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    Using and Evaluating Instructional Materials Take-off/Motivation

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    Aaron Asne
    This document provides guidance on using and evaluating instructional materials for teaching. It includes: 1) A comic strip implying that a field trip Linus went on was not very informative or engaging as it simply involved seeing a field without accomplishing anything specific. 2) Questions about identifying the senses used in the field trip and whether it achieved any educational goals. 3) Instructions to create a 10 minute video presenting a lesson and example of instructional materials in your subject, criteria include content, creativity, and time frame. 4) Suggestions to review example videos and evaluate them based on guidelines for selecting materials and evidence of preparation of self, students, and materials as well as follow up.

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    Using and Evaluating Instructional Materials Take-off/Motivation

    Uploaded by

    Aaron Asne
    105 views2 pages
    This document provides guidance on using and evaluating instructional materials for teaching. It includes: 1) A comic strip implying that a field trip Linus went on was not very informative or engaging as it simply involved seeing a field without accomplishing anything specific. 2) Questions about identifying the senses used in the field trip and whether it achieved any educational goals. 3) Instructions to create a 10 minute video presenting a lesson and example of instructional materials in your subject, criteria include content, creativity, and time frame. 4) Suggestions to review example videos and evaluate them based on guidelines for selecting materials and evidence of preparation of self, students, and materials as well as follow up.

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    This document provides guidance on using and evaluating instructional materials for teaching. It includes: 1) A comic strip implying that a field trip Linus went on was not very informative or engaging as it simply involved seeing a field without accomplishing anything specific. 2) Questions about identifying the senses used in the field trip and whether it achieved any educational goals. 3) Instructions to create a 10 minute video presenting a lesson and example of instructional materials in your subject, criteria include content, creativity, and time frame. 4) Suggestions to review example videos and evaluate them based on guidelines for selecting materials and evidence of preparation of self, students, and materials as well as follow up.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    105 views2 pages

    Using and Evaluating Instructional Materials Take-off/Motivation

    Uploaded by

    Aaron Asne
    This document provides guidance on using and evaluating instructional materials for teaching. It includes: 1) A comic strip implying that a field trip Linus went on was not very informative or engaging as it simply involved seeing a field without accomplishing anything specific. 2) Questions about identifying the senses used in the field trip and whether it achieved any educational goals. 3) Instructions to create a 10 minute video presenting a lesson and example of instructional materials in your subject, criteria include content, creativity, and time frame. 4) Suggestions to review example videos and evaluate them based on guidelines for selecting materials and evidence of preparation of self, students, and materials as well as follow up.

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    USING AND EVALUATING INSTRUCTIONAL MATERIALS

    Take-off/Motivation

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

    Guide Questions for Discussion


    1. From the conversation, Linus said: "It was really 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 done anything, it would have been the fact that Linus could see an actual field, but it
    had also caused uncertainty for Linus and Charlie Brown. In the end, Charlie was already
    unsure if Linus would go on another field trip.
    Take Action

    Create a 10 minute-video presentation that includes a lesson and an example of your prepared
    instructional materials in your major subject
    Criteria:
    Content- 50%
    Creativity-30%
    Time Frame-20%
    100%

    Self-check

    Try to watch the following videos and answer the questions below.

    Mathematics major: https://www.youtube.com/watch?v=gvi5ABUzLVs

    Social studies major: https://www.youtube.com/watch?v=vjUJNlyX81s


    Questions:
    1. Find out which guidelines in the selection of instructional materials did he observe /not
    observe.
    2. In his use of instructional material, write down evidence of:
     Preparation of self – They are well-prepared to report/discuss/teach their lesson with
    instructional materials including book, outline of her report/lesson, creative visual aide and
    themselves as an educational technology.
     Preparation of students – warming up by reviewing the last lesson that they tackled, asking
    questions and asking again what they have learned from the last lesson.
     Preparation of material – materials are well-prepared, creative, and informative .
     Follow up – They give an activity by pair to evaluate the learning in the lesson that
    they taught if the students understand it.
    Self-reflect
    Connect Gagne’s nine instructional events to the PPPF acronym in this lesson in relation to the use of
    instructional materials. Are Smith and Gagne saying similar things?

    Despite the fact that I was unable to take Facilitating Learning, I can deduce that Gagne's 9
    Instructional events and Smith's PPPF are linked. If I categorize Gagne's nine events, they will also
    suit the abbreviation PPPF. For example, the first two PPs can be attributed to capturing attention,
    conveying the learner's objectives, and promoting recollection of earlier learning (preparing self and
    preparing students). Meanwhile, Preparing materials and Follow-up may be ascribed to offering
    learner coaching, prompting performance, offering feedback, assessing performance, and improving
    retention transfer.

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