TTL2: Technology for Teaching and Learning in the Elementary Grades

MODULE 4

LESSON 7: Digital and Conventional Learning Materials to Enhance Teaching Learning (continuation)

SPIRITUAL VITAMINS:
Proverbs 4:7 (NIV): "The beginning of wisdom is this: Get wisdom. Though it cost all you have, get understanding."

Devotional
In today’s evolving world, teaching and learning can be enhanced through both conventional and digital materials. The
Bible reminds us of the importance of gaining wisdom and understanding, which applies to the methods we use in
education. Conventional tools like textbooks and hands-on materials provide a strong foundation, while digital resources
bring dynamic, interactive, and global perspectives to the classroom.

Using both approaches mirrors God’s creativity in equipping us with diverse tools for growth. As educators and learners,
we are called to embrace these resources with gratitude, ensuring that they align with the pursuit of truth and
understanding. Let us use every tool available to glorify God in teaching and learning, remaining committed to nurturing
wisdom in ourselves and others.

OBJECTIVES
At the end of the course, the student are expected to:
a. define digital learning resources;
b. classify digital learning resources;
c. identify digital learning resources according to the needs in the teaching-learning process;
d. explore some conventional learning resources which are still relevant to the teaching-learning process;
e. discuss how to maximize the use of these conventional learning resources; and
f. create an instructional video for primary grade class.

CONTENT
CONVENTIONAL LEARNING RESOURCES
Conventional learning resources are the time-tested traditional instructional materials that have been part of the
classroom for years. These are the resources which have remained useful to the classroom teacher despite the
pervasiveness of technology.

In this lesson, conventional learning resources will focus on printed media, particularly textbooks and supplementary
materials; graphic media, particularly maps and globes; pictorial media, particularly flash cards; display media, particularly
exhibits and bulletin boards, dramatization, and contrived experiences, particularly realia and models.

PRINTED MEDIA
A large portion of all teaching aids commonly used by teachers is composed of printed materials. These could be in the
form of textbooks, used more often as main reference book, fiction and nonfiction books, booklets, newspapers,
magazines, catalogues, pamphlets, study guides, laboratory manuals and worksheets as well as word – processed
documents prepared by students and teachers.

TEXTBOOKS A textbook is a systematic arrangement of subject matter designed to assist the instructor in teaching a
particular content to students at a specific grade/year level. Textbooks have long been the foundation of classroom
instruction. They have been companions of teachers, oftentimes used in complement with other instructional media. They
are commonly used in the presentation of content information in any subject. Students could be given reading
assignments through textbooks. Good textbooks are well-organized, coherent, up-to-date, accurate, unbiased, scrutinized
by scholars and educators, accompanied by teachers’ guides and appropriate to the developmental level of the intended
audience.

SUPPLEMENTARY MATERIALS
Supplementary materials provide the best sources of idea and information, particularly current topics, otherwise not
available from textbooks. These can also be used by students to augment the ideas presented by the teacher or other
forms of media. Students frequently refer to supplementary printed materials, such as pamphlets and journals, to locate
information on a specific topic not covered in the textbook. Teacher-made handouts can complement a teacher’s
presentation or can be used by students who study independently.

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 Advantages of Printed Media Limitations of Printed Media

 Printed materials are readily available on  Printed materials are written at a certain reading level.
a wide variety of topics and in many Some students are non-readers or poor readers lacking
different formats. adequate literacy skills. Some printed materials are above
 Printed materials are adaptable to many their reading level.
purposes and they may be used in any  Even though textbooks are written to be considerate of the
lighted environment. reader, readers who lack some prerequisite knowledge may
 Printed materials are easily carried from find difficulty in comprehending the text.
place to place and do not require any  If teachers require students to memorize facts and
equipment or electricity. definitions, the materials may reduce to mere memorization
 Properly designed printed materials are aids.
easy to use, not requiring special effort to  Some texts introduce a large number of vocabulary terms
browse through. and concepts in a short amount of space. This practice
 Printed materials, like worksheets, allow places a heavy cognitive burden on students.
students to practice what they have  Printed materials are not interactive, hence, they tend to be
learned and to receive feedback. used in a passive way, often without comprehension.
 Printed materials are relatively  Sometimes, teacher-pupil learning are fit into the
inexpensive to produce or purchase and organization of textbooks, not the other way around. In
can be reused. Some materials, like some cases, the textbook becomes the subject itself.
pamphlets and brochures, are given for  Some books and supplementary materials, especially by
free. foreign authors, are very expensive.
 Selection committees might not examine textbooks
carefully. Printed materials can be open to errors.

