1

MODULE 1
Instructional Materials Preparation

Lesson 1: Selecting Non-Digital or

Conventional Resources and
Instructional Materials

Lesson 2: Utilizing Applications (Apps)

for Teaching and Learning

Lesson 3: Searching Instructional

Materials

Lesson 4: Preparing Instructional

Materials

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MODULE 1
FS 2 – PARTICIPATION AND TEACHING ASSISTANTSHIP

 INTRODUCTION

This module introduces a school-based course which allows pre-

service teachers to participate and assist in limited actual teaching-learning
activities related to searching, selecting, utilizing and preparing
instructional materials based on the Most Essential Learning Competencies
or MELC. A portfolio which will contain sample instructional materials of at
least one subject content will be required.

OBJECTIVES

At the end of this learning module, you should be able to:

1. show skills in the selection, development and use of a variety of
teaching and learning resources, to address learning goals. (PPST
4.5.1)
2. show skills in the positive use of non-digital/ conventional resources
and materials for student engagement in teaching and learning.
3. demonstrate positive attitude towards the use of resources and
instructional materials.
4. use professional reflection and learning to improve practice. (PPST
7.4.1)
5. select applications that are most appropriate to the different aspects
of the teaching-learning process to address learning goals. (PPST
4.5.1)
6. show skills in the positive use of the applications for student
engagement in teaching and learning. (PPST 1.3.1)
7. demonstrate positive attitude towards the use of technology tools.
(ICT CST 7.1.2).

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8. use professional reflection and learning to improve practice. (PPST

7.4.1).
9. examine Instructional Materials from the School’s Resources or
through Technology or Digital Resources.
10. identify the Purpose of Instructional Materials
11. considering the Different Principles in Selecting Instructional
Materials
12. apply Guidelines in Selecting Instructional Materials
13. present appropriate Instructional Materials “Better This Time”.
14. define Instructional Materials for Various Purposes in the Classroom
15. gather Instructional Resources from Various Resources
16. plan for Utilization of Materials for Actual Use
17. prepare Instructional Materials for Actual Teaching and Learning

 DIRECTIONS

The module contains four lessons. Read every lesson and carefully
understand then respond to the evaluation tasks given to find out how much
you have learned. Submit your output to your instructor. You can contact
your instructor and discuss during the synchronous meeting if you
experience any difficulties.
God bless and enjoy reading…

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Lesson 1

 SELECTING NON-DIGITAL OR CONVENTIONAL RESOURCES AND

INSTRUCTIONAL MATERIALS

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.
Any book on educational technology or instructional materials would
usually devote some pages to Edgar Dale’s Cone of Experience. It is classic
model articulating the different types of audiovisual materials and how
these audiovisual materials and how these types relate to each other.
Seventy-five years ago, in 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
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 three 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 impact 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.

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As you work on this episode, remember that you take the role of an
FS student now participation 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 teachers!
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 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. (Today, some of these materials can
be described as multi-sensory, not just audio-visual.) They will prepare you
to perform well in this episode. Go FS student, go!

THE DALE CONE OF EXPERIENCE

AND EXAMPLES OF RESOURCES AND MATERIALS

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Selecting Resources and Instructional Materials:

Some points to consider

The resource or instruction material:

• has accurate and meaningful content
• aligns to the learning objectives/ outcomes of the lesson
• elicits student 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
• 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

References: Instructional Media (Smith and Nagel) Educational Technology

(Corpuz and Lucido)

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 LEARNING ACTIVITY
1. Consult your FS Resource Teacher about this episode. Let your
teacher know that the task for this episode is for you to assist the
teacher by providing suggestions on resources and materials that the
teacher can use in delivering a lesson on a specific topic.

2. Request your FS Resource Teacher for a topic/ lesson on a specific

topic he/ she will be teaching soon. You will also need the learning
objectives/ outcomes for this lesson. Some teachers may instruct you
to write a complete lesson plan.

