PPT - GROUP 7.DIGITAL And CONVENTIONAL Learning Materials To Enhance Teaching Learning

DIGITAL And CONVENTIONAL Learning Materials To Enhance Teaching Learning

1. A. Online textbooks and simulation software B. Flashcards, charts, and posters C. Educational videos and apps D. Podcasts and e-books Q1. What are conventional learning materials? B. Flashcards, charts, and posters

2. A. Globe B. Worksheet C. Youtube video D. Flashcard Q2. Which of the following is an example of a digital learning material? C. Youtube video

3. A. Require internet connection B. Limited availability C. Cannot provide audio or visual interaction D. Too expensive to produce Q3. What is the main disadvantage of printed materials in teaching? C. Cannot provide audio or visual interaction

4. A. To make lessons longer B. To meet a quota of materials used C. To enhance engagement and support diverse learning styles D. To eliminate the need for classroom discussio Q4. Why might a teacher choose to use both conventional and digital learning materials together (blended approach)? C. To enhance engagement and support diverse learning styles

5. A. Surveymonkey B. Khan academy C. Quizlet D. Abacus Q5. Which of the following tools allows students to create digital flashcards and quizzes online? C. Quizlet

6. A. Interactive content B. Up-to-date information C. Requires no electricity D. Accessibility anytime and anywhere Q6. Which of the following is NOT a benefit of digital learning materials? C. Requires no electricity

7. START RADDY!

8. ARE YOU READY TO LISTEN?

9. TOPIC 1:

10. LESSON OBJECTIVES: Define conventional and digital learning materials. Identify and describe various types and examples of both learning materials. Explain the advantages and disadvantages of each type. Analyze how a blended use of conventional and digital materials enhances teaching and learning. Encourage the use of appropriate learning tools based on specific educational goals.

11. DIGITAL And CONVENTIONAL Learning Materials To Enhance Teaching Learning

12. The Evolving Landscape of Educational Tools This presentation will explore the two main categories of learning materials the conventional and digital . We will delve into their definitions , types , examples , and benefits to understand how a blended approach can create the most effective and engaging learning environments.

13. What are Conventional Learning Materials? Conventional learning materials also known as traditional teaching aids like blackboards , textbooks , flashcards , charts , flip cards , pictures, posters , worksheets , maps , atlases , globes , etc . to help process and achieve the desired learning objectives.

14. 1. MANIPULATIVES Are physical objects that are used as teaching tool to introduce, practice or remediate a concept and make students engage in hands-on learning activities . two Types of manipulative Realia - these are real objects used by the teachers in classroom instruction to improve learning in a real-life setting. (e.g. Tools, coins, textiles, fruits, plant etc .)

15. Models - scaled physical or conceptual representations of objects, systems, or processes (e.g. Solar system model, anatomical heart model ).

16. four Types of models A. Solid Models - used mainly for recognizing external features. B. Cross section Model/Cut away Models - these show the internal features.

17. four Types of models D. Working Models - these indicate how the things being represented operate. C. Construction Models - which can be assembled and disassembled to show relationship of parts to a whole.

18. 2. Printed materials Printed materials consist of all written material , excluding non-print resources, which convey planned course information . two Types of PRINTED MATERIAL Handouts - any printed , typed , mimeographed , or photocopied copy of information , as a speech , policy statement , or fact sheet given to reporters, attendees at a meeting. Flash Cards - a flash cards is part of a set of cards on which are written items to be studied . They are "flashed" ( shown quickly ) one by one to a learner to elicit a quick response. Flash cards can be made from index cards, cover or card stock, and other heavy paper.

19. Other example of printed materials:

20. Advantages of printed material

21. DisAdvantages of printed material

22. 3. graphic materials They are non-photographic , two-dimensional materials design to communicate a message to the learners . they may incorporate symbolic visual and verbal cues. Graphic media include drawings, charts, graphs, posters among others . CHARTS - Charts are abstract representations of abstract relationships, like tabular charts, timeline and classification charts.

23. Types of CHARTS a. Flow Chart - show a sequence, procedure or a flow of a process.

24. Types of CHARTS a. Flow Chart - show a sequence, procedure or a flow of a process. b. Classification Chart - show the classification and categorization of objects or events.

