MODULE 6

USING AND EVALUATING INSTRUCTIONAL MATERIALS

“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.”

Focus Question:

 What guidelines should be considered in the selection and use of instructional materials?
When selecting and using instructional materials, several guidelines should be considered. Here
are some important ones:

1. Alignment with Learning Objectives: Ensure that the instructional materials align with the
intended learning objectives and goals of the lesson or curriculum. The materials should support
the content and skills that need to be taught.

2. Accuracy and Reliability: Verify the accuracy and reliability of the instructional materials.
Check for factual errors, outdated information, or biased content. It is crucial to use materials
that provide accurate and trustworthy information.

3. Appropriateness for the Audience: Consider the age, grade level, and developmental stage of
the learners. The materials should be suitable for the target audience in terms of language,
complexity, and content. Adaptations may be necessary for diverse learners or special needs
students.

4. Engagement and Interactivity: Look for materials that are engaging and interactive. They
should capture students' interest and motivate them to participate actively in the learning process.
Interactive elements like visuals, multimedia, or hands-on activities can enhance student
engagement.

5. Cultural Relevance and Diversity: Ensure that the instructional materials reflect cultural
diversity and inclusivity. They should represent a range of perspectives, experiences, and
backgrounds to promote a respectful and inclusive learning environment.

6. Accessibility and Universal Design: Consider the accessibility of the materials for all learners.
They should be designed in a way that accommodates different learning styles, abilities, and
needs. Provide alternative formats or adaptations if necessary.

7. Quality and Durability: Assess the overall quality and durability of the instructional materials.
They should be well-designed, durable, and able to withstand repeated use. High-quality
materials can enhance the learning experience and provide long-term value.

8. Teacher Support and Guidance: Consider the availability of teacher support and guidance
materials that accompany the instructional resources. Clear instructions, lesson plans, and
additional resources can assist teachers in effectively utilizing the materials.

DR. EPIFANIO P. SAN GASPAR JR., LPT. SIENA COLLEGE TIGAON EDUCATIONAL TECHNOLOGY 1
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By considering these guidelines, educators can make informed decisions when selecting and using
instructional materials, ensuring that they effectively support student learning and achievement.

INTRODUCTION
After being acquainted with different instructional materials through Edgar Dale’s Cone
of Experience, let us, learn how to select and use these materials in order to achieve our desired
learning objectives.

ACTIVTY
Read and study the comic strip below. What do the conversations between Charlie Brown and
Linus imply about fieldtrips?

ANALYSIS
Guide Questions for Discussion
1. From the conversation, Linus said: “It was real field, and we saw it… we saw that field.
What senses were at work in the field trip?

 The senses involved sight, hearing, smelling, touch, and maybe taste.

2. Did the field trip accomplish something specific for Linus? Why do you say so?

 If it had anything, it would have been the fact that Linus could see an actual field,
but it had also caused uncertainly for Linus and Charlie Brown. In the end, Charlie was
already unsure if Linus would go on another field trip.

ABSTRACTION
One of the instructional used to attain instructional objectives is field trip.
It is not enough to bring the class out for a field trip and make them observe anything or
everything or use other instructional materials for no preparation and clear reason at all. Perhaps
this is what happened to the field trip joined in by Linus, that’s why he seems not able to cite
something specific that he learned from the field trip.

DR. EPIFANIO P. SAN GASPAR JR., LPT. SIENA COLLEGE TIGAON EDUCATIONAL TECHNOLOGY 1
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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
The following guide questions express standards to consider in the selection of
instructional materials:

 Do the materials give a true picture of the ideas they present? To avoid misconceptions, it
is always good to ask when the material was produced.
 Do the materials contribute meaningful content to the topic under study? Does the
material help you achieve the instructional objective?
 Is the material appropriate for the age, intelligence, and experience of the learners?
 Is the physical condition of the musical satisfactory? An example, is a 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 optimum is increased with a
teacher’s guide.
 Can the materials 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.
 Is the material worth the time, expense 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 better
substitute?

The Proper Use of Materials

You may have selected your instructional material well. This is no guarantee that the
instructional material will be effectively utilized. It is one thing to select a good instructional
material; it is another thing to use it well.
To ensure effective use of instructional material, Hayden Smith and Thomas Nagel,
(1972) book authors on Instructional Media, advise us to abide by the acronym PPPF.
Prepare yourself. You know your lesson objective and what you expect from the class
after the session and why you have

P -- Prepare Yourself

DR. EPIFANIO P. SAN GASPAR JR., LPT. SIENA COLLEGE TIGAON EDUCATIONAL TECHNOLOGY 1
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P-- Prepare your Student

P--Present the material
F—Follow up
selected such particular instructional material. You have a plan on how you will proceed, what
questions to ask, how you will eva-luate learning and how will tie loose ends before the bell
rings.
Prepare your students. Set 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 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 poor planning.
(Smith, 1972) Using media and materials, especially if they are mechanical in nature, often
requires rehearsal and a carefully planned performance. Wise are you if you try the materials
ahead of your class use to avoid a fiasco.
Follow up. Remember that you use instructional material to achieve an objective, not to
kill time or to give yourself a break, neither to merely entertain the class. You use the
instructional for the attainment of a lesson objective. Your use of the instructional material is not
the end in itself. It is a means to an end, the attainment of a learning objective. So, there is need
to follow up to find out if objective was attained or not.

