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FACTORS AFFECTING MATERIAL PREPARATION

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Niel John Recones Canoy

on 7 August 2016

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Transcript of FACTORS AFFECTING MATERIAL PREPARATION

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Understanding the operational functionality
Since educational communication and technology is a fairly new area of importance in education, it is a lightly technical field, and to understand how it can affect the instructional delivery, one first has to understand the operational functionality of the resource kits.
1.
2. Teachers’ knowledge
- This has a great impact on the effective application of teaching aids or instructional materials, this is because the teacher uses need to understand the sequential presentation of the instructional gadgets so as to suit the interests of the learners and its appropriateness with the instructional tasks.
3.Student
Population
Part of the application of teaching aids or instructional materials process is the target population for whom the materials are to be used and the setting or vicinity where the learning should take place.
FACTORS AFFECTING MATERIALS PREPARATION
Reporters:
Villarin, Lawrence L.
Tolibas, Adelyn B.

4. Time
-is also a serious problem or factor that delay the effective use of instructional materials ineffective instructional delivery in the class, because in most cases the time that is allotted for a subject on the timetable might not be enough for the teachers to present his contents alongside with effective use of the materials which will affect the wholesome delivery of the content.
5. Lack of supply of materials
This factor seemsto be the handicap why most educational institutions are unable to acquire relevant teaching equipment and materials. In line with this, students and teachers will lack on the opportunity to learn and use new techniques in the field.
There are sophisticated teaching aids or instructional materials that can make learning easier and faster such as computer-aided program but lack of funds has effects on its importation and use in schools.
6.Lack of Funds
Materials available for the effective instructional delivery are poorly manhandled by both the teachers and some school authority.
7.Poor handling of Materials
Schools are affected by non-availability of resource room for the proper keeping of both the locally manufactured and the commercially purchased teaching aids thereby limiting its use as at the time needed.
8.Non-availability of resource room
Another pressed issue about teaching aids or instructional materials for use is that, the materials are grossly lacking in the schools. There was scarcity of both printed and audio-visual materials in most of the instructional neither printed nor audio-visual materials were available in sufficient quantity or quality.
9.Sufficiency of printed and audio-visual materials
The few institutions indicates the availability of these materials but were rather in poor condition.
10.Poor condition
- requires matching the materials to the learners’ abilities and prior knowledge.
If the students did not understand the materials, frustration sets in and making it more difficult.
The teacher should must know the materials if it is suited on the level of understanding of the students.

11. Understanding
-involves organizing the material so that it is clear to the students.

Directions, objectives, and main ideas are stated clearly. Internal and final summaries cover the content. Transition between main ideas is smooth and well integrated.Sufficient examples are provided. New terms are defined. Adequate practice and review assignments reinforce new learning.

12.Structuring/Clarifying
-refers to the arrangement of the materials to provide for continuous and cumulative learning where complex concepts are taken only after prerequisite skills and concepts have been mastered. The four basic ways of sequencing a material are (Simple to complex, Parts to whole, Whole to parts,and Chronological arrangements.
13. Sequencing
-require establishing vertical and horizontal balance or relationships. Vertical relationships refer to a building of content and experiences in the lesson, unit and course level. Horizontal relationships establish a multidisciplinary and unified view of different subjects (e.g. the content of the social studies course is related to English and Science.
14. Balancing materials
-refers to the way headings, terms, illustrations, and summary exercises integrated with the content. Does the example illustrate major concepts? Are the major ideas identified in the objectives and overview? Do the headings outline a logical development of content? Do the materials show relationships among topics, events, facts to present an in-depth view of major concepts?
15. Explaining
-refers to how much and quickly the lessons in the books are presented. The volume or the length should not overwhelm the students. There must be enough to have an effect.
16. Pacing
-refers to the extent to which the material allows students to link new ideas to old concepts in a form of review. Less proficient learners would need more review or linking than the more proficient ones.
17. Reviewing
-ensures that students learn better through a variety of ways. The idea is to provide in the textbook opportunities for students to transform information to one form to another, and to apply information to new knowledge - by using various techniques such as comparing and contrasting, drawing inferences, paraphrasing, summarizing and predicting.
18. Elaborating
11. Understanding
- requires matching the materials to the learners’ abilities and prior knowledge.
If the students did not understand the materials, frustration sets in and making it more difficult.
The teacher should must know the materials if it is suited on the level of understanding of the students.

12.Structuring/Clarifying
-involves organizing the material so that it is clear to the students.

Directions, objectives, and main ideas are stated clearly. Internal and final summaries cover the content. Transition between main ideas is smooth and well integrated. Sufficient examples are provided. New terms are defined. Adequate practice and review assignments reinforce new learning.

13. Elaborating
-ensures that students learn better through a variety of ways. The idea is to provide in the textbook opportunities for students to transform information to one form to another, and to apply information to new knowledge - by using various techniques such as comparing and contrasting, drawing inferences, paraphrasing, summarizing and predicting.
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