Ten Differences And Similarities Between Teaching Aids And Instructional Materials
Introduction
As classroom teachers, it is essential that we become conversant with the type of instructional materials, which can be used in any teaching/ learning situations. Instructional materials as it is said are synonymous with what we call ‘teaching aids’ here in Nigeria. Instructional materials constitute alternative channels of communication, which a teacher can use to convey more vividly instructional information to learners.
They represent a range of materials which can be used to ‘extend the range of vicarious experience’ of learners in a teaching-learning situation. Recently, in Nigeria, Educationists have realized the importance of these instructional materials for effective classroom teaching. Hence in 1945 and in 1985,
the federal ministry of Education organized an exhibition of improvised materials by instructional developers all over the federation. A major aim of these exhibitions was to identify materials, which teachers have improvised as preclude hopefully, to their further refinement through the process of formative evaluation.
Though a center for educational technology has sprung up in colleges of education and universities all over the country, it is doubtful if practicing teachers in Nigeria are aware of procedures for selecting appropriate instructional materials.
This paper, however, presents an overview of the relevance of instructional materials in our school system and thus recommended among others that the use of several kinds of instructional materials to explain one particular concept must also take cognizance of individual differences among the learners.
Meaning/definition of instructional materials: Instructional materials refer to those alternative channels of communication, which a classroom teacher can use to concretize a concept during teaching and learning process. Traditionally, classroom teachers have relied heavily on the ‘talk-chalk’ method during their teaching. But recently, instructional materials help to provide variations in the ways in which messages are sent across.
In using instructional materials teachers and students do not only extend the range of sense organs we use but also extend the range of materials used for convening the same message through the same organ. For instance, in teaching a topic a teacher can manipulate real objects or use their stimulators.
Instructional materials, therefore, constitute the media of exchange through which a message transaction is facilitated between a source and a receiver. In addition to extending the range of materials that can be used to convey the same instructional message to learners instructional materials also facilitate the ‘process’ nature of communication. In this passage,
the process nature of communication implies that both the source and the receiver of a message are actively involved in a communication encounter. Infarct, it means that both the receiver and the source share and exchange ideas, feelings in any communication (Tyler, 1987, Dike 1989).
Differences between teaching aids and instructional materials
1) Teaching aids are large enough to be seen by the students for whom they are used 1. The size It is a must that the material is big enough to be seen by the farthest students in the classroom… Consider also the font size and font style to be used. 2) Teaching aids are meaningful and they always stand to serve a useful purpose. 2.The color! Students are more interested in those materials which are colorful and beautiful. Remember that most students are more attracted to bright colors because it easily catches the student’s attention and facilitate the learning process. 3) Teaching aids are up to the mark and up to date in every respect. 3.The durability! Instructional materials are not made for one session only they must last if possible until lifetime so that it can be reused. See to it that it can stand for a longer duration of time so that the effort and money you render to have it will not be lost in just o one glimpse or snap. 4) Teaching aids are simple, cheap and may be improvised. 4.The economy! Consider also the salary of the teacher, his expenses in making those instructional materials. They can use their resourcefulness and creativity to produce their own material. If possible use the cheaper things and making your materials so that it is not a burden on your part 5) Teaching aids are accurate and realistic. 5. It’s portability! Your materials must be easy to handle and carry so that it is more convenient for your part to catty it wherever you will teach. Imagine if you’re teaching in the fourth floor and your instructional material is too heavy and big it is not convenient for you to have it. 6) Teaching aids are according to the mental level of the learners. 6.The relativity! Of course, it must be related to the topic or lesson you are into. Remember that the teacher uses instructional materials to at ease the burden of teaching and so that student will understand the subject better 7) Their purpose may be informative but it is not just entertainment 7.it must be unique! Students want to have things which make them curious about it. Let them manipulate the material to evaluate how they learn through their own. 8) Teaching aids help in realization of stipulated learning objects 8. Instructional materials have a high degree of interest for the learner; for they offer a reality of experience, which stimulates self-activity on the part of pupils. 9) Teaching aids are really very useful and can be used in many lessons and at different class levels. 9. Instructional materials develop a continuity of thought, this is especially true of motion pictures, as they provide experiences not, easily obtained through other materials and contribute to the efficiency, department, and variety of learning 10) Teaching aids are useful for supplementing the teaching process but they cannot replace the teacher. 10. Instructional materials are easily carried from one class to another |
Ten Differences And Similarities Between Teaching Aids And Instructional Materials
Type of instructional materials:
- Graphic materials: – This represents these charts, graphs, posters and diagrams, cartoons, comics, maps and globes which we draw on a cardboard paper or on a piece of cloth and present to our learners to help them visualize what we have been laboring so hard o explain verbally. Graphic materials belong to the finals of two- dimensional material and proportional relationships that may exist among variables in a phenomenon. Graphic materials are used to compress information, to focus and captivate attention, to vary stimuli presented and as an aid to recall.