APPLICATION
1. Observe your instructor/professor as he teaches the class.
 Find out which guidelines in the selection of instructional materials did he
observe? Not observe?
 In his use of instructional material, write down evidence of;

Preparation of self she is well-prepared to report/discuss/teach her lesson with

instructional materials including book, outline of her report/lesson, creative visual aid
and herself as an educational technology.

Preparation of students warming up us by reviewing our last lesson that we tackle,

ask questions and ask again what we learn on our last lesson.

DR. EPIFANIO P. SAN GASPAR JR., LPT. SIENA COLLEGE TIGAON EDUCATIONAL TECHNOLOGY 1
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Preparation of materials well-prepared and very creative materials and also very
informational.

Follow up she gives us an activity by pair to evaluate our learning in the lesson she
taught to us if we understand it.

2. Accomplish this Learning Log

What I learned? (Deposit) How I apply what I learned (Dividend)

I learned how to use instructional material Using the PPPF, the lesson I must teach
using PPPF (prepare yourself, prepare your should be productive and informative. I
students, present the materials, follow up) learned also how to choose/select the right
material for my upcoming lesson/report.

SUMMING UP
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:

 Give a true picture of the ideas they present

 Contribute to the attainment of the learning objective
 Be appropriate to the age, intelligence and experience of the learners
 Be in good and satisfactory condition
 Provide for a teacher’s guide
 Help develop the critical and creative thinking powers of students
 Be worth the time, expense and effort involved

For optimum use of the instructional material, it is necessary that the teacher prepares:

 Herself
 Her students
 The instructional material and does follow up.

DR. EPIFANIO P. SAN GASPAR JR., LPT. SIENA COLLEGE TIGAON EDUCATIONAL TECHNOLOGY 1
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MAKING THE CONNECTION

You learned Robert Gagne’s nine (9) instructional events in the subject facilitating
learning. These are: 1) gain attention, 2) inform learner 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. Connect Gagne’s
nine instructional events to the PPPF acronym in this Lesson in relation to use of instructional
materials. Are Smith and Gagne saying similar things?

Yes, Gagne's nine instructional events can be connected to the PPPF acronym in relation
to the use of instructional materials. Let's break it down:

1) Gain attention (P - Preparation): This corresponds to the preparation phase of the PPPF
acronym, where the instructor captures the learners' attention and creates interest in the topic.

2) Inform learner objectives (P - Presentation): This aligns with the presentation phase of
PPPF, where the instructor clearly states the learning objectives and what the learners are
expected to achieve.

3) Stimulate recall of prior learning (P - Presentation): This step in Gagne's events is similar to
the presentation phase of PPPF, where the instructor helps learners recall their prior knowledge
related to the topic.

4) Present stimulus material (P - Presentation): This event corresponds to the presentation

phase of PPPF, where the instructor provides the main content or information using
instructional materials.

5) Provide learner guidance (F - Facilitation): This event aligns with the facilitation phase of
PPPF, where the instructor guides and supports learners in understanding and applying the
presented material.

6) Elicit performance (F - Facilitation): This step in Gagne's events is similar to the facilitation
phase of PPPF, where the instructor encourages learners to actively engage with the material
and demonstrate their understanding.

7) Provide feedback (F - Facilitation): This event corresponds to the facilitation phase of PPPF,
where the instructor provides feedback to learners on their performance and helps them
improve.

8) Assess performance (F - Facilitation): This step in Gagne's events is similar to the

facilitation phase of PPPF, where the instructor assesses learners' performance to determine
their level of understanding and progress.

DR. EPIFANIO P. SAN GASPAR JR., LPT. SIENA COLLEGE TIGAON EDUCATIONAL TECHNOLOGY 1
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9) Enhance retention transfer (F - Facilitation): This event aligns with the facilitation phase of
PPPF, where the instructor helps learners transfer their newly acquired knowledge and skills to
real-life situations.

In terms of similarities between Smith and Gagne, both emphasize the importance of
engaging learners, setting clear objectives, and providing guidance and feedback. They both
recognize the significance of instructional materials in facilitating learning. However, it's
important to note that Smith's PPPF model focuses more on the facilitation aspect, while
Gagne's instructional events provide a broader framework for instructional design.

Postscript There is no such thing as best instructional material!

Any instructional material can be the best provided it helps the teacher accomplish 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 be labor-saving devices for the teacher. On

the contrary, the teacher even works harder when she makes good use of instructional materials.

DR. EPIFANIO P. SAN GASPAR JR., LPT. SIENA COLLEGE TIGAON EDUCATIONAL TECHNOLOGY 1