25. Types of CHARTS c. Tabular Chart - show data, usually numerical and are presented in columns. a. Flow Chart - show a sequence, procedure or a flow of a process. b. Classification Chart - show the classification and categorization of objects or events.

26. Types of CHARTS c. Tabular Chart - show data, usually numerical and are presented in columns. d. Organizational Chart - show the structure or chain of command in an organization. a. Flow Chart - show a sequence, procedure or a flow of a process. b. Classification Chart - show the classification and categorization of objects or events.

27. 3. graphic materials GRAPHS - are visual representation of numerical data , like polar graphs, scatter graphs, and line graphs .

28. Types of GRAPHS a. Line graphs - use frequently in plotting relationships between changes in a set of data, usually over a period. b. Bar graphs - consist of bars, either horizontally or vertically, which are useful in presenting comparisons of data.

29. Types of GRAPHS c. Circle or Pie graphs - use to show how a whole is divided into parts and relationship of the parts. d. Pictographs - use pictures to represent and compare numerical data instead of bar and lines.

30. 4. WALL DISPLAY

31. What are DIGITAL Learning Materials? - Refers to electronic resources such as application (apps) , software , program , or websites that engage students in learning activities and support the learning goals of students

32. Types of DIGITAL LEARNING 1. Graphics - Visual elements such as drawings, charts, diagrams, or illustrations used to explain or enhance information in print or digital form. 2. Images or Photos - Visual representations captured by cameras or created digitally , used to illustrate real-life scenes, people, or objects for clearer understanding or visual appeal.

33. 3. Simulations - Computer-generated models that imitate real-world processes or systems to allow users to explore and interact with scenarios in a safe, controlled environment . Types of DIGITAL LEARNING 4. Audio and Video Audio : Sound recordings , such as music , spoken word , or effects , used to enhance learning or communication. Video : Moving visual media that often includes both images and sound, used to present stories, demonstrations, or lessons dynamically .

34. EXAMPLE of DIGITAL LEARNING GOOGLE DOCS - Is a free -web based in application in which documents and spreadsheet can be created , edited and stored online . Files can be accessed from any computer with an internet connection and a full featured web browser Google Docs is a part of a comprehensive package of online applications offered by and associated with Google.

35. EXAMPLE of DIGITAL LEARNING SURVEY MONKEY - Survey Monkey is an online cloud base service that allows anyone to create customize surveys and questionnaires accessible to a variety audiences. SURVEY MONKEY PROVIDES: 1. Survey Monkey can be used by teachers to assess their students learning 2. Survey Monkey can be used by teachers to get feedback from their students regarding their thoughts in class 3. Administration can use Survey Monkey to gather varies types of information from students

36. Different types of digital learning resources that can be used to enhance the teaching and learning process

37. 1. YOUTUBE - A video-sharing platform that provides a wide range of educational videos on various topics. DIGITAL LEARNING INCLUDES: 2. KHAN ACADEMY A – A non-profit educational organization that provides free online courses, lessons And practice tests

38. 3. MOOCS - (Massive Open Online Courses) are online courses aimed at unlimited participation and open access via the web. DIGITAL LEARNING INCLUDES: 4. PODCASTS - Audio files that can be downloaded and listened to on a computer or mobile device.

39. 5. QUIZLET - Digital learning tool that allow students to create flashcards, quizzes and games to help them learn. DIGITAL LEARNING INCLUDES: 6. E-TEXTBOOKS - digital versions of textbooks that can be accessed on a computer or mobile device .

40. Advantages of Digital learning

41. DisAdvantages of Digital learning

42. EXAMPLE OF INNOVATIVE INSTRUCTIONAL MATERIAL ABACUS - a manual calculating tool , used for counting and performing mathematical operations like addition, subtraction, multiplication, and division . It consists of beads or similar counters that slide along rods or grooves within a frame.  The abacus has been used for thousands of years and remains relevant in certain contexts like education and austere environments, despite the prevalence of electronic calculators EXAMPLE OF INNOVATIVE INSTRUCTIONAL MATERIAL

43. EXAMPLE OF INNOVATIVE INSTRUCTIONAL MATERIAL Tower of Hanoi is a simple mathematical puzzle that can easily assess the problem-solving capabilities of an individual . It is a widely used tool for the evaluation of planning and working memory abilities.

