1. Prepared by: Shane Velasco
Jaymar Tuazon
Michael Talento

2. “ 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.”

3. After being acquainted with different
instructional b 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.

4.  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?

5.  Is the material appropriate for the age,
intelligence, and experiences of the
learners?
 Is the physical condition of the material
satisfactory? An example, is a
photograph properly mouted?
 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.

6.  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 strenghten our rational powers.
 Is the material worth the time, expence and
effort involved? A field trip, for instance,
requires much time, effort and money. Is it
more effective than any other less expensive
and less demanding instructional material
that can take its place? Or is there a better
substitute?

7.  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 you 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 procede, what
questions to ask, how you will evaluate
learning and how you will tie loose ends before
the bell rings.

8.  Prepare your students. Set a 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. 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 you class use to avoid a
fiasco.

9.  Follow up. Remember that you use
instructional material to achieved an
objective, not to kill time nor to give yourself
a break, neither to merely entertain the
class. You use the instructional for the
attainment of a lesson objective. You 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.

10. P- Prepare yourself
P- Prepare you student
P- Present the material
F- Follow up

11. 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 learners
►be in good and satisfactory condition
►provide for a teacher‟s guide
►help develop the critical and creative
thinking powers of students

12. ►be worth the time, expense and effort
involved
For optimum use of instructional material , it is
necessary that the teacher prepares:
►herself
►her students
► the instructional material and does follow
up

13.  Gain attention
 Inform learner of objectives
 Stimulate recall of prior learning
 Present stimulus material
 Provide learner guidance
 Elicit performance
 Provide feedback
 Assess performance
 Enhance retention transfer

14.  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 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.