PLANNING THE USE OF INSTRUCTIONAL MEDIA OR AUDIO-VISUAL MATERIALS

When media or AV’s are used

There is no specific time for the use of instructional materials in the teaching- learning situation. Much will
depend upon the teacher, the subject matter, the students and the learning situation. There are, however,
many uses for materials in making meanings clear. For example, they can be used for:

1. Introducing a unit
2. Developing a unit
3. Interpreting a unit
4. Following-up or summarizing or summarizing a unit
5. Correlating a bit of information
6. Identifying self with a situation
7. Transferring life to real life situations
8. Motivating and arousing of interest
9. Providing individual and group therapy
How media or AV’s are used
The wise teacher recognizes that variety of presentation adds much to the art of teaching. While there is no
part formula for giving vitality to a presentation, there are suggested procedures that can be employed to
improve the teaching-learning process.
The following are a basic plan of effective teaching:
1. Prepare yourself
1.1 Consider the value and purpose of the material being covered.
1.2 Consider the needs and interests of the students.
1.3 Consider how the medium can best be utilized.
1.4 Preview or audit the material to be used.
2. Prepare the classroom
2.1 See that all the necessary materials are on hand and arranged for their best used
2.2 Be sure that the light can be controlled if needed
2.3 Check ventilation and seating.
3. Prepare the class
3.1 Explain why the particular medium is being used.
3.2 Discuss what the medium includes
3.3 Explain what you expect them to get out of it.
3.4 Introduce new words or terminology.
3.5 Describe any follow up activities including test.
4. Present the materials
4.1 Make the presentation forceful
4.2 Watch the time
4.3 Observe student reactions
5. Summarize
 5.1 Discuss the presentation in detail
5.2 Ask summary questions.
5.3 Clarify misconceptions.
5.4 Test, if necessary.
6. Follow-up
6.1 Allow students to utilize their new knowledge
6.2 Develop or assign follow-up activities
Systems Approach to Teaching
The effective use of instructional materials requires that teachers use a systematic approach to the
development of learning sequences. The total system must encompass:
a. The learners
b. The objectives and content of the lesson
c. The methods to be used in the instruction
d. The instructional materials to be used, including consideration of unique strengths and weakness
e. The facilities or environment
f. The supporting equipment, and
g. The student and teacher evaluation of the results, in changed behavior and attitudes.

Five Phases in a Total System of Instruction

Identified to be the five phases which can assure that instructional outcomes will be as rewarding as
possible. These are (1) introduction (2) development (3) organization (4) summarizing (5) evaluation
1. Introduction
This is the motivational and exploratory phase. During this phase, students are shown that the course
of study will be interesting and challenging to them. The use of AVs’ can help to motivate and
challenge students.

Whenever instructional materials are use, the teacher must consider the following preparations:

1.1 Self-preparation. Preview and evaluate the materials with an aim to effectively integrating them in
the unit of study, either as an introductory or as a follow up material.
1.2 Preparation of the Presentation. Determine how the media will be most effectively presented for
projected and/or audio material, consider the following possibilities: (a) showing materials all the
way through (b) showing only excerpts/segments/frames (c) showing material with recorded
narration (d) pausing at specific points for verbal comment/information on projected material (f)
repeating segments (g) combining two or more media.
1.3 Preparing students. Inform students on what they are to see, why they are going to see it, and
what they are expected to learn from the presentation.
1.4 Preparing follow-up activities. Plan in advance what could be activities after the presentation. A
review of content? An evaluation? Projects? Further studies?
2. Development Phase
This involves the location and learning of the required information by the students. A problem under
study may be segmented to facilitate the use of all available alternative options of methodology, such
as: study by individuals, groups or the entire class.
3. Organization phase
 This is the time for “pulling together” the results of the research and study activities of the students.
This phase uses the production capabilities of the school media center. Among the most useful
materials which students may use are: mounted pictures, slide, or still-picture materials, charts,
posters, graphs, maps, models, mock-ups, duplicated materials, audio and video recording, etc.
Dramatizations, debates, reports, panel discussions, role-playing situations, use of resource speakers,
etc. are typical of activities that may be planned and developed. Students may also plan and execute
display centers, bulletin boards, or exhibits.
4. Summarizing phase
This entails a major presentation for the whole class either by individual members, small groups or by
the teacher. Students may make summary presentations; present and discuss the content of displays;
or hand in written reports, papers, scrapbooks, etc. the teacher may reshow a film, filmstrip, set of
slides, overhead transparencies, etc. the were used in the introductory phase in order to provide a
review and to “cement” together all facets of the study. Any “loose-ends” are tied together, and the
class is ready for the final or fifth phase, that of evaluation.
5. Evaluation phase
This involves two areas of evaluation – students and teacher. It is important that there will be an
evaluation process. Students need to be aware that they are to be held accountable for lesson content
and ultimately for changes in behavior – changes that prepare them to live and function as
contributing citizens in society. Among the evaluation techniques used in evaluation are:

a. Written tests using true-false, multiple choice, fill in the blank, matching type, short answer, essay,
or take-home exams;
b. Oral discussions, dramatizations, role-playing, sociodramas and demonstrations;
c. Audiotaped or videotaped responses or experiences
d. Written reports, term papers or research papers,
e. Student-produced instructional materials, such as mounted pictures, maps, graphs, photographic
slides, bulletin board displays, exhibits, etc.

In a critical evaluation of the students’ performance, the teacher may do the following:
a. Suggest revisions or refinement of parts of the presentation/report;
b. Show evidence of faults in the presentation plan, content, procedures or instructional materials used;
c. Identify problems arising form unclear/ inadequate objectives, evaluations procedures or methods;
d. Indicate lack of student readiness;
e. Show evidence of the need for review or remedial presentation;
f. Show evidence of too slow/fast pace.