3. Refer to these guide points. Consider which ones are applicable. The
non-digital or conventional resource or instructional material:
a. Has accurate and meaningful content
b. Aligns to the learning objectives/ outcomes of the lesson
c. Elicits student interest and engagement
d. Is inclusive and free from cultural bias
e. Is developmentally appropriate
f. Fosters critical thinking/ aesthetic appreciation
g. Allows collaboration among learners
h. Flexible for group or self-study
i. Time and cost-efficient

4. Fill out the table below.

Subject: Grade Level:
Topic:
Learning Objective/ Outcomes
Resources/ What is the use or Explain why you
Instructional Materials purpose of resource/ selected the resource/
you plan to utilize in material? Describe how material based on the
the lesson you will use the guide points mentioned
resources / materials to above. How are these
attain the learning criteria met?
objectives/ outcomes

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5. As the situation would permit, try out the resources/ materials with the
students. Be sure to follow the steps on using instructional materials
found in the Infographic section of the Episode.

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Lesson 2

 UTILIZING APPLICATIONS (APPS) FOR TEACHING AND LEARNING

An app, (a shorter way of saying application) is a kind of software

which can be installed in various gadgets-a desktop, laptop, smartphone,
and tablet. There are thousands of apps, each with specific functions. A
wide range of functions among others includes, ordering food, getting a
ride, getting a date, doing bank transaction and even praying and
meditating. Now, there are those that are directly useful for teaching and
learning which can be referred to as educational apps. Whether the class is
face-to-face, blended, or fully online, a vast number of apps can truly
enhance the teaching-learning process.
The judicious use of apps can make the teaching- learning process
more effective, efficient, and equally important, more fun and satisfying for
both the teacher and the students. The teacher can use apps in the
different stages of planning, preparation, implementation and assessment.
Teachers use apps to prepare high-impact presentations that help them
deliver content. Teachers also use apps to motivate students to participate,
resulting in greater and more enjoyable engagement. Apps are also used to
assess, document ad report performance and achievement.
Your task in this episode is to demonstrate your skills in choosing and
using appropriate applications, enhancing both the delivery of content and
the learning and mastery of the students. You will accomplish this as you
participate and assist in your resource teacher’s class. Whether the class is
purely online or blended, carefully observe how the teacher utilizes apps for
e-learning.
An excellent guide for choosing applications to enhance teaching and
learning is the Pedagogy Wheel Model created under the leadership of Dr.
Allan Carrington. There were earlier precursors, but this model appears to
be the most comprehensive so far. The model aligns the applications to four
essential levers. The apps’ selection considers what attributes the students
will develop, student motivation, tapping higher-order thinking skills as
articulated in Bloom’s taxonomy and at what level the app will be used in
the SAMR Model. You will recall this from your previous technology class and
surely learn even more from this episode.
Apple gave a set of five criteria in selecting apps for teaching. The
set of criteria includes developmental appropriateness, motivation,
instructional design, motivation and accessibility.
It is also most likely that you have experienced learning using many of
these apps as a student. The most popular ones are Canva, Kahoot,

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Mentimeter, Jamboard, Slido, Google slides, google docs, Flipgrid, etc. And
then, some apps are for specific levels and learning areas. For example,
there are hundreds of apps, etc. At the same time, there are apps for math,
reading, science for primary, intermediate and secondary or even collegiate
levels.
As you work on this episode, remember that you take the role of FS
students now participating and assisting in the work of selecting and using
apps for more effective teaching and learning. You are inching closer to
shifting the role from being a student teacher.
Additionally, you take the role of a future 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. This is developed in you the disposition
as a teacher-researcher. 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 Pedagogy wheel infographics that follow. The links and QR
codes are provided. Once you have downloaded, enjoy exploring what
powers these apps have by clicking their icons directly from the Pedagogy
wheel. An infographic on Choosing Apps for teachers is also included.
Exciting!

The Padagogy Wheel Model

“With Allan Carington’s Padagogy Wheel Model, teachers have an at-
hand reference that ties apps to specific learning outcomes directly
connected to modern pedagogies and theories. They can easily sit with the
wheel during lesson planning to find tools that will best aid their century
skills or content are. This connection of theory, practice, and application
make the Padagogy Wheel an invaluable resource that should be on the wall
of the classroom.”
Matt Harris, Ed.D.
#EdTech Leader, Teacher, Mentor, Curator

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You can use the links or scan the QR codes to access either the
Padagogy wheel for Android or Apple apps. Once you can open the PDF, you
will see that all the apps are already hot-linked. You can easily explore by
clicking on the icons, For Android they connected to the Google Play site:
For Apple iOS they connect to the web preview pages and will open your
iTunes.

