INSTRUCTIONAL MATERIALS

MA. ROMILA UY
 IS THERE A DIFFERENCE BETWEEN
INSTRUCTIONAL METHODS AND INSTRUCTIONAL
MATERIALS
INSTRUCTIONAL METHODS
INSTRUCTIONAL MATERIALS
Instructional Methods and Material are NOT the same and a clear
distinction should be made between them .

Instructional Methods are the way information is thought

Instructional Material include print and non print media used to

transmit information and the accompanying hardware and
software needed for delivery.
 INSTRUCTIONAL MATERIALS

 Definition: It is a vehicle by which information is communicated

 Purposes: to help the nurse educator deliver a message

creatively and clearly intended to supplement, rather than
replace, the act of teaching and the role of the teacher
GENERAL PRINCIPLES OF EFFECTIVENESS

Media should:
Change behavior by influencing a gain in
cognitive, affective, and/or psychomotor
skills
Enhance learning—no one tool is better
than another
Complement the instructional methods
 General Principles (cont’d)

Media should (cont’d):

Match available financial resources
Be appropriate for physical environment
Complement learners’ sensory abilities,
developmental stage, and educational level
Impart accurate, current, valid and
appropriate messages
Add diversity and information to learning
 CHOOSING INSTRUCTIONAL MATERIALS

Three Major Variables to Consider when choosing instructional

material

1. Characteristics of the Learner

 Sensorimotor abilities
 Physical attributes
 Reading skills
 Motivational level
 Developmental stages
 Learning styles
 CHOOSING INSTRUCTIONAL MATERIAL

2. Characteristics of the Media

 Print
 Nonprint
 Models
 Audiovisual
 CHOOSING INSTRUCTIONAL MATERIAL

3. Characteristics of the Task

 Learning domain
 Complexity of behavior
 THREE MAJOR COMPONENTS OF
INSTRUCTIONAL MATERIALS
1. Delivery System
 Definition : both the software (physical form) and the
hardware used to present materials
 Examples

 Software (physical form) : Power Point slides , DVDs

 Hardware : computer, DVD players

COMPONENTS (CONT’D)

2. Content
 Definition: actual information imparted to the learner

 Selection criteria for content

 Accuracy
 Appropriateness for skill determination
 Readability
 COMPONENTS (CONT’D)

3. Presentation
 Definition: Weston and Canston (1986) states that the
form of the message; in other words how information
is presented is the form most important for
selecting/developing instructional materials
 They describe the form of the message as occurring a
long a continuum from Concrete to Abstract
including ;
 COMPONENTS (CONT’D)

 Realia: most Concrete and accurate form of stimuli used to

deliver information e.g . An actual woman or mannequin
demonstrating breast-self examination
 Illusionary representations: Less concrete e.g. real life visual
and auditory media such as audiotapes on how to
discriminate between normal and abnormal lung sound
 Symbolic representations: most abstract types of message
/stimuli used for instruction e.g. Audiotapes ,oral;
presentation, graphs written text ,handout….
 TYPES OF INSTRUCTIONAL MATERIALS

Written (Printed) Materials

 Written (Printed) Materials

Advantages
 Available to learner in absence of teacher
 Widely acceptable, familiar
 Readily available
 Relatively cheap
 Convenient form
 Learner controls rate of reading
 Content easily altered to target specific audiences
 WRITTEN MATERIALS (CONT’D)

Disadvantages
 Most abstract form of reality
 Immediate feedback limited
 Proper reading level essential for full usefulness
 Less useful with low literate learners or visually or
cognitively impaired learners
 Inappropriate for illiterate learners
 WRITTEN MATERIALS
Example of Written Materials ; Commercially Prepared
materials

These materials includes material that prepared by companies that

may or may not produced in collaboration with health professionals
,which raises the questions of how factual the information may be.
 WRITTEN MATERIALS
 Factors to be considered when using Commercially Prepared
materials

 Who produced the item? Was there any input by healthcare professionals?
 Can the item be previewed?
 The price must be consistent with its educational value.
 WRITTEN MATERIALS

Example of Written Materials ;Instructor Composed

Material

Educators may choose to write their own instructional

material for the purpose of cost saving or the need to
tailor content to specific audience.
Guidelines for writing Effective Instructor Composed Material
Fit your own institution’s policies, procedures and equipment.

