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One of the
instructional materials used to attain instructional objectives is field trip
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For an effective use
of instructional materials such as field trip , there are guidelines that ought
to be observed, first of all, in their selection and second, in their use
Selections of Materials
§ Does the material give a true picture of the
ideas they present? To avoid misconceptions, it is always good to ask when the
material was produced
§ Does the material contribute meaningful content
to the topic under study? Does the material help you achieve the instructional
objective?
§ Is the material aligned to the curriculum
standards and competencies.
§ Is the material culture – and grades –sensitive?
§ Does the material have culture bias?
§ Is the material appropriate for the age,
intelligence, and experience of the learners.
§ Is the physical condition of the material
satisfactory? An example, it is photograph properly mounted?
§ Is there a teacher’s guide to provide a briefing
for effective use? The chance that the instructional material will be used to
the maximum and to the optimum is increased with a teacher’s guide.
§ Can the material in question help to make
students better thinkers and develop their critical faculties? With exposure to
mass media, it is highly important that we maintain and strengthen our rational
powers.
§ Does the use of material make learners collaborate
with one another?
§ Does the material promote self-study?
§ Is the material worth the time, expenses and
effort involved? A field trip, for instance, requires much time, effort, and
money. It is more effective than any other less expensive and less demanding
instructional material that can take its place? Or is there a better
substitute?
The Proper Use of Materials
To ensure effective use of instructional material, Hayden
Smith and Thomas Nigel, (1972) book authors on Instructional Media, advise us
to abide by the acronym PPPF
Prepare Yourself
Ø You know
your lesson objective and what you expect from the class after the session and
why you have selected such particular instructional material. You have a plan
on how you will proceed, what question to ask, how you will evaluate learning
and how you will the loose ends before the bell rings.
Prepare your students
Ø Set reasonably high class expectations and
learning goals. It is sound practice to give them guide questions for them to
be able to answer during the discussion. Motivate them and keep them interested
and engaged.
Present the material
Ø Under the best
possible conditions. Many teachers are guilty of the R.O.G Syndrome. This is
means “running out of gas” which usually results from the poor planning.
(Smith, 1972) Using media and materials, especially if they are mechanical in
nature, often requires rehearsal and a carefully planned performance.
Follow up
Remember that you use
instructional materials to achieve objectives, not to kill time nor to give
yourself a break, neither to merely entertain the class. Your use of the
instructional material is not the end
itself. It is a mean to an end, the attainment of a learning objectives . So,
there is need to follow up to find out if objective was attained to use.
To ensure that instructional
materials serve their purpose in instruction, we need to observe some
guidelines in their selection and use. The materials that we select must.
ü Give a true picture of
the ideas they present
ü Contribute to the
attainment of the learning objective
ü Be aligned to
curriculum standards and competencies
ü Be appropriate to the
age, intelligence and experience of the learners.
ü Be in good and
satisfactory condition.
ü Be culture sensitive
and gender sensitive
ü Provide for a
teacher’s guide
ü Help develop the
critical and creative thinking powers of students.
ü Promote collaborative
learning?
ü Be worth the time,
expense and effort involved.
For optimum use of the
instructional material, it is necessary that the teachers prepares:
Robert Gagne’s nine (9)
instructional material in the subject facilitating learning. These are:
1. Gain attention
2. Inform learner of objectives
3. Stimulate recall of prior learning
4. Present stimulus material
5. Provide learner guidance
6. Elicit performance
7. Provide feedback
8. Assess performance and
9. Enhance retention transfer
There is no such thing as best instructional material
Any instructional material
can be the best provided it helps the teacher accomplish his/her intended
learning objective.
·
No instructional material,
no matter how superior , can take the place of an effective teacher
·
Instructional materials may
be perceived to the labor saving devise for the teachers. On the contrary, the
teacher even works harder when she makes good use of instructional material
“You should have a good idea
of your destination, both in the over-all purposes of education and in the
everyday work of your teaching. If you do not know where you are going, you
cannot properly choose a way to get there.”
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