Im's in college teaching

1. The Use of Instructional Materials
in College Teaching
Presented by:
Marilyn V. Eslabra

2. Background Information on
College Teaching
I n a n u t s h e l l : c o l l e g e t e a c h i n g i s c o m p r i s e d b y s e v e r a l b e h a v i o r s a p r o f e s s o r d i s p l a y s i n c l a s s .
C o l l e g e t e a c h i n g i s m u l t i d i m e n s i o n a l . T e a c h i n g i s c o m p l e x . I t e m b o d i e s a w i d e v a r i e t y o f
p r a c t i c e s a n d m e t h o d s

3. Effective teaching is one that
produces demonstrable results in
terms of the cognitive and affective
development of the college
students

4. What do we know about college teaching?
After almost 40 years of substantial research on college
teaching we have learned our first lesson:

Good teaching can promote student learning and
development (Cabrera, Colbeck & Terenzini, 1999;
Feldman, 1989; Feldman & Paulsen, 1994; Murray, 1990).
The second lesson

We learned is that in understanding teaching we need to
recognize the fact that learning itself is a social
phenomenon (Cockrell, Caplow & Donaldson, 2000). In
this social context, teaching is but one of many factors that
affect student development.

6. What are IM's

These are devices that assist an instructor in the
teaching-learning process. Instructional aides are
not self-supporting; they are supplementary
training devices. The key factor is that
instructional aids support, supplement, or
reinforce. While instructors may become involved
in the selection and preparation of instructional
aids, usually they are already in place. Instructors
simply need to learn how to effectively use them.

7. Instructional Aid Theory

For many years, educators have theorized
about how the human brain and the
memory function during the communicative
process. There is general agreement about
certain theoretical factors that seem
pertinent to understanding the use of
instructional aides.

8. During the communicative process, the
sensory register of the memory acts as a
filter.
As stimuli are received, the individual's sensory
register works to sort out the important bits of
information from the routine or less significant
bits. Within seconds, what is perceived as the
most important information is passed to the
working or short-term memory where it is
processed for possible storage in the long-term
memory. This complex process is enhanced by
the use of appropriate instructional aids that
highlight and emphasize the main points or
concepts.

9. The working or short-term memory functions
are limited by both time and capacity.

Therefore, it is essential that the information be
arranged in useful bits or chunks for effective
coding, rehearsal, or recording. The effectiveness
of the instructional aid is critical for this process.
Carefully selected charts, graphs, pictures, or
other well-organized visual aids are examples of
items that help the student understand, as well as
retain, essential information.

10. Ideally, instructional aids should be designed
to cover the key points and concepts.

In addition, the coverage should be
straightforward and factual so it is easy for
students to remember and recall.
Generally, instructional aids that are
relatively simple are best suited for this
purpose.

11. Reasons for the use of IM's

It helps the students remember important
information.

When properly used, they help gain and hold the
attention of students.

Audio or visual aids can be very useful in
supporting a topic, and the combination of both
audio and visual stimuli is particularly effective
since the two most important senses are
involved.

12. 
Good instructional aides also can help
solve certain language barrier
problems.

Another use for instructional aids is to
clarify the relationships between
material objects and concepts.

13. Guidelines for the use of IM's

The use of any instructional aid must be planned, based
on its ability to support a specific point in a lesson. A
simple process can be used to determine if and where
instructional aides are necessary.

Clearly establish the lesson objective.

Be certain of what is to be communicated.

Gather the necessary data by researching for support
material.

Organize the material into an outline or a lesson plan.

The plan should include all key points that need to be
covered.

14. 
The aids should be concentrated on the key points.

Aids are often appropriate when long segments of
technical description are necessary, when a point is
complex and difficult to put into words, when instructors
find themselves forming visual images, or when students
are puzzled by an explanation or description.

Aids should be simple and compatible with the learning
outcomes to be achieved.

15. 
Obviously, an explanation of elaborate equipment may
require detailed schematics or mockups, but less complex
equipment may lend itself to only basic shapes or figures.

Since aids are normally used in conjunction with a verbal
presentation, words on the aid should be kept to
minimum.

In many cases, visual symbols and slogans can replace
extended use of verbiage.

16. 
The instructor should avoid the temptation to use the aids
as a crutch. The tendency toward unnecessarily
distracting artwork also should be avoided.

Instructional aides should appeal to the student and be
based on sound principles of instructional design.

When practical, they should encourage student
participation. They also should be meaningful to the
student, lead to the desired behavioral or learning
objectives, and provide appropriate reinforcement.

17. 
All lettering and illustrations must be large enough tube
seen easily by the students farthest from the aids' Colors,
when used, should provide clear contrast and easily be
visible.

Sequencing can be emphasized and made clearer by the
use of contrasting colors. The effectiveness of aids and
the ease of their preparation can be increased by initially
planning them in rough draft form.

18. The various roles of instructional materials in
the different modes of teaching/learning

It is possible to divide all such methods into
three broad groups, which may be loosely
described as mass-instruction techniques,
individualized-learning techniques and
group-learning techniques.

19. Mass Instruction
Some of the specific ways in which
instructional materials can be used in
lectures and other mass-instructional
situations are as follows:

20. 
Forming an integral part of the main exposition
by providing 'signposts', guidance for note-
taking, illustrative material, work-sheets, etc;

Providing students with ready-made handout
notes on what is being covered, or with
skeleton or interactive' handouts that they
have to complete themselves;

Providing supplementary material (background
reading, remedial or extension material,
enrichment material, and so on);

21. 
Increasing student motivation by sensory
stimulation, introducing visually- attractive,
interesting or simply 'different' material into an
otherwise routine lesson;

Illustrating applications, relations, integration
of one topic with another, and so on.

22. Individualized Learning

The role of instructional materials in individualized
learning is radically different from that in a mass
instruction system. In the latter, their role is generally
supportive, with the main vehicle of instruction being the
teacher or trainer in control of the class; in an
individualized-learning system, on the other hand, the
materials themselves constitute the vehicle whereby
instruction takes place.

Some of the specific ways in which instructional materials
can be used in individualized learning are given:

23. 
Providing instructions and/or guidance on how the
learner should carry out a particular course or
program of study;

Providing the actual material that has to be learned
or worked on during the course or program;

Providing the learner with exercises for diagnostic or
assessment purposes;

Providing supplementary or enrichment material.

24. Group Learning
Some of the specific ways in which such
courseware can be used in group-
learning

25. 
Forming an integral part of the group-learning
process by providing background information,
information about roles, instructions, and so on;

Providing supplementary or enrichment material;

Increasing student motivation through visually-
attractive or intrinsically interesting material.

26. IM's Presentation

Compared with their counterparts of 30 or 40
years ago, modern teachers and trainers have a
vast and often bewildering range of presentation
techniques and instructional media at their
disposal.

These can, however, conveniently be classified
into seven broad groups, in order of increasing
technical sophistication.

These groups are:

27. 
Printed and duplicated materials

Non-projected displays

Still projected displays

Audio materials

Linked audio and still-visual materials

Film and video materials

Computer mediated materials

28. That's all for now!
Thank YOU.