DAY 1

TOPIC 1: Instructional Materials and Display

Instructional Materials
- are specific items experienced by students within a lesson that influence their learning
- the design and use of instructional materials is critical because it is the interaction of the students with
those materials that generates and reinforces actual learning
- Powerful, well designed instructional materials are experienced in such a way that they can be readily
encoded, retained, recalled, and used in a variety of ways. These materials will be what the learners will
remember and they must be created, integrated, and presented in a manner that allows them to have
the needed impact.

When and Where are Instructional Materials Included within the Learning Plan?
You can incorporate instructional materials throughout these lesson activities outlined in your plan, from
the motivation component through the evaluation activities. Note that each set of instructional materials may be
presented via a number of different media and integrated within a variety of instructional methods:
1. Motivation Lesson Activity. Gain attention for the topic with instructional materials that illustrate
behavior of light given different environmental situations.
2. Orientation Lesson Activity. Materials may be incorporated to focus on identifying and explaining the
learning goals for lesson.
3. Information Lesson Activity. Instructional materials may provide key points on how light can be
reflected, or refracted, as well as give students experience in achieving different results working with
various types of light sources.
4. Application Lesson Activity. Materials provide guidance and instruction on how to manipulate and use
various forms of lenses, mirrors, prisms, and lasers to solve a variety of problems involving light.
5. Evaluation Lesson Activity. Materials may help students question their abilities, ask self-reflective
questions, and look for ways to improve how they approach problems and attempt solutions.

Selecting Existing Instructional Materials

The simplest, most cost-effective way to incorporate instructional materials into a lesson is to use
existing materials. Locating and selecting instructional materials involve the following steps:
1. Determine needs
2. Check a variety of sources
3. Obtain and preview the materials
4. Try out the materials with students
5. Compare any competing materials
6. Make your selection
7. Keep accurate records

If the content of the instructional materials you find doesn’t match the objectives of your instructional
plan, you have two alternatives:
1. modify the materials so they do meet your objectives, or
2. create new instructional materials.

Formative Evaluation
- is evaluation done during the planning or production of instructional materials to determine what, if any,
revisions should be made to make them more useful
- can help identify aspects of the materials that are unclear, confusing, inconsistent, obsolete, or
otherwise not helpful to students

Evaluating the Instructional Materials

What is Needed Potential Useful Software
Complete reviews of the materials Word Processing
Comparison with results from other similar materials Web Search Software
Storage of results for future access and use on revisions Word Processing, Database

TOPIC 2: Visuals (Projected, Printed, Display)

Visuals
- are two-dimensional materials designed to communicate a message to students
- usually include verbal (text or word) elements as well as graphic (picture or picture-like) elements

Projected Visuals
- include overhead transparencies and computer presentation software such as Microsoft’s PowerPoint
o Overhead Transparencies – widely used in classrooms because of their many advantages.
Basically, it is a box with a large “stage” on the top using light from a powerful lamp inside. It
may be created from clear plastic, photographic film, or any of a number of other transparent
materials.
o PowerPoint – an example of presentation software used on a computer connected to a data
projector. Using templates to produce very professional-looking presentations, it allows the user
to include text, draw pictures, produce diagrams, import digital photos, include music, and
create animation.

Printed Visuals
- includes drawings, charts, graphs, posters, and cartoons
- often referred to as graphics
o Drawings – drawing, sketches and diagram employ the graphic arrangement of lines to
represent person. It can also be used in the same manner as to photographic still pictures.
 o Charts – are graphic representations of abstract relationships such as chronologies, quantities
and hierarchies.
o Graphs – provide a visual representation of numerical data. It also illustrates relationships
among units and trends of the data.
o Posters – incorporate visuals combinations of images, lines, colors and words and are intended
to catch and hold the viewer’s attention at least long enough to communicate a brief message,
usually a persuasive one.
o Cartoons – line drawings that are rough caricatures (comics/cartoon strips) of real people,
events, and perhaps the most popular and familiar graphic format.

Display Visuals
- surfaces or places where materials or lessons can be displayed and/or be seen by the students, teachers
and parents