Build in answers to those questions asked most frequently by

your patients.

Highlight points considered especially important by your

healthcare team.

Reinforce specific oral instructions and clarify difficult

concepts.
EVALUATING PRINTED MATERIALS
Educator must consider :
Nature of the audience
Literacy level required
Linguistic variety available
Brevity and clarity
Layout and appearance
Opportunity for repetition
Concreteness and familiarity
 DEMONSTRATION MATERIALS

Demonstration materials includes many types of non-print media, 

such as models and real equipment as well as displays, such as

posters ,diagrams, illustrations ,charts bulletin boards …..

 DEMONSTRATION MATERIALS
Advantages
Fast way to attract attention, make a point
Flexible
Portable
Reusable
Stimulate interest or ideas in observer
Can change or influence attitudes
Purchasable and/or can be made
 DEMONSTRATION MATERIALS
(CONT’D)

• Disadvantages
 Take up a lot of space
 Time-consuming to prepare—often reused, outdated
 May be overused
 Unsuitable for large audiences
 DEMONSTRATION MATERIALS
Models
 DEMONSTRATION MATERIALS
Models are usually three-dimensional instructional tools that allow the 
learner to immediately apply knowledge and psychomotor skills by
observing ,examining ,manipulating handling ,assembling and
disassembling objects while the teacher provides feedback (Rankin &
Stealing 2001)
DEMONSTRATION MATERIALS MODELS

Advantages
 Useful when real object is too small, too large, too
expensive, unavailable, or too complex
 Allows safe, hands-on practice
 More active involvement by the learner with
immediate feedback available
 Readily available
 DEMONSTRATION MATERIALS
MODELS (CONT’D)

 Disadvantages

 May not be suitable for learner with poor abstraction

abilities or for visually impaired
 Some models fragile, expensive, bulky, or difficult to
transport
 Cannot be observed or manipulated by more than a
few learners at a time
 DEMONSTRATION MATERIALS
Displays
 DEMONSTRATION MATERIALS

Displays such as chalkboards, boards, flipchart are two-dimensional 

objects ,they are useful tools for a variety of teaching purposes to

clarify, reinforce or summarize information on important topics and

themes.
 DEMONSTRATION MATERIALS

Displays
Babcock and Miller (1994) suggested important guidelines when
using chalkboards and white marker boards as follows;

Be sure that writing is legible and discernible 

Step a side and face the audience after putting notations on the 
boards to maintain contact with audience
Allow audience time to copy the message 
Enlist a good note taker to capture a creative design or record 
an idea before the board is erased
 DEMONSTRATION MATERIALS

Posters
Which poster is more helpful ….!!!
 DEMONSTRATION MATERIALS

Although they are a type of display material ,posters are being 

addressed separately because they have become increasingly

unique, popular and important educational tools

 DEMONSTRATION MATERIALS

Posters
When using poster the educators must Consider:
 Color (opposite spectrum, one color should make up as 70% of the
display)
 Graphics should be easily interpreted
 White space and another background color
 Avoid unfamiliar words and symbols
 KISS principle (keep it small and simple)
 Keep learning objectives in mind for the focus of the display tool
 Be sure content is free from spelling and grammar mistake
 Balance Titles / Script
 AUDIOVISUAL MATERIALS

 Factors in selection
 Technical feasibility
 Economic feasibility
 Social/political acceptability
 Instructor familiarity
AUDIOVISUAL MATERIALS
 AUDIOVISUAL MATERIALS

