Selection and use of

Instructional materials
“we learn by example and by direct experience because
there are limits to the adequacy of verbal instruction”

- Malcom Gladwell
Principles
For optimum learning, let us observe the
following general principles in the use of
instructional materials (IMs).

1. All instructional materials are aids to

instruction. They do not replace the
teacher.
2. Choose the instructional material that
best suits your instructional objectives.
Decide what you want to accomplish and
then employ the tools that are most likely
to achieve results. Do not let the media that
is available to determine how or what you
will teach.
3. If possible, use a variety of tools. Using
videos, computers, overheads and the
chalkboard not only keeps students’
interest but also responds to the needs of
those who receive information in different
ways.
4. Check out your instructional material
before class starts to be sure it is working
properly. Nothing is more frustrating to
you or to the students in the process of
instruction than to find that the overhead
projector or the LCD, for instance, does not
work in the process of instruction
5. For results, abide by the general
utilization guide on the use of media given
below:
• Learn how to use the instruction material.
Before using it, make sure you know how
to manipulate it to obtain the desired
product. Listen to the record or view ther
film ahead. Check the correct size and
complete parts of real objects,
photographs or models to be presented.
• Prepare introductory remarks, questions
or initial comments you may need.
• Provide a conductive environment. Arrange
the chairs, tables and the equipment and
materials. Provide sufficient lighting and
ventilation.
• Explain the objectives of the lesson.
• Stress what is to be watched or listened to
carefully.
• State what they will be expected to do with
the information they will learn. Discussion
or a test may follow.
• There is a need to summarize or review the
experience. Prepare measures that can their
gains based on the objectives.
Assessment of
learning
Guiding Principles in the
Assessment of Learning
The teaching cycle is not complete without
the assessment of learning.
1. Assessment of Learning is an Integral part of
the Teaching Learning Process

• We teach with a certain objective to attain.

After we have taught, then it is logical that we
find out how well we have attained our lesson
objective, thus we engage ourselves in the
process of assessment.
2. Assessment Tool should match with
Performance

• Which assessment toll to use, which test to

formulate must be based on our performance
objective. If our assessment tool is aligned with
our performance objective, we can claim our
performance assessment tool to be valid.
3. The result of Assessment must be fed back to
the Learners

• If the main purpose of assessment is to find

our how well the learner has attained a
particular learning objective, it goes without
saying that the assessment process serves its
purpose only when we return corrected test at
the soonest possible time.
4. In Assessing Learning , Teachers must consider
Learners’, Learning Style and Multiple Intelligence
and so must come up with a variety of assessing
learning.

• These learning style and multiple intelligence are

considered in our assessment activities if they are
integrated in our assessment activities
themselves.
5. To contribute to the building of the culture
of success in the school, it is pedagogically sound that
in our assessment techniques we give some positive
feedback along with not so good ones

• Starting our critical evaluation of a performance or

project by accentuating on positive point and giving
in the form of suggestions those not-so-good points
that definitely need improvement will cushion the
impact of our critical evaluation.
6. Emphasize on Self-Assessment

• If our pupils/students make learning objectives

their own , it is but fitting and proper that in the
assessment stage they do their self-assessment
against the standard or criterion of success
established at the beginning of the class
performance objective.
7. If we Believe that our Task as Teacher is to
Teach ALL pupils/students, and that is possible that
All Students, even those from limited Backgrounds,
will have Access to opportunities and therefore can
Achieve, then the Bell Curve Mentality must be
abandoned

• If we insist on the bell curve mentality we will be

made to think that it is normal and is expected if
some fail. This thinking may make us complement.
8. Assessment of Learning should never be used as
Punishment or as disciplinary measure.

• When we resort to this sort of practice, we veer

away from the true purpose of assessment, i.e. to
validate learning
9. Result of Learning Assessment must be
Communicated Regularly and Clearly to Parents

• Parents are keenly interested in the progress of

their children in school. They like to know how their
children are doing in school and how they can help
their children learn.
10. Emphasize on Real World Application that favors
Realistic Performances over Out-Of-Context Drill
Items

• Such Assessment require students to generate

rather than choose a response, and to actively
accomplish complex task while bringing to bear
prior knowledge new learning and relevant skills
11. To Ensure Learning, Do Formative Assessment.

• Do not wait until the chapter or unit to check if

your students understood the lesson. While you are
in the process of teaching, check for understanding.
12. To Ensure Reliability of Assessment Result, Make
Use of Multiple Sources

• Don’t rely on just one source of assessment data.

Make use of multiple sources-written test,
performance text, portfolios, and observations
Assessment in the
Different Phases of
Instruction
Prior to Instruction

• You may give pre-teaching

assessment to determine where
students are in relation to your
lesson. You can use KWL.
During Instruction

• We can immediately find out if our

pupils/students can follow the lesson by
posing oral questions or by observing
them as they perform classroom. Activities
or exercise.
After Instruction

• This is referred to as assessment of

learning. If you give a pre-test prior to
instruction, then you give a post-test
after instruction
Appropriate Assessment Tools
• The teacher-made test or the paper-and-pencil
test in many forms is the most common tool used
to assess learning. However, it has been abused
and misused. So more and more teachers are
using the authentic tolls of assessment.
Authentic Tools of Assessment
• Performance Test are said to be more authentic
than mere paper-and-pencil tests. The so-called
practical tests in skill subject like Physical
Education. Another example of an authentic
evaluation tool is the portfolio assessment.
Thank you for
Listening