By: Henry F.

Haranay
You should have a good idea of your destination, both in the
over-all purposes of education and in the everyday work of your
teaching. If you do not know where you are going, you cannot
properly choose a way to get there.
At the end of this lesson, all are expected:
To plan an activity which suffices the different
criteria on using instructional materials.
To plan an activity which utilizes direct &
purposeful experiences, and contrived
experiences.
What are the purposes of evaluating
instructional materials?
How are we going to evaluate the
instructional materials?
Evaluation is an integral part of the
teaching-learning process.
Evaluation is a holistic approach.
Evaluation must have a norm to base our
judgment.
According to Garo (2008), the following
are some norms in evaluating
instructional materials:
Size
Relevance
Color
Economy
Durability
Easy to handle
Novelty
Lowest-band in the Cone of Experience
These are our concrete and firsthand
experiences that make up the foundation
of our learning.
These are the rich experiences that our
senses bring from which construct ideas,
concepts, and generalizations which give
meaning and order to our lives.
Preparing a meal
Constructing furniture
Making slideshow presentations
Doing laboratory experiments
Delivering a speech
Taking a trip
Etc.
Indirect experiences are experiences of
other people that we heard, seen, and
read.
They are not our own experiences.
Climbing a mountain is a direct
experience; seeing it done in TV is
indirect experience.
The experiences are not purely
mechanical.
Not a mere sensory excitation.
Experiences that are internalized and
have significance in ones life (Paz &
Lucido, 2008).
John Dewey (1916) said: An ounce of
experience is better that a ton of theory
because it is only in experience that any
theory has vital and verifiable
significance.
Students must learn by doing.
Make use of real materials as
instructional materials.
Help students develop and use their five
senses to heighten their sensitivity to the
real world.
Guide students to draw meanings and to
elevate their thinking skills from direct
experiences.
The second band of the Cone of Experience
These are edited copies of reality and are
used as substitutes for real things when
they are not practical or not possible to
use.
Models
Reproduction of a real thing in a small scale,
large scale, or real size, yet made of
synthetic/artificial materials.
Brown (1969) said: they are substitutes for real
things which may or may not be operational.
Example: Atom Model
Mock Up
An arrangement of a real device or associated
devices displayed in such a way that represents
reality.
A special model where the parts are singled out,
magnified, and heightened in order to focus on
the parts or process under study.
Example: Planetarium
Specimen
Any individual or item considered typical of a
group, class, or whole.
Object
May include artifacts displayed in museum or
objects displayed in exhibits or preserved insect
specimens in science.
Simulation
Is a representation of a manageable real event in
which the learner is an active participant engage
in learning a behavior or applying previously
acquired knowledge and skills (Orlich, et. al.,
1994).
Game
Games are played to win.
Overcome limitations of space and time.
Edit reality to focus on a particular
process, event, part, etc.
Overcome difficulties of size
Understand the inaccessible
Help learners understand abstraction.
Let us apply what we have understood.
Daghang Salamat!