My Sample Instructional Printed Handout

Before, I use print materials just to aid me in giving the students some additional resources for our particular topic and usually it’s in a form of handout. This module made me realize the need to evaluate the purpose of print materials that I used in teaching. After reading the given resource materials for this, it enlightens me of the things to consider when preparing print materials. From the design layout, fonts and graphics to be used in the handout, to the line spacing and word contents of the material, you still need to consider a lot of other factors before incorporating it into your teaching. Questions like “For whom will be this handout?”, “What’s my purpose on giving this handout?”, “How will I effectively incorporate it in my teaching?” and “What will the students do with it?”, are just some of the things that we have to think about when designing and preparing any print materials for our lesson discussion.

intro to html pamphlet
intro to html pamphlet

Good lay-outing skills and the “eye for design” could not be easily achieved but like what Lamb has mentioned, just keep it short and simple and select an appropriate layout that would not only draw attention but would also encourage reading to enhance positive learning approach. For me, those would be the significant things to consider in making effective print materials. Something that students can use as a reference when reviewing previously learned lessons. But we must still keep in mind that it should also respond to the learning needs of the students. It should also serve as a guide when they look for relevant information as they would look for deeper understanding of the lesson that could further develop students’ independent learning.

References:

Matiru, B. (1995). Printed media. In Teach your best: A handbook for university lecturers. Frankfurt am Main: IKO. Retrieved at http://collections.infocollections.org/ukedu/en/d/Jgtz016e/8.3.2.html#Jgtz016e.8.3.2

Lamb, A. (2005). Designing & developing resources: Print materials (Chap 7). In Building treehouses for learning: Technology in today’s classrooms, 243 – 272. Retrieved at http://eduscapes.com/treehouses/TJ7print.pdf

Technology Integration in Instruction

Teachers have been using technologies even before. Traditional classrooms use a variety of technologies, from textbooks to overhead projectors, from typewriters in English language classrooms to charts of the periodic table on the walls of laboratories (Mishra & Koehler 2006). But now, when we talked about technology, i.e., in terms of teaching, we refer to it as computers, software, educational games, internet or any other latest gadgets or tools used in classroom teaching. It is starting to play a significant role in our classroom setting. Aside from the idea that teachers should be the masters of their subject matter, it is now really inevitable to integrate technology in our teaching instructions. It helps the teacher get the students attention to facilitate an easier and fun learning environment in the classroom.

For an ICT teacher like me, I find it really helpful to use PowerPoint and animated presentations to get my students’ attention. I always try to be creative by using educational interactive games and fun hands-on exercise activities in delivering some of my lessons. The availability of internet connection also comes in very handy in conducting my online keyboarding activity for my students’ touch typing lessons. This is how I maximize the advantage of technology in my classes. My knowledge of various application programs and tools also proves to be very helpful in doing my job effectively. But computers and application programs sometimes don’t work properly caused by viruses, some hardware and other technical problems. Internet connection also is not always fast and stable. These are just some of the things that you should be prepared of when you’re used to integrate technology as your aid in your teaching. This is where you can apply your “other” teaching strategy. How can you still have your students’ attention even without using the internet or even without the help of technology in your learning activities? A back-up plan comes handy in times like these. It’s either be some kind of matching game about our topic or a hangman-kind of discussion to facilitate active participation and interaction with my students.

Mishra & Koehler (2006) concept that mere introducing technology to the educational process is not enough is definitely true. Understanding of how technology relates to the pedagogy and content plays an important role in our teaching techniques. Teachers should continuously be updated with the latest instructional media and technology for instruction. We should be always creative and innovative, even or without technological aid because at the end of the day, teacher will always be more important than technology (Roblyer and Doering 2013).

 

References:

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Retrieved at http://onlinelearningcurriculumcommittee.pbworks.com/f/mishra.pdf

Koehler, M. J. (n.d.). TPACK explained. Retrieved at http://www.matt-koehler.com/tpack/tpack-explained/

Roblyer, M.D. & Doering, A.H. (2013). Integrating Educational Technology into Teaching 6th Edition. Boston, MA: Pearson

Introduction to Instructional Media

The emergence of various media and technology in today’s teachings seems to be really helpful in our aim to have an effective instruction. Aside from keeping the students’ interest in the topic discussion, it also clarifies and reinforces concepts in a much easier way for the students. As mentioned by Naz & Akbar (2008), if properly designed, skillfully produced and effectively used, it will have a great influence on teaching and learning. But we must not disregard the huge role of the teachers in doing this. As the great mediator of learning, pedagogical knowledge will still be an important factor in facilitating the transfer of knowledge from the teacher to the learners. Teachers should continue to think of innovative and creative ways to use these modern instructional media in encouraging involvement from the students. Like how Dale (1969) saw it, the importance of direct experience by the students could lead to their permanent learning. That is why, I think, experiential learning should always be part of the learning activities. Students’ involvement through hands-on or other application activities will give them the opportunity to explore other learning possibilities that could provide them a richer learning experience. This will in turn, develop their independent learning that could possibly lead to a more positive learning outcome.