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 LEARNING ACTIVITY
Before you participate and assist in tasks related to apps, first enumerate
the apps you already know and have probably tried. Explore the Pedagogy
Wheel and learn at least five more. Fill out the table below.
Apps that I already know/have How can I utilize this in teaching-
recently explored learning?

Your guide to participate and assist:

1. Interview your FS resource teacher on her experience in using the
apps for teaching and learning.

2. Ask the teacher how you can participate or assist in work involving
the use of applications in one or more of these tasks:
• preparing materials,
• doing a motivational activity
• delivering a lesson,
• engaging the learners to respond
• giving an assignment,
• making learners practice a skill,
• making the learners collaborate and
• managing the class-checking of attendance.

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Level/ Grade of the Class: _________________________________________

Lesson/ Topic: ___________________________________________________

Apps you plan to utilize What is the use or Explain why you
in the lesson purpose of using the selected the app, based
app. Describe how you on the five criteria of
or the teacher will use developmental
each? appropriateness,
motivation,
instructional design,
engagement and
accessibility.

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Lesson 3

 SEARCHING FOR INSTRUCTIONAL MATERIALS

Educational resources are very important tools used by every teacher

to improve the teaching -learning process. Effective use of instructional
materials can assure a teacher for an active and productive learning and
assessment.
Your task as a student teacher is vital in assisting your Cooperating
Teacher (CT) to search appropriate instructional materials. This activity will
build your competency in choosing instructional materials that meet the
needs of the individual learners.

Identifying the Purposes of the Instructional Materials

The importance of producing instructional materials is to facilitate the
teaching-learning process. The essence is not to use the instructional
materials as objects of decoration but instructional materials must be
utilized for an effective, meaningful, and interactive teaching – learning
engagements.
As you assist you CT in searching for needed instructional materials,
consider the following purposes why teachers use instructional materials in
teaching.

Purposes of the Utilization of the Instructional Materials

• The instructional materials capture the learners’ interest
• The instructional materials contribute in the realization of the
learning objectives.
• The instructional materials motivate the learners to be engaged in the
teaching-learning process.
• The instructional materials contribute in making difficult concepts
easy to understand.
• The instructional materials concretize abstract ideas or make concepts
realistic to the learners.
• The instructional materials afford degree of retention of concepts or
ideas.
• The instructional materials make learning more real and meaningful.
• The instructional materials stimulate self-activity on the part of the
learners.

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• The instructional materials address different learning styles and needs

of the learners.

Examining Instructional Materials from the School Resources or Through

Technology and Digital Resources
One of the things that your Cooperating Teacher (CT) needs assistance from
you is your skill in searching for instructional materials. Your CT will give
you a list of instructional materials he/she needs in a particular lesson or
lessons. You may also be requested to search for information or do
PowerPoint presentation for instructional materials generated from the
internet base from the MELCs or Most Essential Learning Competencies.

LEARNING ACTIVITY

Request a copy of your CT’s learning plans for his/her subject and
look at the learning objectives as your guide in searching for his/ her
needed instructional materials.
Make a checklist of the sources where you can get the appropriate
instructional materials for your assigned subject/s.
Subject School List of Technology Website and Short
Resources Materials and or Digital Description of the
Short Resources Instructional
Description Materials
Araling Example: Book on the On-line http://www.onthego
Panlipunan Different tours.com
Library Wonders of
the World The Official Seven
with New Wonders of the
description/s World
• Man-made
Wonders
• Nature’s
Wonders

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As you search for your Cooperating Teacher’s needed instructional

materials, fill out the table below to serve as your guide in searching and
preparing instructional resources.
Year Level Learning Subject Purpose for Possible
Objectives Matter the Instructional
Instructional Resources
Materials

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Lesson 4

 PREPARING INSTRUCTIONAL MATERIALS

Students of the 21st century are considered to be highly visual and

manipulative learners. They learn best if they have different learning
experiences of the teaching-learning process. They find the learning
experiences meaningful if they are supplemented with instructional
materials for their reading, listening, viewing and creating activities.
Your Cooperating Teacher needs your assistance in preparing
instructional materials.

