For Activity 3B Module 8, I opted to create a projected material that is aligned on my ASSURE model. Projected material is in the form of PowerPoint presentation.  The elements of visual design are incorporated on the PowerPoint presentation to get the attention of the students. Providing example pictures will enrich/reinforce what is being taught, helping to bring the subject to life.

The 10- slides are created to help support the class discussion about visual techniques for Architecture students which will guide them in making their handout. Make use of one font style and font size used is 24-40 for easy reading. Images used are appropriate and one idea/point per slide is maintained. Please download the PowerPoint file link and click on the slideshow button to see the presentation slide.

According to Duhaney (2000), The infusion and integration of technology in the education process have presented new avenues by which teachers can enrich and enhance teaching and learning activities. This goes to show that with the proper selection of Instructional Media, teachers will be able to maximize the learner’s full potential to learn and acquire new knowledge.

As a future educator I should always be guided with what will be the purpose of my materials that I will be designing? Who will be using them? Does Instructional material and learning activities aligned to my learning objective? Wil this make my learners, learner-centered? Being aware on these questions help me save time and energy as well as resources.

With the fast-paced technology, we have, there are various instructional materials to choose from which includes non-projected material, projected materials, pictures, and so on and so forth. What we just need is to explore and utilize this material to promote and motivates learning. Instructional Material does not need to be expensive, we just have to be innovative and creative.

Learning does not end here in EDS151, I know I will be using the the principles of Instructional Media on my next courses and soon on my teaching career. I will forever be grateful on all the theories that I’ve learned here. Thank you for all my classmate who take part on this learning journey. We all did a great job and see you on our next courses. Agyamanak! Dios ti mangtarabay kanya tayo amin.

References:

Duhaney(2000). Technology and the Educational Process: Transforming Classroom Activities. Retrieved from http://pedagogy21.pbworks.com/f/Technology+and+the+Educational+Process.pdf

image from Unsplash. Retrieved from https://unsplash.com/photos/TamMbr4okv4

Going to a museum that usually take place outside the classroom to have a first-hand experience with the objects, paintings that cannot be provided in school setting Laguidao (2019). 

I also created a non-projected material using Canva that suit my ASSURE Instructional Plan. One of the activities of the student is to visit a museum, I created and print out a trifold catalogue where students need to complete while they are inside the museum. The third fold of the paper is where the student activity that they need to provide answer. And need to take a picture of the famous artist. This activity is connected to their final requirement when they go back to school.

References:

Laguidao (2019). Non-Projected Visual Presentations. Retrieved from https://www.slideshare.net/AlvinLaguidao/nonprojected-visuals-presentations

“Display material can include supplementary teaching aids that simply enrich or reinforce what is being taught, helping to bring the subject ” to life” Smawfield, D. (2006).

The display material will be staged on the side of a classroom- these are the different Visual techniques used by famous artist in the Philippines. This will guide learner on the different task for the whole duration of the course. As the class progresses, learner’s art work will be displayed so that it will also promote motivation. Instructor can also change this every week / meeting so that learners will have new perspective.

Resources:

Smawfield, D. (2006). Classroom and school display: A guide for teachers and for teaching training. Classroom Display Handbook. http://schoolofeducators.com/wp-content/uploads/2012/05/classroom-display-handbook.pdf

On the first session, the teacher will discuss about different Visual techniques used by famous artist in the Philippines. Below handouts will be distributed to the student on their last meeting. The handout will serve as a pre work. On the scheduled class, the teacher will be presenting various art works through PowerPoint presentation and student should be able to have a interactive discussion.

References:

Alversado, C. (2020). Water Color Images

Dogui-is, CJ (2020). Pen and Ink and Mixed Media images

Jirge, N., Damugade, S., Pingale, T., (2017). Visual Communication in Architecture. Retrieved from Nripublication.com/irph/ijert_spl17/ijertv10n1spl_20.pdf

McArdle, T. (2008). Painting with Mixed Media. Retieved from https://www.art-is-fun.com/painting-with-mixed-media

 Nicole Tinkham (2016, March 17). BASIC Pen & Ink techniques to help you get started. Retrieved from

https://keetonsonline.wordpress.com/2016/03/17/7-basic-pen-ink-techniques-to-help-you-get-started/

Gender-sensitive educational materials

It is important for students’ educational progress to create a teaching environment that respects men and women equally. Providing a workplace or any educational institution with a proper gender sensitive instructional material could provide numbers of opportunities to any individual. In a classroom, it is important that the materials utilized promote equal treatment.