To effectively utilize printed media, the following guidelines may be followed:

1. Because printed materials are not interactive, teachers should maximize the learners’ active involvement in class
discussion.
2. Complement the use of printed materials with other instructional media like visuals and audio materials.
3. Worksheets and hand-outs could be provided for topics which are not part of the textbooks.
4. The love for books and reading in general should be cultivated among children at an early age.
5. Care in handling books should be given utmost importance.
6. Always refer to new and updated books.
7. Teach the pupils to evaluate and discriminate what they read.
8. Make skillful use of teachers’ guide, if there is any, to provide meaningful experiences. Teach the pupils the
effective way of reading using the table of contents, appendices, index and glossary.
9. Workbook activities should be checked for accuracy and should emphasize higher order thinking and problem
solving rather than rote learning.

MAPS AND GLOBES

Maps are flat representations of the earth’s surface. Globes, on the other hand, are spherical model of the earth.
However, even though a globe is three-dimensional, it can be classified as a “graphic” because of the use of symbols,
words and drawings.

Maps could be classified as:

 Physical maps. These emphasize terrain and topographical concepts.
 Political maps. These emphasize man-made phenomena such as state, city or provincial boundaries or location of
highways or railroads or government buildings.
 Special purpose maps. These are the maps used for peculiar purposes like those presenting amount of rainfall,
population distribution, travel routes. Globes can be classified as:
 Political globes. These show location and boundaries of cities, provinces and other man-made features.
 Physical-political globes. These show some political features but emphasize land elevations and ocean depths.
 Special purpose globes. These are globes constructed for specific purposes such as satellite globes, celestial
globes and physical relief globes.

Advantages of Map and Globes Limitation of Map and Globe

 Maps and Globes provide concrete visualization  Maps and globes require a higher level of
of the future of the earth, a country of community. background information and experience.
 Maps and Globes provide interest to learn more
about people, geographical influences and
places.

To effectively utilize maps and globes, following guidelines may be followed:

1. Allow ample time for pupils first look.
2. Teach symbols necessary to further comprehend maps and globe.

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FLASH CARD
Flash card are valuable material for drill activities particularly in teaching mathematics, English and Filipino. Flash cards
come in the form picture cards, word cards, phrase cards, sentence cards or mathematical cards.

Advantages of Flash cards Limitation of Flash cards

 Flash cards can be important means fixing skills  Flash cards may be small to be seen by the class.
and automatizing responses of student.  If flashing is too snappy, the student find the
 Flash cards can be easily made from recycled difficulty in recognizing what is in the flash cards.
materials.
 Flash cards are easy to use and can easily carried.

To effectively utilize flash cards, the following guidelines may be followed:

1. The flash cards must be bold and big enough to be seen by everybody in the class.
2. Flash the cards in a snappy manner to develop fast thinking or response.
3. Flash the cards from back to the front.
4. Answers or labels should be written at the back of the flash card so that the teacher will be able to check whether
the answer is correct.
5. Hold the flash cards firmly at the chest level.

DISPLAY MEDIA

EXHIBITS
Exhibits are displays of various objects and visuals designed to form an integrated whole for instructional purposes. Any
visual media, including models and real objects, can be included in an exhibit, and any of the display surfaces that will be
discussed later. Exhibits can generally be used for the same instructional purposes and in the same ways as their
individual components are used.

Exhibit locations are readily available in most classrooms. These exhibits can be set up on a table, shelf, or desk. More
complex exhibits may require considerable floor space and special structures, like a booth. The school media center is a
convenient location for exhibits. While exhibits can be produced by teachers to introduce major topics, exhibits can also
be good projects as means of evaluation.

There are two types of exhibits:

 Displays. A display is an array of objects, visuals, and printed materials. Most displays include descriptive
information about the objects or visual shown.
 Dioramas. Dioramas come from a Greek word which means “to see through.” Dioramas are static displays
creating a realistic scene. They consist of a three-dimensional foreground, usually models of people, animals,
equipment, vehicles or buildings and a flat background, usually a photograph, drawing or painting. Hence, these
are also called “exhibits in a box.”
Advantages of Exhibits Limitations of Exhibits
 Exhibits can be used to reproduce scenes from  Exhibits demand enough space in a room.
the past or depict scenes in the future.  Preparation of exhibits may take a lot of time.