 

Reference:

Naz, A. A. & Akbar, R. A. (2008). Use of media for effective instruction its importance: Some consideration. In Journal of Elementary Education, 18(1-2), 35-40. Retrieved at http://pu.edu.pk/images/journal/JEE/PDF-Files/JEE-18(1-2)%20No_3.pdf

Dale, E. (1969). Audiovisual methods in teaching (3rd ed.). New York: Dryden Press.

My IMR Concept and My Online Learning Experience

Teachers have different teaching styles and strategies just like learners have various learning styles and needs. As a teacher, I use instructional materials to encourage learning and help students understand the lessons easily. Various resources like handouts, textbooks and presentations gave our students the opportunity to experience a variety of learning tools. Good instructional materials and resources help capture and maintain students’ interests and focus on the topic. It gives a huge impact on our motivational strategies on teaching effectively. In my teachings, I usually utilize multimedia presentations and websites with my on-screen instructions as my visual aids. I think that its better to have a clearer view of something than thinking of an abstract idea in your mind. And instructional materials come helpful on this.

Concerning my reflection about online learning, though the flexibility to study is in your convenience since you can be in the virtual classroom anytime you want as long as you have internet connection, self-discipline and good time management skill are still big factors to consider. Participating in online forums and discussions is still something stressful to me. The assignments and other requirements that need to be completed and submitted on time still give me sleepless nights even if this is my third term in the PTC program. I’m also still having a hard time keeping up with the pace of doing all the readings and paper works for the course. Although I got 50 points for the Time Management Skills Test which means “good time manager”, I know that I still have some productivity problems. As a student of UPOU, I know that I need to be more organized. I need to keep on motivating myself that I could do it and I really need to since this is my last term. Nothing is sweeter than achieving your goals through your hard work and perseverance. And also, knowing that all that I’ve learned from my online learning is really beneficial in my teaching career makes it all worth it.

My EDS 151 ePortfolio

Welcome to my EDS 151 ePortfolio!

Hi everyone, it’s my third term in UPOU PTC program and everything that you could find here is all about my eJournal, learning artefacts and plans of action for my Instructional Media Resources course. So hope to get some feedbacks and suggestions from you. Anyway, thanks for spending some time visiting my site and good luck to everyone!

Happy blogging!

My Final Assessment

At the beginning of this course, my view on assessment is just a way of checking if my students learnt something from my lesson discussions or from the learning activities that we did to support our lesson. I never thought about it seriously, but this course changed my perspective about it. Now I look at it as one of the most difficult aspect of teaching. The importance of what it really means and the purpose of using it in class is really something different and significant now. All assessments are there to serve some purpose, whether to check learning progress or to measure students’ performance or for instructional improvement, it is still best to use a good combination of assessment tools. No one assessment serves all these purposes quite well.

With this in my mind, I will try to start some changes in my own assessment practices. I really like the idea of giving students the chance and opportunity to further show and demonstrate the depth of their understanding about the lesson. I also consider modifying instructions and learning activities to cater for students’ various learning needs. The importance of in-process learning feedbacks for future instructional plans seems also helpful to my teaching style. All of these seem to have a big impact on what I want to apply on my teaching that is why alternative, formative and differentiated assessments make sense to me. And more importantly the use of rubrics and its introduction to my class will be some of what I envision for them next term. I know it’s not going to be that easy considering the workload accompanied with it but if we really want to achieve something that could be helpful in the long run, we will strive hard for it and start to work on it slowly, but surely.

Score Interpretations

Scores have been the common indicator that a student is doing well and if he is learning something from the lesson. For many, it is the basis of one’s level of knowledge in some type of assessments. The higher score one will get on a test means he effectively used his knowledge and skills that was developed through their schooling. Usually, scores effectively inform both teachers and students about learning progress in class but sometimes it fails on this aspect. Why? I personally had some experienced like this during my high school years in my Math subject. Our teacher seems to don’t like me even though I always participate in class discussions and on-board exercises. I also performed well in quizzes, long tests and periodical tests but in the end, I felt frustrated when I learnt that my other classmates who rarely participate in class and who gets just an average score during exams, got a higher grade than me. The reason? They’re really close to our teacher and some of them are our teacher’s family friend. Although I know that not all teachers are like him but sometimes we just can’t help but meet or encounter people like them. Another experience I had in my college years in one of my major programming subject wherein I don’t really had a good test results but at the end of the course, I never expect to get such an impressive final mark. When I consulted my instructor about it, he told me that he believe that test scores don’t impress him that much and he prefer students that excel more in actual applications and hands-on activities. Based from these experiences and for me personally I do not consider test scores as the true indicator if one is showing a meaningful learning progress. Sometimes it’s just mere numbers that are processed for report card purposes.