Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED 12-1STSEM-2024-2025

COLLEGE OF TEACHER EDUCATION

Bayombong Campus

DEGREE COURSE NO. PROF ED 12

PROGRAM
SPECIALIZATION COURSE FIELD STUDY 2 (Participation and
TITLE Teaching Assistantship)
YEAR LEVEL TIME FRAME 3hrs WK IM
NO. NO.

I. UNIT TITLE/CHAPTER TITLE

I. Selecting Non-digital or Conventional Resources and Instructional Materials

II. LESSON TITLE

1. Instructional Materials

III. LESSON OVERVIEW

We choose the most appropriate or suitable resources or instructional materials based on our
lesson objectives or learning outcomes. Even when technology-based educational materials
abound, the teacher still needs to be competent in selecting and developing resources and
materials that are not ICT-based. Teachers should know how to be resourceful in tapping non-
digital or conventional resources and materials available in the area and situation.

IV. DESIRED LEARNING OUTCOMES

a. Show skills in the selection, development and use of a variety of teaching and learning
resources, to address learning goals. (PPST 4.5.1)
b. Show skills in the positive use of non-digital/conventional resources and materials for
student engagement in teaching and learning.
c. Demonstrate positive attitude towards the use of resources and instructional materials.
d. Use professional reflection and learning to improve practice. (PPST 7.4.1)

LESSON CONTENT

MODULE 6
Selecting Non-digital or Conventional Resources and Instructional Materials

Any book on educational technology or instructional materials would usually devote some
pages to Edgar Dale’s Cone of Experience. It is a classic model articulating the different types of
audiovisual materials and how these audiovisual types relate to each other. Seventy-five years ago,
1946, Dale already identified ten classifications of instructional materials, which remain to be relevant
today namely: 1. Direct, Purposeful Experiences; 2. Contrived Experiences; 3. Dramatic
Participation; 4. Demonstrations; 5. Field Trips; 6. Exhibits; 7. Motion Pictures; 8.
Radio/Recordings/Still Pictures; 9. Visual Symbols and 10. Verbal Symbols.

According to Dale, “The cone device is a visual metaphor of learning experiences in which
the various types of audiovisual materials are arranged in the order of increasing abstractness as one
proceeds from direct experiences”. As such, the Cone of Experience can be seen more as a
“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 1 of 4
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED 12-1STSEM-2024-2025

continuum, not just hierarchy. It is a way to see instructional materials in a continuum from increasing
concreteness in one direction to increasing abstractness in the other.

Jerome Bruner explained the ways by which we can represent knowledge. These
representations are: 1. Enactive: which involves movement and physical manipulation, 2. Iconic:
which involves pictures and images; and 3. Symbolic: which involves symbols like letters and
numbers. Both the teachers and students make representations of knowledge. The teachers when they
teach or impart knowledge, and by learners when they show or demonstrate what they have learned.

Ideally, the more direct and real the experience given to students to learn something, the
better is the opportunity for learning. However, it is not always possible to do so. For instance, during
the pandemic, all classes switched to flexible learning utilizing online modalities, TV, Radio, and printed
modules. Situation and context challenge teachers to choose the best instructional materials
considering the limitations.

As you work on this episode, remember that you take the role of an FS students now
participating and assisting in the work of selecting non-digital or conventional resources and
instructional materials. You are not simply a detached observer, but you are now a participant as well.
You are more involved in the tasks, becoming more and more a teacher.

Be mindful that you are also developing yourself as a teacher-researcher. Always use your
capacity to notice what is going well. Or what can be missing; what can be improved? What can be a
new way of doing things? Then focus on finding out the answers to these questions. That as a teacher,
you can always find ways to do things better and more effectively. Also, aim to develop the confidence
to try and initiate to continuously improve your skills.

Revisit the infographics on the Dale Cone of experiences showing types of audiovisual
instructional materials and the selection criteria and steps in using instructional materials.

Selecting Resources and Instructional materials: Some Points to consider

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 2 of 4
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED 12-1STSEM-2024-2025

The Resource or Instruction Materials

 has accurate and meaningful content;

 aligns to the learning objectives/outcomes of the lesson;
 elicits students’ interest and engagement;
 is inclusive and free from cultural bias;
 is developmentally appropriate;
 fosters critical thinking/aesthetic appreciation;
 allows collaboration among learners;
 flexible for group or self study; and
 time and cost-efficient

The Proper Use of Instructional Materials (IM)

1. Prepare yourself:
* be clear on your lesson’s learning outcomes
* have a plan on how you will use the IM
* formulate the questions you will ask
* determine how you will assess learning

2. Prepare your students:

* capture the students’ interest and attention
* communicate the intended learning outcomes
* provide scaffolding questions to guide them
* communicate how their learning will be assessed

3. Present the Material:

* ensure that you have the steps well-planned out
* ensure that everyone has good visual and / or auditory access to the IM
* be ready to answer the students’ questions

4. Follow-up:
* encourage students to interact in sharing their experience with the IM, their feedback
and insights
* assess the attainment of the learning outcomes

LEARNING ACTIVITIES
“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 3 of 4
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED 12-1STSEM-2024-2025

Resource Teacher: ________________________________ Teacher’s Signature: ___________

School: _________________________________________ Year Level: ___________________
Subject Area: ____________________________________ Date: ________________________

NOTICE

After you participated or assisted in using resources/instructional materials in teaching learning,

described what you observed and experienced by answering the items below:

1. How did you prepare for this activity?

2. Describe how you or the teacher utilized the resources/instructional materials. Narrate your
experience as you participated and assisted.
3. What were your feelings and thoughts while you were assisting with the use of the
resources/materials?
4. Describe how the students responded and participated.

ANALYZE
1. What worked well during the activity using the resources/materials?
2. What part can be improved?

REFLECT
1. How ready am I in selecting and developing resources/instructional materials in the teaching-learning
process?
2. What do I still need to learn to select and develop resources/instructional materials in teaching
effectively?
3. What can I do to learn more about and practice the use of resources and instructional materials?

ARTIFACTS

Attach pieces of evidence of what you accomplished in this episode.

REFERENCES
A. Books
1. Anderson, M. (2010) Well-balanced teacher. ASCD Alexandra, Va. USA.
2. Baudu, C. (2012) Anti-oppresive education through English language arts: A recollecting
journey. Unpublished Master’s Thesis, University of Regina, Canada.
3. Bilbao, P. Corpuz, B.; Llagas, A. Salandanan, G. (2018) The teaching profession. Quezon City,
Philippines: Lorimar Publishing Inc.
4. Borabo, M. and Borabo, H.G. (2015) Field Study 4 Exploring the Curriculum. Quezon City,
Philippines: Lorimar Publishing Inc.
5. CHED (2004) Commission on Higher Education. Memorandum Order 30, series 2004.
6. Corpuz, B.; Lucas, M.R.; (2018). Child and Adolescent Learners and Learning Principles.
Philippines: Lorimar Publishing Inc.
7. DepEd Order No. 73, s. (2012). Guidelines on Assessment and Ratings of Assessment
Outcomes under the Kto12 Basic Education Curriculum.
B. e-Resources
1. http://www.explorance.com/blog/2013/11/4-ways-evaluate-massive-open-online-courses-
moocs/
2. http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html
3. http://www.greatschoolspartnertship.org/wp-content/upload/2014/06/
x3B_Marzano_New_Taxonom_Chart_wit_verbs_3.16.121.pd
“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 4 of 4