44. END RADDY!

45. START NASHRA

46. TOPIC 2:

47. Objectives: Understand what instructional materials are and recognize their types (tangible, digital, and multimedia). Identify the purposes of instructional materials in clarifying concepts, engaging learners, differentiating instruction, and assessing progress. Differentiate among core, alternative core, and supplemental materials. Apply criteria for selecting instructional materials, such as standards alignment, content quality, and accessibility. Recognize the relationship between learning standards and instructional materials. Follow guidelines for effective selection, including involving stakeholders and piloting materials. Understand how to integrate instructional materials into lesson planning, teaching, and assessment.

48. Instructional Materials: Purpose and Guidelines for Selecting IMs Welcome to an essential guide on instructional materials (IMs) in education. We'll explore their vital role, focusing on definitions, purposes, selection criteria, and key references to ensure quality learning experiences.

49. What Are Instructional Materials? Instructional materials are the fundamental tools and resources that empower teaching and learning. They encompass a wide array of formats, each designed to facilitate knowledge acquisition, skill development, and cognitive processes in students. Tangible Resources Textbooks & Workbooks Manipulatives & Models Lab Equipment Digital & Multimedia Interactive Software Educational Videos Online Platforms

50. Purpose of Instructional Materials Instructional materials serve multiple critical purposes in the educational ecosystem, transforming how students learn and teachers teach. Clarify Concepts Break down complex ideas into understandable components, making abstract concepts concrete. Engage Learners Motivate diverse students through interactive and relevant content, fostering active participation. Differentiate Instruction Support personalized learning pathways, catering to individual needs and learning styles. Assess Progress Provide tools to measure student understanding and mastery, guiding further instruction.

51. Types of Instructional Materials Instructional materials vary widely in their role and format, from essential curriculum anchors to flexible tools for enrichment. Core & Supplemental Materials Core Materials: Primary resources aligned with state or district learning standards. Alternative Core: For varied learning needs and intervention. Supplemental Materials: For enrichment, remediation, or temporary use. Formats & Modalities Print: Textbooks, worksheets, readers. Digital: E-books, online courses, interactive apps. Multimedia: Videos, audio clips, animations. Interactive Simulations: Virtual labs, educational games.

52. Criteria for Selecting Instructional Materials Selecting the right instructional materials is a meticulous process guided by several key criteria to ensure effectiveness and relevance. Standards Alignment Ensuring materials directly support state or district learning standards and objectives. Student Suitability Matching content to students' developmental levels, prior knowledge, and cultural backgrounds. Content Quality Verifying accuracy, relevance, and depth of information, free from bias or errors. Accessibility & Inclusion Ensuring materials are usable by all learners, including those with disabilities. Supporting Resources Availability of teacher guides, professional development, and assessment tools.

53. Relationship Between IMs and Learning Standards Learning standards and instructional materials are intrinsically linked, forming the backbone of a coherent curriculum. Standards Define: What students must know and be able to do. IMs Enable: The resources and pathways to achieve these defined standards. Coherence: Standards guide IM selection, ensuring curriculum goals are met. Assessment: Measures student proficiency based on both standards and effective IM utilization.

54. Guidelines for Effective Selection of IMs A robust process for selecting instructional materials ensures that choices are strategic, collaborative, and aligned with educational goals. Define Vision & Goals Establish clear instructional vision and specific learning objectives for the district or school. Involve Stakeholders Engage educators, parents, and community members in the selection committee. Review Content Quality Evaluate materials for relevance, accuracy, cultural responsiveness, and student engagement. Assess Practicalities Consider cost, copyright, licensing, and technological infrastructure requirements. Pilot & Evaluate Conduct trials with selected materials and gather feedback before full implementation.

55. 56 Sources and Creators of Instructional Materials Instructional materials come from diverse sources, each offering unique benefits and considerations regarding licensing and customization. From established commercial publishers to innovative open educational resources (OER), the landscape of IM creation is rich and varied. Teachers also play a significant role in developing tailored materials.