Defining Instructional Materials for Various Purposes in the Classroom

Confer with your Cooperating Teacher the materials he/she wants
you to prepare. Identify the types of print materials and audio-visual media
needed for various purposes in the classroom.
Instructional Materials Purpose for Use
1. Print (Books, Magazines,
Newspapers, Posters, Charts)

2. Chalkboards/ Board work

3. Models, Globes, Mapes, Realia

4. Audi-Media (analog tape

cassettes, digital CDs)

5. Videotapes, Films, Videodiscs

6. Television

7. Technology-Driven (websites,
YouTube videos)

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 LEARNING ACTIVITY
Gathering Instructional Materials from Various Resources
Start gathering from various resources the needed instructional
materials by your Cooperating Teacher. Have a checklist of the inventory of
resources that you will use in assisting your CT.

1. From the Library

____________________________________________________________

____________________________________________________________

2. From the Media Center

____________________________________________________________

____________________________________________________________

3. From the Laboratories

a. Science

_________________________________________________________

_________________________________________________________

b. Speech

_________________________________________________________

_________________________________________________________

4. From the Information Technology Center

____________________________________________________________

____________________________________________________________

5. From the Audio-Visual Center

____________________________________________________________

____________________________________________________________

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6. From Other Sources

____________________________________________________________

____________________________________________________________

Planning for Instructional Materials for Actual Use

Submit to your Cooperating Teacher your tentative layout of

instructional materials that you will prepare.

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Preparing Instructional Materials for Actual Teaching and Learning

Get from your CT all the suggestions and the forms of assistance
he/she needs from you during the actual use of instructional materials.

Checklist for Using Instructional Materials

1. Reserve necessary materials and equipment from the AV room

2. Practice operating the equipment

3. Preview PowerPoint presentation

4. ______________________________________________________

5. ______________________________________________________

6. ______________________________________________________

7. ______________________________________________________

8. ______________________________________________________

9. ______________________________________________________

10. ______________________________________________________

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Attach sample instructional materials and write your experience of

success in preparing various instructional materials.

My Success Story in Preparing Instructional Materials

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 MODULE SUMMARY

There are four lessons presented in this module.

Lesson 1 focuses on selecting non-digital or conventional resources
and instructional materials
Lesson 2 presents utilizing applications (Apps) for teaching and
learning.
Lesson 3 shows the guidelines for searching instructional materials.
Finally, Lesson 4 guides you in preparing instructional materials.
Congratulations on completing this module. You are now ready to
make your own instructional materials.

 SUMMATIVE TEST

Directions: Read the questions then choose the letter of the correct answer.

1. The Dale Cone of Experience can help a teacher be mindful of the choice
of resources or instructional materials in terms of _________.
A. Level of thinking
B. Extent of being flexible or fixed
C. Extent of being concrete or abstract
D. Extent of adaptation and modification

2. Miss Violo told the story of the Giving Tree in her toddler class. She used
the book itself to show the illustration to the two-year-old and showed
all thirty pages of the book. Miss Violo struggled just to finish the book
because the toddlers were not focusing. Some lay on the floor stretching;
others ran around the room. Which criterion did she fail to consider in
choosing a material?
A. Collaboration among learners
B. Inclusive and free of cultural bias
C. Student interest and engagement
D. Developmental appropriateness

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3. For a theme on careers, Mr. Menggay let his students watch interview
clips of successful people in business who were all males. The clips
seemed to send a message that only men succeed in the business field.
Mr. Menggay did have any follow-up discussion on the clips. Which
criterion in selecting resources/ materials should the teacher have
considered?
A. Student interest and engagement
B. Inclusive and free of cultural bias
C. Developmental appropriateness
D. Time and cost-efficient

4. Which of the following gives the learners the most concrete experience?
A. Watching a Theater Play on the Death March
B. Listening to the teacher discuss about the first chapter of Noli Me
Tangere
C. Viewing a photo exhibit of the EDSA revolution
D. Independently reading the Biography of Andres Bonifacio

5. Teachers should consider all these criteria for choosing a resource or

material, EXCEPT:
A. Aligns to the learning objectives/ outcomes of the lesson
B. Is the most expensive therefore the most durable
C. Is inclusive and free from cultural bias
D. Is developmentally appropriate

6. An application (app) can be described by all of the following correct

answer.
A. A software
B. Have a wide range of function
C. Some can be used offline
D. All need to be used online