To effectively utilize exhibits, the following guidelines may be followed:

1. The exhibit must be large enough to be easily seen.
2. The exhibit must attract attention.
3. The exhibit must be well-lighted.
4. The exhibit must be built around one central idea.
5. The captions of the exhibit must be short and simple.
6. The exhibit must convey the message at a glance.
7. The materials in the exhibit must not be crowded together.

In doing an exhibit, the whole class can be divided into the following groups:
 Floor Plan Group. Designs the overall plan for the exhibit.
 Graphics Group. Makes all the large signs for the exhibition; writes final copy for introductory label (telling visitors
what to expect) and final label (summarizing the entire exhibit) as well as any additional labels for various areas
within the exhibit.
 Construction Group. Arranges tables and shelves and puts all objects into place. To provide ideas for how to
arrange labels and objects, place any photos you were able to get from the museum exhibit in an area where
everyone can refer to them.
 Publicity Group. Writes, edits, and distributes announcements and brochures about the exhibit. If the exhibit is
accessible to the public, have the students write announcements and send them to local newspapers or radio
stations.
 Exhibition Guide Group. Writes, edits, and illustrates a brochure describing the exhibition's objects and theme.
Provides any additional information, e.g. through brochures, that is not included in panels. Have students put
completed brochures in a prominent location near the beginning of the exhibit.

BULLETIN BOARDS
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The term implies a surface on which bulletins – brief news announcements of urgent interest – are posted for public
notice. Just like chalkboards, they come in various sizes, shapes and colors.

However, bulletin boards at present tend to serve three broad purposes – decorative, motivational and instructional. The
decorative bulletin board is probably the most common in schools. Decorations are done during school affairs or school
celebrations. Displaying student work exemplifies the motivational purpose of bulletin boards. The board fosters pride in
students’ achievement, reinforcing students’ efforts to do a good job. The third purpose of the bulletin board is
complementing the instruction done in class. Displays in bulletin boards can be those topics which are not given emphasis
in the daily class sessions.

Another form is the actual participation of the learner in constructing the bulletin board displays. Other forms of display
surfaces which could be made into a bulletin board are presented below. These display surfaces are usually named by
the materials used or the purposes they are made.

1. Pegboard. This is particularly useful for displaying heavy objects, three dimensional materials, and visuals. The
pegboard material is usually 1/8 inch thick and comes in 4 x 8 sheets, which can be cut to any size. Special metal
hooks and holders can be inserted into the pegboard to hold books, papers, and other objects.
2. Cloth Board. This board is constructed of cloth stretched over a sturdy backing material such as plywood or
heavy cardboard. The cloth used for the board may be of various types, including flannel, felt or hook and loop
material. The material used for backing the visuals should be of coarse, hook like texture so when they are
pressed on the cloth, they stick firmly. Teachers of reading and other creative activities often use cloth boards to
illustrate stories, poems and other reading materials.
3. Magnetic Board. This serves the same purpose with the cloth board. Visuals are backed with magnets and then
place on the metal surface of the bard. Visuals with magnetic backing are available from educational stores.
Magnetic boards can be improvised through flat galvanized iron sheets. The major advantage of the magnetic
board over the cloth board is the ease and quickness in maneuvering visuals.
4. Flip Chart. This is a pad of large paper fastened together at the top and mounted on an easel. Individual sheets
of the flip chart each hold limited verbal/visual message and can be arranged for sequential presentation to a
small group. Prepared visual sequences are especially useful for the extemporaneous drawing of key illustrations
and key words to supplement a presentation. After writing, finished sheets can be torn off the pad and taped to
walls or windows for later reference.

Advantages of Bulletin Boards Limitations of Bulletin Boards

 Bulletin boards can lend visual stimulation.  Materials in the bulletin board could easily fade
They also stimulate students’ creativity and or fall down.
interest.  Bulletin boards tend to be overcrowded.
 Bulletin boards provide students with additional  Preparation of bulletin board can be time
learning. consuming and expensive.
 Preview of the lesson to be presented can be  Materials to be used in the bulletin board could
illustrated in the bulletin boards to motivate not be available.
students.
 Bulletin boards add to an effective classroom
atmosphere.
 Displays in bulletin boards can allow many
students to browse contents at the same time.

