Production process of instructional materials and measures for an efficient production process

Production process of instructional materials and measures for an efficient production process

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Answer:

After surveying existing materials and assessing which materials are required and available for unit and lesson plans, certain instructional aids may still be needed to adequately present the content of a lesson. For these, and perhaps for all materials used in the classroom, the teacher must become a materials developer and producer. Many objects which are useful in the classroom can be made out of "found" material such as discarded bottles and cans, cloth, cardboard cartons, sticks and other such items. The next section will offer some ideas on the best ways to make use of local resources in the development of instructional aids.

 

Realia

Using real objects in the class, or realia as they are sometimes referred to, is a very effective way of aiding visual identification of leaves, minerals, parts of machinery etc. In using realia, there are several points that the teacher should consider:

 

• Use recognizable objects from the environment.
• Prepare the materials well in advance of presentation.
• Keep information simple and clear.

 

Cross-cultural considerations should be weighed before recommending and using these types of materials, however, as many objects may be used in ceremonies and carry special meaning for teachers and students. The use of bones, either real or replicas to teach biology, for example, can often cause consternation among class members due to their cultural relevance. In general, the teacher needs to be careful when using cultural artifacts not to make them meaning lessor insult the students by ignoring their cultural value.

 

Visual Aids

Teachers may wish to use some form of visual aids which they can make themselves. As indicated above, these might take a variety of forms including tables, charts or diagrams which display a processor identify objects. The Peace Corps Resource Packet P-8 listed at the end of this section contains numerous "recipes" for the do-it-yourself production of many different types of audio/visual aids as well as other types of materials. The chart which follows provides a sampling of the types of instructional materials which can be produced, their potential for classroom application and the types of materials you need to produce them.

 

Choosing and Producing Instructional Materials

 

1.Blackboard

Most all demonstrations and diagrams. Erasable. Ply wood and black board paint. Chalk can Also be produces from local resources.

 

2. Charts

Diagrams Permanent display such as a periodic table of the elements. Produce from paper, white cardboard or cloth. Words can be imprinted using felt tip Markers, home made and ink or paint. Use different colors and boards and boards to rule straight lines.

 

3.Real objects

Identification of parts of plants, machinery, etc. Plant specimens, used Auto-parts, objects from the environment.

 

4. Flannel graphs

Displays requiring moveable items showing action or change. Flannel cloth or wool. Pieces made from same material or similar rough cloth that will "stick" (burlap and flannel is a good combination). Cloth may be at market or taken from old clothing. Attach to a base like stiff cardboard.

 

5. Tapes for audio present action. 

Language dialogue review and oral history. Simple audio cassette player and recorder. Batteries or power Outlet if current is available. Tapes for recording.

 

6. Television,

Film, VCRs Presentation of recorded programs Video Cassette Recorder (VCR) unit, monitor, current; Film projector; Television and broadcast program from TV studio.

 

Using materials in the classroom

Whatever subject is being taught, visual aids are most effective when they are properly used and reach the greatest number of students.

 

Visual Aids and Learning Styles

Based on the ideas from previous sections of the manual Child and Adolescent Learning and Instructional Objectives), one principle which should be apparent is that certain students benefit more from seeing or touching something while others need to hear an explanation before they can understand it. The best way to be sure that every student's preferred learning style is addressed is to use a variety of materials within any presentation. Relying too heavily on visual aids and neglecting the importance of the spoken presentation, or doing it poorly, may mean that the teacher is not reaching those students who may learn better when they hear some one present the information orally. The key here is to mix the presentation with different types of materials if possible. Use real objects to teach classification, visual aids like charts and diagrams to teach about processes, and technological media, if available, to teach processes involving action or subjects where dramatization is appropriate. Combine different sections of the course content and use various materials to teach these sections alternating between the use of media and materials and a regular, oral presentation (see Classroom Teaching Techniques for more detail on presentation techniques).