective is explicitness. It should contain a clearly stated verb that describes a definite action or behavior and, in most cases, should refer to an object of that action. People observing the products of those behaviors should agree in their judgment about whether the behavior had occurred as stated. 4. Good behavioral objectives are observable. The evaluation of learning outcomes hinges on the ability to observe those outcomes. The key to an observable objective is an observable verb. Consequently, when selecting behavioral objectives for use in your teaching, watch the verbs! The verb must describe an observable action or an action that results in an observable products.
Types of Instructional Objectives
1. Terminal Instructional Objectives are use to check progress at the end of a
unit, course, school year or designated level of instruction. Example: By the end of the year, 90 percent of all the students will write the 100 multiplication with 100 percent accuracy in five minutes.
2. Short- term Instructional Objectives are derived from terminal instructional
objectives and deigned to guide shorten- range instruction . Example: At the end of the lesson, the students will be able to state at least three reasons why warm-up exercise should precede intensively physical activity.
Using the taxonomy of Educational Objectives
Classification of Behavioral Objectives
1. Cognitive Domain which is composed of intellectual abilities.
Level of the Cognitive Domain A. Knowledge the activity of the learner in to recall specifies, methods and other items. Example : The students will be able to: 1. Memorize the multiplication table 2. Recite the poem The Tree. 3. Name the cities and municipalities comprising the Metro Manila B. Comprehension in the second level, the learner can make use of certain idea or material without necessarily knowing or seeing its fullest implication. Example : The students will be able to: 1. Summarize a short story 2. Identify the part of a simple sentence.
C. Analysis- is more than comprehension.
Example : The students will be able to: 1. Distinguish truthful advertisement from doubtful one. 2. Determine the past solution to a given problem. 3. Recognize the correct and factual information from the newspaper. D. Synthesis this is putting together the different elements to create a new one. Example : The students will be able to: 1. Prepare a balance diet for a nursing mother. 2. Compose a poem showing love of country.
E. Evaluation - this is the highest level of objectives in the cognitive
domain.
Example : The students will be able to: 1. Evaluate the progress of a community after several visits to place after conducting interviews of different families. 2. Write evaluation report on the dialogue between the management labor forces.
2.Affective Domain it includes the emotions, interests, appreciation and
others that relate to aesthetic expression.
Levels of the Affective Domain
A. Receiving the phenomena awareness, willingness to hear, selected attention.
Examples: Listen to others with respect. Listen for and remember the name of newly introduced people. Key words: asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, select, sits, erects, replies, uses.
B. Valuing the worth or value a person attaches to a particular object,
phenomenon, or behaviour. This ranges from simple acceptance to the more complex state of commitment. It is based on the internalization of a set of specified values, while clause to these values are expressed in the learners overt behaviour and are often identifiable.
C. Organization values into priorities by contrasting different values, resolving
conflicts between them, and creating an unique value system. The emphasis is on comparing, relating and synthesizing values.
D. Characterization ( Internalizing Values) has a value system that controls
their behaviour. The Behavior is pervasive, consistent, predictable and most importantly, characteristic of the learner. Instructional Objectives are concerned with the student general pattern of adjustment (personal, social, emotional).
3. Psychomotor Domain it embrace muscular or motor abilities,
Manipulation, writing vocational and technical abilities.
Levels of the Psychomotor Domain
A. Perception- the ability to use the sensory cues to guide motor activity. This ranges from sensory stimulation through cue selection to translation. keywords: chooses. describes, detects, distinguishes, differentiates, identifies, isolates, relates, selects
B. Set readiness to act. It includes mental, physical, and emotional set. These three sets are disposition that predetermine a persons response to different situation or mindsets.
C. Guided Response the early stage in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. Keywords: copies, traces, follows, resets, react, reproduce, respond
D. Mechanism this is the intermediate stage in learning a complex skill.
Learned responses have become habitual and the movements can be performed with some confidence and proficiency. Keywords: assembles, calibrates, construct, manipulates, measures, mixes, organizes,
References
Bloom BS (ed) Taxonomy of Educational Objectives: The Classification of Educational
Goals, handbook 1: Cognitive Domain New York: McKay, 1956 Freeman, R. (December 29, 2009). Behavioral Objectives. Retrieved from https://www.education.com/reference/article/behavioral-objectives/
Mole, J. (October 13, 2012) Behavioral Objectives. Retrieved from