Technology software and hardware are exceptional aids because many 

can influence all three domains of learning by promoting cognitive

development ,stimulating attitude change, and helps to build

psychomotor skills
 AUDIOVISUAL MATERIALS
Audiovisual materials can be categorized in to five major types ; 

Projected Learning Resources 

Audio Learning Resources 
Video Learning Resources 
Telecommunications Learning Resources 
Computer Learning Resources 
 PROJECTED LEARNING RESOURCES

 Projected Learning Resources such as;

 Power Points
 Overhead transparencies
 PROJECTED LEARNING RESOURCES

 Advantages
 Most effectively used with groups
 Especially beneficial with hearing-impaired, low-
literate learners
 Excellent media for use in teaching psychomotor
skills
PROJECTED LEARNING RESOURCES (CONT’D)

 Disadvantages
 Lack of flexibility due to static content of some forms
 Some forms may be expensive
 Requires darkened room for some forms
 Requires special equipment for use
 AUDIO LEARNING RESOURCES

Audio Learning Resources includes CDs, Digital Sound

Files, Radio
Advantages
 Widely available
 May be especially beneficial to visually-impaired, low
literate learners
 May be listened to repeatedly
 Most forms practical, cheap, small, portable
 AUDIO LEARNING RESOURCES (CONT’D)

 Disadvantages
 Relies only on sense of hearing
 Some forms may be expensive
 Lack of opportunity for interaction between
instructor and learner
 VIDEO LEARNING RESOURCES

Video Learning Resources includes ; Digital Video Files,

DVDs, Webinars
 Advantages
 Widely used educational tool
 Inexpensive; uses visual, auditory senses
 Flexible for use with different audiences
 Powerful tool for role-modeling and demonstration
 Effective for teaching psychomotor skills
 VIDEO LEARNING RESOURCES (CONT’D)

 Disadvantages
 Viewing formats limited depending on use of VHS or
DVD
 Some commercial products may be expensive
 Some purchased materials may be too long or
inappropriate for audience
 TELECOMMUNICATIONS LEARNING
RESOURCES
Telecommunications Learning Resources includes
Television, Telephones

 Advantages
 Relatively inexpensive, widely available
 Disadvantages
 Complicated to set up interactive capability
 Expensive to broadcast via satellite
 COMPUTER LEARNING RESOURCES
In our technological society ,the computer has changed our
lives dramatically and has found widespread application in
industry, business, schools and homes

 Examples of Computer Learning Resources (See chapter

12 page 504)
COMPUTER LEARNING RESOURCES
(CONT’D)
 COMPUTER LEARNING RESOURCES

 Advantages
 Interactive potential: quick feedback, retention
 Potential database is enormous
 Can individualize to suit different types of learners,
different pace of learning
 Time efficient
 COMPUTER LEARNING RESOURCES
(CONT’D)

 Disadvantages
 Primary learning efficacy: cognitive domain less
useful for attitude/behavior change or psychomotor
skill development
 Software and hardware expensive
 Must be purchased
 Limited use for most older adults, low-literate
learners, those with physical limitations
 EVALUATION CRITERIA FOR
SELECTING MATERIALS
 Considerations for Selecting Materials

 Learner characteristics
 Task(s) to be achieved
 Media available
 STATE OF THE EVIDENCE

 Performance is improved and learner satisfaction

increased with visual reinforcement.

 Distance learning is an increasingly viable option for

learners.
LEARNING PYRAMID ; INFORMATION RETENTION BASED ON THE LEVEL OF
ACTIVE LEARNER INVOLVEMENT

Source : Adopted from National Training Laboratories. Institutes of Applied Behavioral Science
 SUMMARY

Instructional materials should be used to support learning

by complementing and supplementing your teaching, not
by substituting for it.
SAMPLE INSTRUCTIONAL MATERIALS IN
ENGLISH
POPSICLE G AND DVDS
GAME BOARDS AND POSTER
SEMANTIC BLOCKS
CHALLENGE!
THANK YOU!!!