7. Teacher Ruth is excited to try this preschool math app with her
kindergarten students. She is happy because it has a feature where she
vans review how each child performed and give her information about
which skills she needs to reinforce more and which skills the children
have already mastered. Teacher Ruth has considered which criteria for
selecting apps?
A. Accessibility
B. Motivation
C. Instructional Design
D. Developmental appropriateness

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8. Ms. Peralta found two apps that were appropriate for high school
students taking Physics. They both have assessment and feedback and
were quite enjoyable to play. She can use both on a free but limited
arrangement but need to choose one that the school will purchase for
premium use. She eventually selected the one that linked Physics with
everyday life like Physics and the Internet or Physics in amusement park
rides. She based her decision on which criteria for selecting apps?
A. Engagement
B. Accessibility
C. Developmental appropriateness
D. Motivation

9. From among several apps that focused on grammar, Ms. Tayag chose the
one which helped learners gain mastery through games where players
earn tokens when they succeed. Which criteria did Ms. Tayag consider?
A. Accessibility
B. Motivation
C. Instructional Design
D. Developmental Appropriateness

10. The Pedagogy Wheel can help teachers choose apps by all, EXCEPT,
A. It helps teachers identify apps for different grade level of the learners
B. It helps teachers identify apps according to the levels of Bloom’s
taxonomy
C. It helps teachers see the type of technology integrated in the SAMR
model
D. It helps teachers explore apps useful for both apple and android
users

REFERENCES

Books:

Bilbao, P. (2010). Field study 6: on becoming a teacher. Quezon City:

Lorimar Publishing.

Borabo, M. & Borabo, H.(2010). Field study 4: Exploring the

curriculum. Quezon City: Lorimar Publishing.

Broderick, C. (1956). Research in the use and purpose of instructional

materials. Educational Leadership. www.ascd.org.pdf-ed-lead.

CMO 30, s. 2004. Revised Policies and Standards for Teacher

Education Curriculum.

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CMO 52, s. 2007. Addendum to CMO 30, 2004

Corpuz, B. (2010). Field study 2: Experiencing the teaching - learning

process. Quezon City: Lorimar Publishing.

Corpuz, B. (2015). Field study 5: Learning assessment strategies.

Quezon City: Lorimar Publishing.

Deci, E. and Ryan, RM (2000). The “what” and “why” of goal pursuits:
Human needs and self-determination of behavior.
Psychological Inquiry, 11 (4). 227-268.

Experiential Learning Courses handbook. (2007). A Project of the

Teacher Education Council (TEC), Department of Education
(DepEd), Commission on Higher Education.

Lucas, M. et.al (2021). Field Study 2: Participation on Teaching

Assistantship: Lorimar Publishing

Lucas, M. R. (2010). Field study 3: Technology in the learning

environment. Quezon City: Lorimar Publishing.

Lucas, M. R., Borabo, M., Bilbao, P. & Corpuz, B. (2019). Field study
1: Observations of teaching and learning in actual school
environment. Quezon City: Lorimar Publishing.

Mussman, Karin. Instructional Routines. Professional learning.

https.// professional learning. Westside66.org/instructional-
routines/

Nuñez, D. (2015). Action research. For teachers’ social workers and

practitioners. Quezon City: Adriana Publishing.

Ogaga G.A. Igori Wallace and Egbobo Benson A. Effects of

instructional materials on the teaching and learning of social
studies in secondary schools in Oju local government area of
benue state. International Journal of Current Research vol. 8
July 2016.

Steinaker, N. W. & M. Robert B. (1979). The experiential taxonomy. A

new approach to teaching and learning. Academic Press: New
York, USA.

Victoria Haughton. Implementing routines in the classroom. https://

www.tes.com-blog-imple.

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Online Resources:

Alber, R. (2017). Rules and routines in the classroom. Retrieved

online at
https://www.edutopia.org/blog/rules-routines-school-year-start-
classroom management

Guidelines in the deployment of pre-service teachers on experiential

learning. Retrieved online at
https://www.deped.gov.ph/2007/01/24/do-3-s-2007-guidelines-in-
thedeployment-of-pre-service-teachers-on-experiential-learning-
field-study-andpractice-teaching/

The instructional cycle. (n.d.).

http://www.paul.moggach.yorksoaring.com/GliderInstructorGSX/the
instructional_cycle.html

Lesson

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