To effectively utilize bulletin boards, the following guidelines may be followed:

1. Encourage students to prepare the bulletin boards to maximize students’ participation.
2. Concern yourself with what the bulletin board says and does, rather than just how it looks. The bulletin board
should contribute to learning, and should not just add to the many displays in the classroom.
3. The items to be displayed in the bulletin board must be selected properly.
4. Generate a theme and adopt it as a heading for the bulletin board display. Keep the display up-to-date.
5. Wordings in the bulletin board should be simple and according to the viewers’ language.
6. Select a background such as cloth, aluminum foil or colored paper. Lines can be made from ribbon, yarn, string
wire or paper strips. Gather or produce materials such as photographs. Letters can be freehand drawn from
lettering guide or cut from construction paper

DRAMATIZATIONS
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Among childhood educators, there is a growing consensus that young children learn best through two experiences:
dramatic play and interaction with their environment. Drama is a living experience. Acting is a wonderful way of living in
which learners are in a creative make – believe activity. The learners, thus, are able to express their imagination.

The broad term 'drama' covers a wide area of techniques incorporating physical movement, vocal action, and mental
concentration which traditional classrooms have lacked in quantity and combination in the past.

Drama, as contrasted with theatre which pertains more to performance work, refers to shared elements used to explore
emotions, to think, and to teach. While theatre focuses on the product, drama in traditional classroom setting focuses on
the process of learning. Dramatization in the classroom can be used to introduce a unit or as a tool for evaluation.

Dramatizations could be in the form of:

1. Plays. Plays are carefully rehearsed activity by school children using proper costumes and stage setting.
2. Pageants. Pageants are activities where persons appear in proper dresses, make-up and parade before an
audience.
3. Pantomime. This is an activity where participants express through bodily actions to the accompaniment of music.
4. Tableau. This is a play acted without words.
5. Puppetry. This is a special dramatization employing puppets or doll-like figures of human or animal forms which
are operated mechanically or by hand of the operator. The operator speaks for the puppet. Puppets can be in the
form of marionettes, hand puppets, and stick puppets.

Advantages of Dramatization Limitations of Dramatization

 Drama can improve vocabulary and reading  Dramatizations require a deal of money and labor.
comprehension.  When dealing with role-playing, particularly with
 Dramatizations provide for the development older students, there is a tendency for content to
intelligences like linguistic and bodily-kinesthetic get out of hand.
which could not be enhanced through ordinary pen-
and-paper test.
 Drama could also develop skills in acquiring a
foreign language.
 Drama can stir the learner’s creativity and
imagination.
 Drama could be helpful in teaching attitude areas
including trust, self-acceptance, acceptance of
others, and empowerment.
 Dramatizations provide a lot of information in an
interesting form within a comparatively short time.

To effectively utilize dramatizations, the following guidelines may be followed:

1. The teacher should introduce the dramatization carefully and see to it that the class takes it seriously.
2. Emphasize to the class actions, expressions, voice and interpretation rather than clothing and scenery.
3. Students should know and rehearse procedures for work. For example, if the teacher raises his/her hand and say,
"freeze," students should know to stop moving and listen to what the teacher has to say.
4. Choose characters as appropriately as possible.
5. Brief all students before the activity. Describe the situations and indicate what non-participants should do.
6. There should be follow-up discussions after the dramatization.
7. The teacher must remain in control so that the activity continues on track. However, try to honor student
suggestions, but feel free to keep looking for or offer the correct answer. The goal is to educate, not play games.
8. Find a way to segue from the normal classroom environment to the drama time. Learners should especially know
when drama time begins and ends, or their imaginations will keep them from focusing back on classroom
activities later on.
9. Besides acting as an introduction, warm ups are a valuable tool for focusing a class, quickly assessing skills, and
preparing students for the day’s activities. Try to find warm-ups that fit the lesson and the nature of the material.
10. Find out when students are the most attentive to drama activities. Generally, students are the most attentive in the
mornings, before lunch.
11. Keep drama inside the classroom, moving outside causes too many distractions and on-stage gives the illusion
that you are performing.

