Criteria for selection and use of instructional materials teaching of Social Studies

UNIT SIX: CRITERIA FOR SELECTION AND USE OF INSTRUCTION MATERIALS TEACHING OF SOCIAL STUDIES

INTRODUCTION

In the teaching and learning of Social Studies, instructional materials are “sine qua non” resources to be utilized so as to facilitate teacher’s presentation and in fact, to enhance students’ learning performance. Therefore, for the teacher to select appropriate learning materials, certain criteria should be considered. The guidelines for the selection and utilization of the resources are to be put into consideration. All these and more are presented in this unit

OBJECTIVES : At the end of this unit, you should be able to: (i) state the selection criteria of instructional materials in Social Studies teaching; (ii) enumerate the guidelines on the Use of instructional materials in Social Studies teaching.

HOW TO STUDY THIS UNIT

1. Glance through the unit. Note the salient points as you read. Take note of the unfamiliar words and check for their meanings in your dictionary.

Now from the beginning, read and digest the unit thoroughly and systematically as arranged. Make sure you attempt in all activities stated. Before attempting the exercises avoid looking at the answers provided.

 

1. Make sure the rules stated are strictly adhered to:

 

WORD STUDY

Affective domain deals with person’s feelings e.g. values, attitude, and perception..

Cognitive domain deals with level of understanding Criteria variables under consideration.

Improvisation making use of the available local resources in-lieu of non-availability of the ready-made ones (commercially produced).

Psychomotor domain manipulative ability or skills.

 

CRITERIA FOR SELECTION OF INSTRUCTIONAL MATERIALS IN SOCIAL STUDIES

 

Subject The utilization of instructional material is essential in any instructional interaction meant to produce effective learning. There should be no excuse or reason whatsoever for not making use of instructional media by teachers. However, it is important at this point to distinguish between two broad categories of instructional materials, both of which require different types of decision from the teacher or instructor.

These broad categories are:

1. Optional or enrichment Materials These can be selected by a teacher as a matter of personal conviction – provided there is a sufficient time and finance.

2. Necessary or Obligatory Materials These are the instructional media that should be used by teachers so as to help them accomplish the stated instructional objectives of the task. Time and finance and other factors ought to be made available for them.

However, the following criteria should be considered when selecting necessary or obligatory instructional material for the Social Studies teaching.

(1) Task Factor: The objectives to be accomplished at the end of the lesson must be put into consideration. Different objectives will require different instructional materials.

The following generations can be made according to (Davies) (1977):

(i) Cognitive Objectives can be realised by all instructional materials.

(ii) Affective Objectives are best realised by audio aids: pictures, films and television: simulators and language laboratories.

(iii) Psychomotor objectives are best realised by audio aids, large model of reality, simulators, language laboratories, field excursions and visits.

 

(2) Topic/Subject Matter: It is also mandatory to consider the topic/subject matter to be taught. It will be wrong to assume that just any medium can be used to teach all topics.

The nature of the topic will determine the choice of instructional material(s) to be selected. Such factors like familiarity to the topics, concreteness or abstractiveness, and scope are to serve as guide to instructional media selection.

(3) Learner’s Factor:

(a) Group Size and Location: these are certain media that are best suited for large audience while there are those for small audience or even individuals. The teacher is expected to consider such factors that will improve visibility, clarity, noise, classroom environment from the part of the learners when making a choice of instructional media for classroom use.

 

(b) Intellectual abilities: Instructional materials to be selected should be borne out of consideration for the seemingly different academic ability of the learners in the class.

 

A choice of complex instructional media that would benefit only the high academic ability learners in the class is to be considered a wrong choice. Other related factors such as learners’ interests and preferences in learning styles need to be put into consideration when selecting instructional materials.

 

(4) Economic Factor: Sometime, the cost of instructional media considered to be appropriate may serve as a hindrance to the teacher.

 

In other words, if the school management cannot afford to procure the media, it is of no use for the teacher to dissipate his energy pursuing what he cannot afford. In this circumstance, the best the teacher can do is to resort to local improvisation of such a medium/media.

 

It is important to stress that materials to be selected would not be too expensive, time consuming to make and not too difficult to use.

 

(5) Technical Factor: Here, selecting criteria would include such variables like, quality or production, ease of use, compatibility that is whether it is handy. Flexibility of use – can it be used in various ways? And for durability, can it be used for long?

 

(6) Availability: Any instructional material that is to be used should be within the reach of the teacher. It is of no use selecting materials that are not available.

