Module 3: Non-digital and

Digital Skills and Tools in

Delivering Technology-
Enhanced Lessons
Group 4:
Cepres, Cedrick James S.
Yumul, Rose Ann M.
Caboboy, Erneth G.
Tolentino, Renz Anne G.
Module Outcomes:
1.Integrated media and technology in various content
areas.
2.Described technology tools that are used in group
activities.
3.Used technology tools to collaborate and share
resources among communities of practice.
4.Reflected on the used of technology and on its
relevance and appropriateness.
Introduction
Teaching becomes rewarding when learners get the most from
instruction as manifested in their performance. An important element in
engaging learners is when the strategy used in delivering the lesson uses an
instructional material. When properly and appropriately used, it can spice up
a classroom activity.

These instructional materials may come in varied forms. One group

refers to the conventional and non-digital tools. A classroom will always need
a chalkboard or a writing board that may come in varied forms and shapes.
Bulletin boards, flip charts dioramas, puppets, terrarium, and the like, will
always find their significance in a classroom. However, nowadays, lessons can
be made more relevant and engaging for learners as digital tools are
integrated. This Module presents both non-digital and digital tools. Explore
the possibilities of learning about these tools and how to effectively integrate
them in instruction.
 Lesson 1: Development
and Use of Non-Digital or
Conventional Materials
Lesson Outcomes:
• Described the procedures for developing conventional
instructional materials
• Developed instructional material based on a given topic and
strategy.
• Described the factors to consider in revising media selections
and delivery systems for given instruction.
 The teachers need instructional materials to enhance teaching and learning.
Instructional materials are defined as print and non-print items that are rested to
impact information to students in the educational process (Effiong & Igiri, 2015).
Examples of instructional materials are drawings, kits, textbooks, posters,
magazines, flip chart, newspapers, diorama, pictures, recording videos and the like.

Instructional materials have several roles in teaching and learning which

include the following: (1) they promote meaningful communication and effective
learning; 2) they ensure better retention, thus making learning more permanent;
(3) they help ) overcome the limited classroom by making the inaccessible
accessible; (4) they provide a common experience upon which late learning can be
developed; and (5) hey encourage participation especially if students are allowed
to manipulate materials used (Brown et al., 2005; Effiong & Igiri, 2015).
Instructional materials are the supplementary materials,
which help the teacher to make his/her presentation
concrete, effective, interesting, meaningful and inspiring. In
any teaching and learning process, instructional materials
play a vital role as they provide sensory experiences to the
learners. The primary aim of teaching materials is to provide
the teachers the layout of the way for teaching in the
classroom. It is important to understand how to develop
instructional materials. Instructional materials refer to any
preexisting materials that are being incorporated, as well as
to those that will be specifically developed for the objectives
(Haigler, 2014).
There are also several factors to consider in developing instructional
materials:

1. Develop a story board and working outline based on the subject goals and
objectives.
2. Identify existing institutional resources including materials and teachers capability.
3. The teacher may research off the shelf materials that have been developed by
others to determine if their approach could be useful.
4. Explore the possibility of adapting concepts of other teachers without infringing on
anyone's copy protected design.
5. Modify existing materials based on the objectives of the lesson.
6. If the instructional materials are effective, you can share them with other teachers.
7. The teacher developer can also sell her/his materials available.
Instructional materials are a great help in stimulating and facilitating
the learning of the learners. According to Wright (1976:1) as cited in
Cakir (2006) many media and many styles of visual presentation are
useful to the language learner. All audiovisual materials have positive
contributions to language learning as long as they are used at the
right time, in the right place. In the teaching and learning process,
learners use their eyes as well as their ears; but their eyes are basic in
learning.
1. Diorama

-It will make the classroom to be creative and innovative. It is a fun

way to build an exciting scene in a small space. Dioramas are small
scenes created of layers of materials, all depicting a similar concept or
theme. They usually display a historical time period, a nature scene, or
a fictional situation. In developing diorama, you will: (1) choose a
concept or theme, (2) research the subject, (3) make a rough sketch of
your ideal diorama, (4) make a list of the items you'll need and gather
your supplies, and (5) select a container or box.
Example of Diorama:
2. Nature Table

-This is a table that contains objects and/or scenes

related to the current season, or upcoming festival
or a symbol of an ecosystem. Children love to
follow the natural changes that the world offers
each month and classroom decorations reflect
these.
Example of Nature Table:
3. Writing Board
-A writing board can display information written with chalk (chalkboard or blackboard)
or special pens (whiteboard). Although there are usually more effective methods of
transmitting information, the writing board is still the most commonly used visual aid.

Suggestions on Using the Writing Board:

1. Keep the board clean.
2. Use chalk or pens that contrast with the background of the board so that students
can see the information clearly.
3. Make text and drawings large enough to be seen from the back of the room.
4. Prepare complex drawings in advance (if very complex, an overhead transparency or
35 mm slide may be preferable).
5. Underline headings and important or unfamiliar words for emphasis.
6. Do not talk while facing the board.
7. Do not block the students' views of the board; stand aside when writing or drawing is
completed.
8. Allow sufficient time for students to copy the information from the board.
Example of Writing Board
4. Flip Chart
-it It is a large tablet or pad of paper, usually on a tripod or stand.

Suggestions on Using Flipchart:

1. Use wide-tipped pens . or markers; markers with narrow tips produce
printing that is difficult to read.
2. Print in block letters that are large enough to be read easily from the back
of the room.
3. Use different colored pens to provide contrast; this makes the pages visually
attractive and easier to read.
4. Use headings, boxes, cartoons and borders to improve the appearance of
the page.
5. Use bullets (-) to delineate items on the page.
6. Leave plenty of “white space” and avoid putting too much
information on one page. (Crowded and poorly arranged
information is distracting and difficult to read).
7. When pages are prepared in advance, use every other page. If
every page is used, colors will show through and make text difficult
to read.
8. Have masking tape available to put pages up around the room
during brainstorming and problem - solving activities.
9. To hide a portion of the page, fold up the lower portion of the
page and tape it. When ready to reveal the information, remove the
tape and let the page drop.
10. Face the student, not the flipchart while talking.
Example of Flip Chart
5. Zigzag board

-it is a multi-board series of three or four rectangular boards.

They are joined together along the sides by hinges so that
they can be easily folded up and carried. Each board can be
of a different type, for example, a whiteboard a chalkboard, a
flannel board and so on. The size of the boards for the zigzag
multi-board depends on what you want to use them for.
Example of Zigzag Board
6. Wall display

-Displaying items on a classroom wall is a well-known, tried and

tested educational method. A wall display is a collection of many
different types of items and materials put up on a wall to make an
interesting and informative display. In a classroom, the display
can consist of the students' own work. development work it can
be used to convey information to the community.
Example of Wall Display
7. Rope and Pole Display Board

-This board consists of two parallel, horizontal poles tied loosely

together with rope. Visual aids such as posters can be pinned to the
rope. This kind of display board is invaluable where there are few solid
walls for displaying information. It has no solid backing and can be
made quickly for teaching, training and when working with
communities.
Example of Rope and Pole Display Board
Guidelines when designing conventional instructional materials:

1. Unity – Use only one idea for each visual aid and include a
headline.
2. Simplicity - Make ideas and relationships simple and easy to
recall. Avoid cluttering a visual with too many words, numbers, or
graphics. The audience should be able to grasp the concept in 10 to
15 seconds.
3. Legibility – Make letters big and readable for all in the audience.
4. Consistency – Use the same type style and art style.
5. Clarity – Avoid type that is too small to read; avoid all caps.
6. Quality – Make it neat and professional, and remember to
proofread.