Types of Display Visuals

1. Multipurpose Board/White Board. It is a kind of display visual that is smooth, white plastic surfaced that
requires a special erasable marker than chalk.
2. Bulletin Board. It is a display visual that is made of a material that hold pins, thumbtacks, staples and
other sharp fasteners without damage to the board. It is used to display students work.
3. Chalkboard. It is a display visual on which you attach or draw visuals. It can fastens pictures to the
upper molding, tape them to the board with masking tape, or place them in the tray to illustrate
instructional concepts and support verbal communication. Among the given examples of displayed
visuals, it is the most common medium of the classroom.
4. Flipcharts. These are the large sheets of paper that are generally hung from an easel of some sorts so
that they can be flipped forwards or backwards in order to reveal the information on a particular sheet,
or to produce a fresh blank sheet on which impromptu information can be written or drawn.
5. Magnetic Boards. These are ferromagnetic display boards in which moveable displays can be produced
using materials that are made of (or backed with) magnetic materials, or are fitted with small magnets.
6. Felt Boards. These are sheets of felt (or boards covered with felt) on which moveable displays can be
produced by sticking shapes cut out of or backed with felt onto them.
7. Hook-and-Loop Boards. These are similar to felt boards, except that the backing material on the display
items has large numbers of tiny hooks that engage loops on the surface of the display board.
8. Charts and Wall Charts. These are large sheets of paper, carrying pre-prepared textual and/or graphical
and/or pictorial information.
9. Mobile. These are systems of two or three dimensional objects that are hung from the roof of a class by
thread, thus producing a visually – attractive display whose shape is constantly changing due to air
currents. They are particularly useful for creating interest among younger children and demonstrating
principles in subjects like aeronautics and for architecture.
10. Models. These are useful in cases where three – dimensional representation is necessary or where
movement has to be demonstrated.
11. Dioramas. These are static displays that combine a three – dimensional foreground, with a two –
dimensional background, thus creating an aura of solidity and realism.
12. Realia. These are real items as opposed to models or representations thereof. They are extremely useful
if such materials are readily available, are easily displayed or are an integral part of the development
and marketing process.
13. Photographic Prints. Enlarge prints made from photographic negatives may be incorporated into textual
materials, wall charts, etc. and in linked sequences with suitable captions, can form a useful instruction
medium on their own right.

DAY 2 Audio
TOPIC 1: Audio
 - the broadcasting, reception or reproduction
of sound
- one useful way of bringing sound (animal
sounds, famous speeches, and foreign
languages) aside from the teacher’s voice
into the classroom
TOPIC 2: Video
Video
- is the technology of electronically capturing,
recording, processing, storing, transmitting, and
reconstructing a sequence of still images
representing scenes in motion
- show skills that are quicker to learn by
observation (e.g. sewing a French seam)
- record and analyze student or teacher
presentations
TOPIC 3: Audio-Visual
Audio-Visual
- may refer to works with both a sound and a
visual component, the production or use of
such works, or the equipment involved in
presenting such works. Movies and
television shows are examples of audio-
visual presentations.

Television – used in any media format to present a DAY 3

picture that can be referred to as videotapes, DVD Concepts:
and webcasts Teacher-Made Materials
- are materials made or revised by the teacher to be
DVD – Digital Versatile Disc or Digital Video used on a certain lesson or topic
Disc
- a high-density compact disk for storing large Criteria for Selecting and/or Creating
amounts of data, especially high-resolution Instructional Materials
audio-visual material
VCD – Video CD or View CD, Compact Disc Criteria Questions to
Digital Video Consider
- is a standard digital format for storing video a. Objectives 1. What are the learning
on a Compact Disc objectives for this lesson?
VHS – Video Home System 2. What types of learning
- a video tape recording standard developed required? (problem solving,
during the 1970s concept learning, rote
memorization)
Uses of Videos 3. What level of cognitive
- create learning resource video clips (for use demand will be placed on
by students or the professional development of the students?
staff) 4. In what sequence should
- prepare educational segments on safety issues the content be presented?
(e.g. on roads, in playground, at home) b. Students 5. What are their general
- assist in a variety of ways with the learning of characteristics? (age, grade,
other languages socioeconomic status, etc.)
- preparation of mini documentaries, interviews 6. What specific knowledge
or news reports or skills do they already
- record students role playing difficult social possess?
situations 7. What are their learning
- record school performances, excursions, styles and preferences?
special events, field trips, visits by specialists, 8. How many students will
etc. participate in the learning
- collect video of authentic workplace situations experience?
that can be analyzed in math or statistics c. Learning
classes Environment 9. How large is the space?
- use frame by frame analysis techniques to 10. What distractions could
accurately record rapid change in experiments there be?
or sport 11. What types of
- compile still images over a long period to technology are available or
produce time lapse movies accessible?
- use frame grabbing software to record and d. Available Resources 12. What resources do you
analyze critical events have at your disposal
- increase student awareness of manipulative (including materials,
techniques used in advertising equipment, funds)?
- develop greater critical literacy skills by 13. What constraints are
comparing television or movie segments with there on what you can do?
own creations 14. How much time is there
- view difficult, dangerous or expensive to produce the materials?
experiments or activities (recorded with 15. How much time is there
specialists) to prepare and utilize the
- assist in the introduction of disabled students materials?
into mainstream classes