 

However, efforts should be made to search for such materials most especially if they are locally manufactured. Improvisation of such material(s) could also be embarked upon. If materials are purchased, the accompanied manuals which explain their use should be readable and understandable

 

EFFECTIVE UTILIZATION OF INSTRUCTIONAL MATERIALS

Selection of appropriate materials does not necessarily mean effective utilization of the materials so selected. For proper integration of media into teaching-learning process, the following factors should be considered:

1. Prepare and make available all needed instructional materials for presentation or giving lesson.

2. Create a readiness for learning by introducing the lesson content; its purpose/objectives, what the learners should expect and what their reactions and participation would be.

3. Match each step of the lesson presentation with appropriate instructional material(s). This should be explicitly integrated in the prepared lesson note for the lesson and strictly followed during delivery.

4. Organise the classroom to suit the usage of the materials in a manner that would not waste time and create unnecessary diversion of pupils attention.

5. Present the materials in the best form to achieve the purpose for which they are prepared, selected and used.

Decision must be taken as to whether the material(s) has/have to be distributed to individual learner group usage/or centralized usage. Make inquiries into what the learners have made out of the usage of the material(s) by

1. asking probing and prompting questions, and by moving about the room to see that learners are using the resources properly.

 

MODULE 2

1. Determine to make the best use of the material by making use of it at the introduction, presentation and evaluation stages of the lesson. 8. Make a follow-up after the lesson by encouraging the learners to interact with the material use during the teaching-learning process. They could be asked to draw. label, explain, infer, and form their own notes making use of the materials.

CRITERIA FOR SELECTING THE USE OF INSTRUCTIONAL MATERIALS IN SOCIAL STUDIES

1. It should be directly relevant to the Social Studies content being taught or leant.

2. It should be presented in a way that captives or arouses the interest of the learners.

3. The instructional materials should be appropriate to the age and ability of the learners and boldly and legibly written.

4. The teacher should avoid unnecessary duplication in the use of instructional materials and mindful of the time of presentation.

5. It should be so simple that learners too can manipulate easily after a brief induction.

6. The learning materials should be such that will not in the manner of production and utilization distract the attention of the learners from learning during the lesson.

7. Where a teacher has to select among alternatives, the cheapest, most readily available and more relevant materials for utilization of the Social Studies teaching should be selected.

8. When audio aid is used, it should be clearly audible to the learners.

9. All the pupils should be given equal chance to see hear, feel, taste or smell the aid.

10. The use of the instructional materials should not be allowed to waste the time of the learners especially the materials that have to go round the class.

 

ACTIVITY

1. Highlight the criteria for selection of instructional material in Social Studies

2. The solution and utilisation of instructional materials in Social Studies teaching are guided.

 

Explain. SUMMARY There are parameters for the instructional materials selection in Social Studies such as task factors, subject matter, learner’s factor, economic factor, technical factor, availability and appropriateness of the resources were discussed in this unit. The guidelines for the utilization of these materials are also explained in the unit.

 

ASSIGNMENT

 

1. Produce a worthwhile instructional material for the teaching of a topic of your choice in Social Studies. Use locally available materials.

 

Key Points: Criteria for Selection and Use of Instructional Materials in Teaching Social Studies

1. Instructional materials are crucial for effective Social Studies teaching, enhancing both teacher presentations and student learning.
2. Criteria and guidelines must be considered when selecting instructional materials.
3. Objectives include understanding the selection criteria and guidelines for instructional materials in Social Studies teaching.
4. Study tips involve glancing through the unit, noting key points, and using a dictionary for unfamiliar words.
5. Affective domain deals with feelings, while the cognitive domain deals with understanding.
6. Criteria for selection include task factor, topic/subject matter, learner’s factor, economic factor, technical factor, and availability.
7. Optional materials are chosen based on personal conviction, while necessary materials are mandatory for achieving instructional objectives.
8. Task factors, subject matter, and learner’s factors influence the selection of necessary instructional materials.
9. Economic factors, technical factors, and availability also impact the choice of instructional materials.
10. Effective utilization involves preparing all needed materials, creating a readiness for learning, and organizing the classroom for efficient use.
11. Follow-up steps include encouraging learners to interact with materials and assessing their understanding.
12. Criteria for selecting the use of instructional materials emphasize relevance, learner interest, age appropriateness, and clarity.
13. Avoid unnecessary duplication, consider the time of presentation, and ensure simplicity for learner manipulation.
14. Criteria also include avoiding distraction during the lesson and selecting the most relevant and readily available materials.
15. Audio aids should be clearly audible, and all pupils should have an equal chance to engage with the materials.
16. The use of instructional materials should not waste learners’ time, especially when materials need to circulate in the class.
17. The unit emphasizes parameters for material selection, such as task factors, subject matter, learner’s factors, economic factors, technical factors, availability, and appropriateness.
18. Guidelines for material utilization include preparation, matching materials with lesson steps, organizing the classroom efficiently, and assessing learner understanding.
19. The assignment involves creating an instructional material for Social Studies using locally available resources.
20. The overall goal is to enhance teaching effectiveness through thoughtful selection and utilization of instructional materials in Social Studies.