CONTRIVED EXPERIENCES

REALIA
Realia is an inclusive term that covers tangible or visible things, removed from their normal setting, which serve the
purpose of teaching. These are concrete audio-visual materials which give a feeling of reality. They can give a richer and
more complete understanding of real things because the learners can see, feel and investigate them. Examples of realia
are the real objects, specimens, relics and replicas.
Real objects may be used as is, or can be modified to enhance instruction. Examples of modification include:
1. Cutaways. Devices such as machines with one side cut away to allow close observation of the inner workings.
Example is a cutaway of a machine to reveal the hidden components of the machine.
2. Specimens. These are objects but are considered representative or typical of a group represented. Examples are
actual plants, animals, or parts thereof preserved for convenient inspection.

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 3. Exhibits. Real objects can be collected to form an exhibit. Real objects and specimens which can be bought to
the classroom are rock and sea shells collection, pressed or fresh leaves and flowers or mounted insects in
Science; coins, calculators, meter stick, compass, or timepiece in Mathematics; clay pots, costumes, relics or
souvenirs in Social Studies; and food and utensils, fabrics and sewing equipment in Home Economics.

Advantages of Realia Limitations of Realia

 Real objects provide first hand experiences, thus  Some real objects demand classroom space in
making learning more permanent and lasting. terms of storage. § Real objects are generally more
 Real objects can be viewed, handled, and expensive than pictures and graphics.
examined by students from various angles.  Availability of real objects could be a problem §
 Real objects are readily available in the Some materials are often complex and fragile.
environment, in school and at home Parts may be lost or broken.
To effectively utilize realia, specimens and artifacts should be displayed in a part of the classroom where it can be
highlighted. A name and a brief explanation about it should be placed below or beside it.

MODELS
Models are three-dimensional representations of a real thing. A model may be smaller, larger or the same size as the
object it represents. It may be complete in detail or simplified for instructional purposes.

Models could be in the following forms:

1. Solid models. These are used mainly for recognizing external features. Examples are globes and puppets.
2. Cut-away models. These are used mainly for recognizing internal structures. Examples are models of the cross-
section of fruits and flowers.
3. Construction models. These can be assembled and disassembled to show relationships of parts to whole.
Example is a toy car.
4. Working models. These are in the forms of machines or power system which indicates how a thing represented
actually separates. Example is a model of how a basket is woven from straw.

Manipulatives that are used in lessons are called models. These manipulatives can be in the form of algebra tiles,
tangrams, and pentominoes. In science lessons, improvised materials can be classified under working models.

Advantages of Models Limitations of Models

 Models simulate first hand experiences, thus  Some models demand classroom space in terms of
making learning more permanent and lasting. storage.
 Models can be viewed, handled, and examined by  Models are generally more expensive than pictures
students from various angles. and graphics.
 Some models simplify real objects for better study  Availability of models could be a problem.
by removing some significant details and reducing  Models can easily distort students’ impression of
or enlarging objects to desirable sizes. certain dimensions like size, depth, length, or width
when presented carelessly by teachers.

To effectively utilize models, the following guidelines may be followed:

1. Models and mock-ups are effective media for evaluating learning outcomes, e.g., tasks that require identification
of size, shape or color; and hands-on or laboratory practice.
2. Models could be collected and put into a multi-media kit. This kit may contain activity cards, geometric shapes,
flash cards, workbooks, hand-outs, board games, posters, audio and videocassettes, laboratory materials, and
puppets.

ASSESSMENT ACTIVITY
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Activity 1. Answer the following statements briefly but comprehensively.
1. What is a digital learning resource?
2. How are digital learning resources classified? What are the distinctions among these classifications?
3. How is an online journal more advantageous than a print journal?
4. What are the advantages and limitations of printed media, maps and globes, flash cards, exhibits, display boards,
dramatizations, realia, and models?
5. How can we effectively utilize exhibits, display boards, dramatizations, realia, and models in the classroom?

Activity 2. Make a 3-minute instructional video for kindergarten class. Choose a topic from the Kindergarten Curriculum
Guide. Observe the video in the link https://www.youtube.com/watch?v=qhOTU8_1Af4&t=6s as an example and guide.
Upload your video in our Private Facebook Group using the caption;

Name: _________________________
Course/Year/Section: _____________
Module No. _____________________

DISCHARGE
Congratulations for completing this module. I believe that the beginning is always hard but once you get accustomed to it,
it will be just like an easy-normal thing. Mind you, this will be your “normal thing” when you will become licensed teachers.
So, just sit back and relax, continue and get motivated to learn, go on and nail the tasks. When you will be able to
successfully apply this in real life situation in the teaching profession, you can always simply say, “I truly CARED”. God
bless your learning journey and see you in the next module.