Presented By:

SANJAY SAHU , PRT

KV DIPATOLI, RANCHI
 In the field of education, TLM is a commonly
used in small form(ACRONYM) that stands for
"teaching/learning materials." Broadly, the
term refers to a spectrum of educational
materials that teachers use in the classroom
to support specific learning objectives, as set
out in lesson plans. These can be games,
videos, flashcards, project supplies, and
more.
 Definition

शिक्षण अधधगम सामग्री

डेन्ट (Daint. E.C.) के अनस
ु ार- "ऐसी
समस्त सामग्री जो कक्षा में या ककसी भी
शिक्षण पररस्स्ितत में शिखित अिवा मौखिक
िब्दों को समझने में सहायक शसद्ध होती है ,
शिक्षण अधधगम सामग्री (TLM)कहिाती
है ।"
1) Every individual has the tendency to
forget. Proper use of teaching aids helps to
retain more concept permanently.

2) Students can learn better when they are

motivated properly through different
teaching aids.

3) Teaching aids develop the proper image

when the students see, hear, taste and smell
properly.
4) Teaching aids provide complete example
for conceptual thinking.
5) The teaching aids create the environment
of interest for the students.
6) Teaching aids helps to increase the
vocabulary of the students.
7) Teaching aids helps the teacher to make
learning permanent.
8) Teaching aids provide direct experience to
the students.
• TLMs can be found locally . Therefore , it
becomes cheap.

• TLMs are usually easy to carry (i.e. portable).

• TLMs should be simple and adaptable to the

local situation/conditions.

• TLMs help learners to relate what is being

taught to real life situations.
There are so many aids/TLMs available these
days. We may classify these aids as follows-

. Visual TLMs

. Audio TLMs

. Audio - Visual TLMs


The aids which use sense of vision are called
Visual aids.

For example :- actual objects, models,

pictures, charts, maps, flash cards, bulletin
board, chalkboard, overhead projector, slides
etc. Out of these black board and chalk are
the commonest ones.

The aids that involve the sense of hearing are
called Audio aids.

For example :- radio, tape recorder,

gramophone etc.

The aids which involve the sense of vision as
well as hearing are called Audio- Visual aids.

For example :- television, film projector, film

strips etc.
• Books
• Maps
• Charts/ FLASH Cards
▪TV and Videos
• Diagrams
• Overhead projectors/ transparencies
• Slide projectors
• Blackboards/chalkboards /flip charts
• Chalk/ markers etc.
 Story books make great teaching-learning
materials. For example, a Primary school
teacher can use book like CHAMPK , JATAKA
TALES ,PANCHTANTRA etc.A teacher can read
these book to the class as a whole, then have
students write a brief essay summarizing the
book and explaining what they thought of the
story.
 Even in this age of computers and internet-
based learning materials, flashcards can be
particularly useful for students with learning
disabilities such as dyslexia. Printing high-
frequency words, also known as sight words,
on the front of flashcards with short
definitions on the back can create a good
learning tool for students who have auditory
or visual learning styles.
 In the current digital age, there are plenty of
websites that offer free educational videos for
kids. Videos provide real, visual images that
can help better learning, but you need to be
careful to choose videos that have real
educational value. cbse and ncert Websites
that offer free learning videos for the learners
,which offers videos on all the subjects .
 Younger students can learn using model clay.
For example, a teacher might have young
students make letters of the alphabet using
clay.
 Teachers have been known to use model clay
to make different types of toys , fruits and
animals etc.
 In this modern age, don't forget about the
value of old-fashioned overhead
transparencies. A teacher can use overhead
projector transparencies to teach counting
skills, such as for numbers up to 100, and
visually demonstrate how charts and graphs
work.
 Plenty of learning computer software is
available online. Interactive software
programs can help English language
learners study grammar and other elements
of the English language.
 Google classroom, blogger, jamboard ,google
meet, whats app, twitter are the apps, these
apps are free.
• Making your own visual aids/TLMs means
you do not have to depend on other
organizations or people for TLMs. It is also a
better way to learn to discover new
information as well as to ensure that the
TLMs are relevant to the needs of the
learners.
• TLMs made by users themselves are less
costly.
 एक चीनी कहावत के अनुसार कहा जाता है कक -

“ जो चीजें मैं सुनता हूँ ,

िायद उनको भि सकता हूँ ,
जो चीजें में दे िता हूँ ,
िायद उनको याद रि सकता हूँ,
ककिंतु जो चीजें मैं स्वयिं करता हूँ
उनको कभी नह िं भि सकता हूँ । "
❖ • They are usually developed to suit the
trainers and trainees’ objectives of teaching
and learning, respectively.
❖ • Planning TLMs helps the users to think
about the information in different ways
❖ • Ensures active participation by the
learners.
❑ Identifying/making your own visual aids
provides:-
➢ knowledge to both facilitator and learner •

➢ enough TLMs in every lesson for every

learner. For example- the following TLMs in
Numeracy and Communication Skills can be
made locally: Numeracy- abacus number,
number chart, stories Communication Skills -
language chart, activity sets
• Locally made TLMs can easily substitute
expensive ones which are not readily
available.
• Developing skills in making various types of
TLMs reduces dependence on other people’s
skills.
• Ability to identify various types of TLMs
makes facilitators and learners adapt to any
classroom situation.
❑• Identifying local resources for making TLMs
will help users to begin planning the
materials that they will develop and use to
make some such as charts, maps, diagrams
and models.
❑ • Local resources are easily available.

❑ • Local resources can also be free or obtained

at low cost.
• Identifying the right users will help you to
design TLMs that can make the learning
process easier and appropriate both for the
learners and the facilitators.
• It is always important for the facilitators to
have in mind a specific target group who will
use the TLMs.
• Involve the identified target groups in
planning and developing TLMs
• Choose topic/s

• Make a plan

• Identify the resources available

• Assessment of TLMs may be done in brief
classroom conferences or discussions.

• Facilitators should GAIN confidence in their

TLMs. They should also accept review
comments from their colleagues.
• Use the materials in the actual teaching and
learning session with an actual group of
learners for effectiveness.

• This will make them see the need for

updating or revising their TLMs.
➢ • TLMs make lessons lively and interesting;
therefore, this asset must not be impaired by
damage.
➢ • TLMs ensure understanding of lessons.

➢ • Facilitators and learners should always

ensure that TLMs are mended/repaired when
they are slightly torn/damaged.
➢ • Learners should always handle TLMs
delicately.
 Teaching and learning materials are not a
complete method of teaching but an aid to
learning.
 TLMs are not necessarily required in all
lessons.
 Too many aids in one lesson may distract
attention from the main subject of the lesson
and can take much of the learners’ time.
 TLMs should be adapted to the
understanding and level of the class.

 TLMs should be relevant to the subject of the

lesson.

 Do not use pictures when trainees can see

and handle the real things, e.g. a real leaf is
better than pictures of a leaf.
 Do not leave TLMs on display for too long.
When the class loses interest in them, they
will no longer serve their purpose.

 Make new TLMs each year. This creates the

trainer’s interest and interest among the
learners. .
 I understood what TLM truly is only after having
these experiences. There are many aspects to
TLMs. TLMs are not just to be used for
demonstration in the classroom and are not to be
created and used by the teacher only. Unless TLM
is
“By the learners,
for the learners
& of the learners” .