3.1 Features of good Instructional Aids
3.2 Factor to be Considered in the use of Instructional Aids 3.3 Production of Instructional Materials locally
3.3.1 Guidelines in Production Process Conclusion
Summary
Tutor Marked Assignment References/ Further Readings
1.0 INTRODUCTION
In the last unit, you were taken through the use of Instructional aids and
their purposes in the mathematics classroom, some specific types of Instructional aids were also listed and discussed. In this unit you will be
exposed to other aspects of Instructional aids in the teaching and
learning of mathematics.
2.0 OBJECTIVES
By the end of this unit, you should be able to:
(i) (ii) (iii) (iv)
3.0
Identify good instructional aids by their features
Outline factor of consideration in using instructional aids Discuss production of instructional materials locally List guidelines in producing instructional aids locally
MAIN CONTENT
3.1 Features of Good Instructional Aids
If Instructional aids are to serve the purposes for which they are
engaged; they must possess certain characteristic.
(i)
If the actual objects needed, are not available, then the aidsshould be a true picture of what they represent.
(ii) Whenever possible, each learner or groups of learner should be
given the specimen, if this is not possible, their sizes must beadequate for learners to see from a distance.
(iii) They should be easy to understand, and must be suitable for the
age and experience of the learners.
(iv) Instructional aids should be relevant to the lessons they are used
to illustrate.
(v) They should not be too costly or elaborate but they must be good enough to worth the time expense and efforts sacrificed to obtain them.
(vi)
Whenever possible, local materials should be used in makingthem to reduce their cost.
(vii) The most important function of instructional aid is to contribute to the understanding of the lessons they are used to teach; the
teacher must ensure that this purpose is achieved.
(viii) They should be neat, brightly colored and attractive especially
when they are to be used for learners in lower classes.
(ix) If the aids are charts, they should be well labelled, with clear bold lettering. It must have a heading, written clearly so that pupils at
the back can see it without problems.
(x) If the instructional aid is a gadget that requires operation, the teacher must posses the ability to operate, use and explain such a gadget, where he cannot he must bring someone who can operate to assist him.
(xi) The facilities or materials needed to operate or use the aid must
be available. For example, if electricity is required for its operation, then light must be available in the premises; or if an
video or CD is to be watched, then a television set or CD player
must be available.
(xii) An instructional aid should not be too complex or the type that
can damage quickly.
3.2 Factors to be considered in the Use of Instructional Aids
In considering the type of instructional aid to be used for a particular
lesson the following need to be borne in mind.
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(a) The instructional aid is not the teacher and it should not replace the teacher. It is supposed to aid the teacher in his effort to help learners understand his lesson. Therefore, Instructional aid must not be made to play the role of a teacher.
(b)
In all teaching endeavors, there are always objectives to be achieved; the teacher should be guided by the objective of themathematical lesson in selecting the Instructional aids to use. He
should use that which will enable him to achieve his objective.
(c) Instructional aids selected for use must help both the fast and slow learners i.e. it must cater for individual differences
(d)
The teacher should endeavor to vary the instructional aids he uses; it should not be the same for every lesson, otherwise it willno longer interest the learner.
SELF ASSESSMENT EXERCISE 1
What two factors will you take into consideration in using instructional
aids?
3.3 Production of Instructional Materials Locally
Whenever possible, teachers should endeavor to produce some of the instructional aids needed in the mathematics classrooms locally. To do
this, the learners too may be involved in the construction of such materials. Some special period say a free period can be arranged during
which the whole class works on production of particular instructional
aids to be used in some near future.
Sometimes interdisciplinary arrangement can be made such that learners’ work on production of specified instructional aid during the art
classes. It can also be given to learners as take home assignment such
that learners produce such from home after all the technicalities
involved has been shown to them at school.
Another major way to produce instructional aids locally is to make all final year learners produce a specific instructional aid as their project and leave such for the school use; this is particularly suitable for learners
in Colleges of Education. Such projects will their minds on the
importance of using instructional aid in their own classrooms too.
This effort to produce instructional aids locally is important for a
number of reasons.
(i)
It may not be feasible to expect the school authority or theGovernment agency concerned to buy all instructional aids that
so it may just be ignored. This in part may be the reason why
mathematical instructional aids are lacking in most schools in Nigeria. Hence local production of such instructional materials
may be the way out. This will drastically reduce cost of procurement of such aids, or may even eliminate money
altogether in some cases.
(ii) Even if funds to buy all that is needed are available, some important/basic and relevant aids may not be available in the
market.
(iii) Another good reason for local production is that the process of production itself is very educative. The fact that learners have
been part of the production may help them to understand the