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/ 27 Download this Document for Free Instructional aids are devices that assist an instructor in the teaching-learnin g process. Instructional aids are not self-supporting; they are supplementary training devi ces. The key factor is that instructional aids support, supplement, or reinforce. While instructors may become involved in the selection and preparation of instru ctional aids, usually they are already in place. Instructors simply need to learn how to effec tively use them. Instructional Aid Theory For many years, educators have theorized about how the human brain and the memor y function during the communicative process. There is general agreement about cert ain theoretical factors that seem pertinent to understanding the use of instructiona l aids. 1.During the communicative process, the sensory register of the memory acts as a filter. As stimuli are received, the individual's sensory register wor ks to sort out the important bits of information from the routine or less significa nt bits. Within seconds, what is perceived as the most important information is passed to the working or short-term memory where it is processed for possible storage in the long-term memory. This complex process is enhanced by the use of appropriate instructional aids that highlight and emphasize the main points o r concepts. 2.The working or short-term memory functions are limited by both time and capacity. Therefore, it is essential that the information be arranged in useful bits or chunks for effective coding, rehearsal, or recording. The effectiveness of the instructional aid is critical for this process. Carefully s elected charts, graphs, pictures, or other well-organized visual aids are examples of items that help the student understand, as well as retain, essential information . 3.Ideally, instructional aids should be designed to cover the key points and concepts. In addition, the coverage should be straightforward and factual

so it is easy for students to remember and recall. Generally, instructional aids that are relatively simple are best suited for this purpose. Reasons for Use of Instructional Aids 1.It helps the students remember important information. 2. When properly used, they help gain and hold the attention of students. 3.Audio or visual aids can be very useful in supporting a topic, and the combina tion of both audio and visual stimuli is particularly effective since the two most impor tant senses are involved. Instructors should keep in mind that they often are salesme n of ideas, and many of the best sales techniques that attract the attention of poten tial clients are well worth considering. One caution-the instructional aid should kee p student attention on the subject; it should not be a distracting gimmick. 4.Good instructional aids also can help solve certain language barrier problems. Consider the continued expansion of technical terminology in everyday usage. Thi s, coupled with culturally diverse backgrounds of today's students, makes it necess ary for instructors to be precise in their choice of terminology. Words or terms use d in an instructional aid should be carefully selected to convey the same meaning for th e student as they do for the instructor. They should provide an accurate visual im age and make learning easier for the student. 5.Another use for instructional aids is to clarify the relationships between mat erial objects and concepts. When relationships are presented visually, they often are much easier to understand. For example, the subsystems within a physical unit are relatively easy to relate to each other through the use of schematics or diagram s. Symbols, graphs, and diagrams can also show relationships of location, size, time, frequency, and value. By symbolizing the factors involved, it is even poss ible to visualize abstract relationships.