56. Using Instructional Materials in Teaching and Assessment Beyond selection, the effective integration of instructional materials into daily practice is crucial for maximizing their impact on learning outcomes. Lesson & Unit Design: IMs are integral to structuring lessons and entire units, providing a clear roadmap. Instructional Modalities: They facilitate diverse teaching approaches, from whole-class lectures to small-group activities. Formative & Summative Assessment: IMs offer tools for continuous monitoring and end-of-unit evaluations. Progress Tracking: Using IM-based data helps teachers adjust strategies and support individual student growth.

57. END NASHRA

58. START CHARMAINE

59. TOPIC 3:

60. Objectives: Understand Mayer’s theory of how people learn through multimedia based on cognitive psychology. Identify and explain the 12 principles: Apply the principles to design more effective multimedia learning materials. Avoid cognitive overload through coherence and redundancy management. Enhance engagement using signaling, conversational tone, and appropriate voice.

61. Richard Mayer’s 12 Principles of Multimedia Learning Richard E. Mayer's 12 Principles of Multimedia Learning are foundational guidelines in educational psychology, designed to optimize how people learn from multimedia presentations. Grounded in cognitive science, these principles help instructional designers create more effective and engaging learning experiences by aligning content delivery with how the human brain processes information.

62. Richard Mayer’s 12 Principles of Multimedia Learning Richard E. Mayer's 12 Principles of Multimedia Learning are foundational guidelines in educational psychology, designed to optimize how people learn from multimedia presentations. Grounded in cognitive science, these principles help instructional designers create more effective and engaging learning experiences by aligning content delivery with how the human brain processes information.

63. Dual-Channel Assumption Learning occurs through separate visual and auditory channels, allowing for parallel processing of information. Limited Capacity Each cognitive channel has a finite capacity, processing only a limited amount of information at any given time. Active Processing Learners must actively engage with and organize new information, integrating it with prior knowledge to construct meaning. Mayer's theory emphasizes that effective multimedia design must guide learners through these cognitive processes while minimizing cognitive overload to ensure optimal retention and understanding. Foundations of Mayer’s Multimedia Learning Theory

64. Principles 1-3: Core Design Elements Multimedia Principle Combine words and pictures, rather than using words alone. This leverages both visual and auditory channels for richer comprehension. Coherence Principle Exclude extraneous words, images, and sounds. Unnecessary content can distract learners and increase cognitive load. Signaling Principle Use cues such as highlighting, arrows, or bold text to emphasize key information and guide learner attention.

65. Principles 4-6: Proximity and Timing Redundancy Principle Avoid presenting identical on-screen text simultaneously with narration. This prevents cognitive overload and encourages visual processing. Spatial Contiguity Place related words and pictures close together on the screen. This reduces the mental effort required to connect them. Temporal Contiguity Present corresponding words and pictures simultaneously. Synchronizing these elements enhances their perceived relationship.

66. Principles 7-9: Managing Complexity and Delivery Segmenting Principle Break long lessons into smaller, manageable segments that learners can control at their own pace. This prevents overwhelm. Pre-training Principle Introduce and explain key concepts, terms, or characteristics before the main lesson begins. This builds necessary foundational knowledge. Modality Principle Present words as narration accompanying graphics, rather than as on-screen text. This balances the cognitive load across visual and auditory channels. These principles focus on structuring content and choosing the best format for delivery to optimize processing and reduce strain on working memory.

67. Principles 10-12: Humanizing the Experience Personalization Principle Use a conversational, informal style ("you," "I") instead of overly formal language. This makes learning feel more direct and engaging. Voice Principle Employ a friendly, human voice for narration rather than a machine-generated voice. A natural voice fosters trust and engagement. Image Principle Including the speaker’s image on screen does not necessarily improve learning. Focus on relevant content rather than presenter presence. These principles emphasize the importance of social cues and human connection in fostering a more effective and appealing learning environment.

68. Applying the Multimedia Principle Effectively To truly harness the Multimedia Principle , ensure visuals are not merely decorative but directly support and clarify the verbal message. Integrate relevant images, animations, or videos that directly illustrate concepts. Avoid adding visuals solely for aesthetic appeal; they must add meaning. Ensure a seamless combination of verbal (narration/text) and visual information. Leverage both sensory channels to deepen understanding and memory retention.

