Completing the learning experience: Instructional
materialsPresentation Transcript
1. Completing the Learning Experience: Instructional Materials Inside the
Classroom Jourdanne R. Timbreza Master of Arts in Education, Major in
Language Education, 3rd Trimester School Year 2013-2014 Jose Rizal
University Graduate School
2.   Instruction is defined as the set of events embedded in purposeful activities
that facilitate learning.  Various sub-processes such as gauging the student's
learning readiness, selecting the class materials, managing class time and
activities and monitoring the progress and performance of the student as the
school term progresses. Instruction and Teaching
3.   Learning often comes from instruction and modeling, which is attainable
through the use of instructional materials. These materials allow the students to
interact, explore and discover complex ideas and educational environments or
subjects.  Instructional and Modeling materials used in the classroom engage
the student in cognitive and social processes that complete their learning
experiences. This means that the teacher or course trainer must be well- versed
in instructional design so they may have a broader view of which materials and
methods are most fitting for the students in their class. Instruction and Teaching
4.   Instructional design must aid both the teacher and student in the teaching
and learning/studying process respectively.  Teachers must recognize that
learning is a complicated process that is affected by many variables and aspects
 Instructional design can be applied at many levels and through many methods.
Instructors should not limit themselves of think that there is only one best way to
teach or demonstrate a subject matter. Basic Assumptions about Instructional
Design
5.   Related to the previous assumption, is the fact that instructional material
designers and the teachers who use them should also remember that the
designing of these materials should involve and consider the learners or students
themselves.  Instructional design consists of numerous related sub-processes

that focus on aligning desired outcomes with instructional methods and student
assessments.  . Different learning types call for different types of instruction.
Basic Assumptions about Instructional Design
6.  presented subject information or simulation affects the learner's receptors by
registering what was taught to him. Information will be converted to a form that
will be stored in the short-term memory. Semantic encoding happens when
information enters long- term memory through repetition and reinforcement of the
teacher. The student’s comprehension and performance is measured when he is
asked to retrieved the information taught or demonstrated. . Student performance
can also be measured through feedback in the form of examinations, class
output through exercises and work book activities and even homework. The
Nature of the Instructional Process
7.   Gaining the attention of the learner often involves the use of novelty
(animation and demonstration).  The teacher should also inform the students of
the objectives.  The presentation of information (or what to learn) is the most
important part of the learning process.  Scaffolding or providing learning
guidance is sometimes needed, especially when students are interacting with
complex systems or concepts. The Events of Instruction
8.   The teacher should then motivate the students to act on their own. Eliciting
student performance is also a crucial part of the learning process, as it happens
after there has been sufficient learning guidance on the teacher’s part. 
Instructors should always provide feedback as to confirm the correctness or
pointing out the errors of the student output.  The learning cycle ends and
begins with the enhancing of knowledge through the use of reinforcement and
retention. The Events of Instruction
9.   Audio Aids Audio classroom aids can be classified as audio cassettes, CDs
and recordings used for training and teaching in the classroom.  Visual Aids
Visual learners are also more interested and become more motivated through the
use of models and demonstrations through the use of visual aids, as they are
able to personally see how things work. Types of Instructional Materials
10.   Instruction through the use of Computers Computers are often used to
create classroom materials such as educational documents and even at times,
replacing the traditional use of the blackboard and chalk. Students are often
learning how to use such programs even at the earliest level of their primary
schooling. This is because most schools have come to embrace technology as a
part of academic and progressive learning Types of Instructional Materials

11.   Instruction through the use of Computers Training of students and
teachers in hardware and Software usage. Educational websites can be used as
a support for studying and reviewing and can even provide additional information
to augment the instructor’s lecture. Types of Instructional Materials
12.  Although, the teachers are free to look for instructional models in libraries
or websites, they are also encouraged to develop their own as it improves
creativity and refines their teaching capabilities.  Make a note of materials you
can use to teach the subject.  Consider the students you will teach.  Choose
the best ideas from your list.  If you are able to make and provide materials or
aids, then you should always budget them (if money will be used). However,
electronic or computer-based materials are always recommended as it saves a
lot of time and resources. Developing Instructional Materials
13.  They support student learning. They provide a structure for the lesson
proper. It increases and updates the knowledge of both teacher and students.
Importance of Instructional Materials