- Graphic materials when properly produced can help in attaining all processes in the information processing model of learning as well as serve as an avenue for applying principles from other learning theories.Ten Differences And Similarities Between Teaching Aids And Instructional Materials
- Three – Dimensional Materials:- They are different from charts and graphs which are illustration of two- dimensional materials because of the incorporation of a third element- department. Thus, whereas graphs and charts embrace the width and height of a visualized object, a three-dimensional embraces this third element department, a feature that makes the three- dimensional material a replica of the real thing. Different types of three-dimensional materials exist, namely: Models and mock-ups, realia, specimen, kits, and dioramas-which is the creation of a scene in an event. Ten Differences And Similarities Between Teaching Aids And Instructional Materials
- Still, pictures:- This refers to flat opaque pictures which we take during festivals or when we are commemorating an event. They also refer to pictures we fined in journals and magazines. They are called still pictures because in admiring them, we hold them in our hands or place them on a surface, which is we do not view them with the aid of a projector, as is the case with motion pictures or still projected pictures. Like graphic materials, still pictures belong to the group of two -dimensional materials.
- Still projected pictures:- Still projected pictures is a class of instructional materials which our learners may not be familiar with. Therefore in order to assist then to better understand what is meant by still projected pictures, is the negative format. Still projected pictures can be projected with a projector. The projector has powerful electronic bulbs, which throw light on to the image on the negative, and the image is finally projected on to a screen or wall.
- Motion pictures:- Motion pictures are distinct from the other types of pictures because of the speed at which they are projected. It is this speed of projection that intact gives the impression of motion. Motion pictures range from the 8 mm standard format to 8 mm supper and finally to the 16 mm format. The width of the film thus constitutes a basis for classifying them. Motion pictures films have sprocket holes along both edges or along only one edge. The presence of sprocket holes facilitates projection.
- Audio Materials:- This is a class name for tape recordings and discs. A disc or record as it is popularly called here is a round and flat acetate containing grooves, which produces sound vibrations through the action of a needled. Discs usually come in different sizes and play at different speeds.
Conclusion
In summary, both teaching aids and instructional materials are very useful in teaching and learning process because it helps to widen the knowledge of the learners on a particular concept they by making the child retain what he or she sees and can recap.
References
Mkpa, A. Mkpa (1987). Curriculum development and implementation 1st edition; 1987.
Tyler, Ralph. W. (1986); Basic principles of curriculum and instruction. 7th edition.
Dike, H. I. (1989); Strategies for producing instructional materials, 1st edition, 1989
Gbamanja, SPT (1990). Essentials of curriculum and instruction theory and practice. 1 st Edition, 1990.
Durkin, D. (1993) Teaching them to /?eac/(6*h Ed.). Boston, MA: Allyn and Bacon.
Federal Republic of Nigeria (1977, 1981, 2004) National Policy on Education, Lagos/Abuja, NERDC
- Mkpa, A. Mkpa (1987). Curriculum development and implementation 1st edition; 1987.