69. Avoiding Cognitive Overload: Coherence & Redundancy "Less is more." Remove anything that doesn't directly contribute to learning. Eliminate unnecessary background music, distracting sounds, or purely decorative visuals. When using narration, avoid displaying the exact same words as on-screen text. This forces learners to process information inefficiently. Keep content focused and concise, presenting only essential information to maintain learner attention and prevent mental fatigue. Simplify complex graphics and ensure labels are clear and integrated.

70. Enhancing Learner Engagement: Signaling & Personalization Highlight Key Information Use visual cues like arrows, bold text, or distinct callouts to guide the learner's eye to critical points. Adopt a Conversational Tone Speak directly to

71. END CHARMAINE

72. START ERNISA

73. TOPIC 4:

74. Objectives: At the end of the topic , 85% of the students will be able to: Familiarized with Edgar Dale’s Cone of Experience and given classroom exercises that perfectly illustrate each of its layers. Realize the importance of employing the cone of experience to create an environment that is conducive to learning and its implications for teaching. Reflect on Edgar Dale’s Cone of Experience to design and evaluate strategies for enhancing learning experience.

75. EDGAR DALE'S CONE OF EXPERIENCE "The cone is a visual analogy, and like all analogies, it does not bear an exact and detailed relationship to the complex elements it represents“ - Edgar Dale

76. Milieu - the learning environment Matter - the content of learning Method - teaching and learning activities Material - resources of learning EIGHT M‘s OF TEACHING

77. Media - communication system Motivation - arousing and sustaining interest in learning Mastery - internalization of learning Measurements - evidence that learning took place EIGHT M‘s OF TEACHING

78. Cone of Experience Visual model shows a continuum of learning a pictorial device that presents bands of experience.

79. DALE (1969) The pattern of arrangements of the bands experience is not difficulty but degree of abstraction. In our teaching, we do not always begin with the direct experience at the base of the cone. We begin with the kind of experience that is most appropriate to the needs and abilities of particular learning situation (Dale, 1969 as cited in B. Corpuz and P. Lucido, 2012)

80. RECORDINGS RADIO STILL PICTURES MOTION PICTURES EDUCATIONAL TELEVISION EXHIBITS STUDY TRIPS DEMONSTRATIONS DRAMATIZED EXPERIENCES CONTRIVED EXPERIENCES DIRECT PURPOSEFUL EXPERIENCES The Bands in dale’s Cone of Experience VERBAL SYMBOLS VISUAL SYMBOLS

81. DIRECT PURPOSEFUL EXPERIENCES - foundation of experiencing learning CONTRIVED EXPERIENCES - models, miniatures or mock up are used DRAMATIZED EXPERIENCES - reconstructed through role playing or dramatization DEMONSTRATIONS - an actual execution of procedure or process The Bands in dale’s Cone of Experience

82. STUDY STRIPS - certain locations to observe situation EXHIBITS - These are displays of models such as pictures, artifacts, posters, among others that provide the message or information. TELEVISION AND MOTION PICTURES - These technology equipment provide a two- dimensional reconstruction of a reality.

83. RECORDINGS RADIO, STILL PICTURES - Still are pictures or images. VISUAL SYMBOLS - These are more abstract representations of the concept or the information VERBAL SYMBOLS - This category appears to be the most abstract because they may not exactly look like the concept or object they represent but are symbols, words, codes or formulae.

84. Jerome Brunner’s three- tiered model of learning process ENACTIVE – a series of actions ICONIC – a series of illustrations or icons SYMBOLIC – a series of symbols

85. VERBAL SYMBOLS VISUAL SYMBOLS RECORDINGS RADIO, STILL PICTURES MOTION PICTURES EDUCATIONAL TELEVISION EXHIBITS STUDY TRIPS DEMONSTRATION DIRECT PURPOSEFUL EXPERIENCES DRAMATIZED EXPERIENCES CONTRIVED EXPERIENCES SYMBOLIC ICONIC ENACTIVE Bands of the Cone of Experience

86. end ERNISA

87. Thank you!