Evaluation

1. Optional materials can be selected based on __________. a) Task objectives b) Personal conviction c) Subject matter d) Necessity
2. The teacher should match each step of the lesson presentation with __________. a) Random materials b) Unrelated materials c) Appropriate instructional materials d) Optional materials
3. Effective utilization involves creating a readiness for learning by __________. a) Ignoring lesson objectives b) Introducing the lesson content c) Avoiding learner participation d) Using outdated materials
4. Criteria for selecting instructional material in Social Studies include __________. a) Learner’s age b) Teacher’s mood c) Complexity of the materials d) Unreadable manuals
5. __________ materials should be given equal chance for usage during the lesson. a) Only expensive b) Only available c) All instructional d) None of the above
6. The assignment involves producing an instructional material for Social Studies using __________ resources. a) Imported b) Commercially produced c) Locally available d) Unaffordable
7. The __________ factor involves variables like quality, ease of use, and durability. a) Technical b) Economic c) Learner’s d) Task
8. The nature of the __________ determines the choice of instructional materials. a) Classroom b) Topic/subject matter c) Learner’s preferences d) Teacher’s mood
9. All these and more are presented in __________ unit. a) Unit One b) Unit Six c) Unit Ten d) Unit Four
10. Guidelines for material utilization include __________ during delivery. a) Ignoring lesson notes b) Creating unnecessary diversion c) Matching each step with appropriate materials d) Avoiding lesson preparation
11. __________ are essential resources in Social Studies teaching. a) Optional Materials b) Necessary Materials c) Both a and b d) Neither a nor b
12. Criteria for selection include consideration of __________. a) Teacher’s preference b) Learner’s factor c) Availability of luxury materials d) Random selection
13. The __________ domain deals with feelings, values, and attitudes. a) Cognitive b) Affective c) Psychomotor d) Optional
14. Necessary instructional materials are chosen based on __________. a) Teacher’s mood b) Personal conviction c) Task objectives d) Availability of funds
15. The task factor in selecting materials is influenced by __________. a) Learner’s interests b) Classroom location c) Teacher’s preferences d) Availability of coffee
16. The use of instructional materials should not __________ learners’ time. a) Enhance b) Waste c) Improve d) Ignore
17. Effective utilization involves preparing __________ for presentation. a) Only audio aids b) Only printed materials c) All needed instructional materials d) No materials at all
18. Criteria for selecting the use of instructional materials emphasize __________. a) Complexity b) Distraction c) Relevance d) Costliness
19. __________ objectives are best realized by audio aids and pictures. a) Cognitive b) Affective c) Psychomotor d) Optional
20. The __________ factor involves the ease of use and compatibility of instructional materials. a) Technical b) Economic c) Learner’s d) Task

Creating a worthwhile instructional material for Social Studies can be a rewarding task. Consider designing a “Community Resource Guide” using locally available materials.

Materials needed:

1. Large cardboard or chart paper
2. Markers and colored pencils
3. Magazines, newspapers, or printed images
4. Glue
5. Scissors
6. Local maps or sketches

Steps:

1. Topic Selection: Choose a relevant topic related to community resources, such as “Mapping Our Community.”
2. Design the Guide: Use the cardboard or chart paper to create an eye-catching layout for the guide. Divide it into sections like “Local Landmarks,” “Community Services,” and “Environmental Features.”
3. Illustrations: Cut out images from magazines or newspapers to represent local landmarks and services. Alternatively, draw illustrations to make it more personalized.
4. Description and Information: Write brief descriptions next to each image, providing information about the significance of the landmark or service.
5. Maps or Sketches: Include local maps or sketches to enhance understanding. You can draw simplified maps highlighting key locations.
6. Interactive Elements: Create flaps or movable parts to make the guide interactive. For example, lift a flap to reveal additional information about a particular place.
7. Incorporate Diversity: Ensure the material reflects the diversity of the community. Include images and descriptions that represent different cultures, services, and landmarks.
8. Use of Local Language: If applicable, include descriptions or labels in the local language to make it more inclusive.
9. Guidelines for Usage: Attach a small guide or explanation on how teachers can effectively use this resource in the classroom.
10. Presentation: During your presentation, demonstrate how this material can be employed to engage students in understanding their community better.

Remember, the goal is to create a visually appealing and informative resource that encourages active learning about the community.