Gender-sensitive educational materials should depict both sexes in a balanced manner, as well as the various roles of the sexes and their interactions. Gender stereotypes and roles should be avoided in such teaching materials, and varied perspectives should be provided (Chukwidi et al., 2018).

Moreover, many educational resources, particularly older ones, may contain gender bias in activities, illustrations, or wording. Textbooks, photographs, reading materials, written assignments, and even test materials are examples of such things. Allowing pupils to use items like these in class can promote societal prejudices about gender roles. To be gender sensitive is defined as to reconsider socially established gender norms and aim to level this practice through certain conscious courses of action.

In order to have a better learning environment for the students and to avoid gender stereotyping, it is better for educational institutions to provide and implement a better gender sensitive instructional material.

The following are some of the guidelines which a gender sensitive instructional material should contain:

• Make certain that males and females are represented equally in class materials.
• The topics, subjects, and images presented in instructional materials should relate to the life experiences of both male and female students.
• Both male and female students are not shown in stereotypical ways.
• Make sure you use a diverse range of resources authored by both male and female authors.

It is important to provide students with a better learning environment to ensure that they get their quality education that they deserve.  The primary purpose of gender equality promotion is to create awareness and ensure that all individuals are treated equally and fairly. It is the time for us to help lessen and might as well end the gender stereotyping.

References

Chukwudi et al. (2018). Status of Teachers on Gender-Sensitive Instructional Materials at the Basic Retrieved from Education Level https://arcnjournals.org/images/ijaaer-13-3-2.p

McManis, Lilla Dale. (November 20, 2017). Inclusive Education: What It Means, Proven Strategies, and a Case Study. [Blog Post].  Retrieved from Inclusive Education.

Susan P. & Jenkins J. (1995). Producing Gender Sensitive Learning Materials: A Handbook for Educators. Retrieved from http://oasis.col.org/handle/11599/98

Lesson Title: Architectural Visual Communications  – Visual Techniques for Cordilleran Students

College Level: 2^nd year College

Institution/Location: University of Cordilleras, Baguio City

Lesson Duration: 4 sessions, 2 hours per session

Analysis of Learners:

The group of learners consists of College Student taking up BS Architecture , ages 18-23 years old. There are 20 students in the class. Learners with diverse backgrounds and learner needs. This course has a pre-requisite on Creative arts. All have a basic knowledge of the arts, as well as a basic understanding of technology. They have a previous course with the same type of learning. Learners have good standing on previous art courses ranging from good to excellent. Activities includes visual, auditory and kinesthetic as well as materials to be used. Every group shall be heterogeneous. For the entire course, these groups shall stay, provided that there are no requests for changes. Learning references includes hands-on learning, pair exercise discussion and group exercises.

Standards and Objectives

After completing the 4-week session:

• The student be able to Create an original art of work using the different visual techniques
• The student will be able to differentiate different visual techniques.
• The student will be able to understand how visual techniques influence ethnic identity.
• The student will be able to develop a new artistic perception in cultural forms in our country.

Strategies, Methods, Media, and Materials

Thorough review of various strategies, methods, media and materials by Instructional designer in order to address 21^st century learners and to have that meaningful educational experience and achieve learning objectives. Training materials were also reviewed by Indigenous /Cultural Authorities of the said University.

Strategies: This course is applicable for a face-to-face setting because the activities embedded will help the learner. Learner-centered approach is being used in facilitating learning to allow students to have an active role in their own learning. Learner-centered approach guarantees the best learning experience and quality education for the Architecture students. Social learning (Bandura)- People learn from another through observation, imitation and modelling. And finally, Constructivist wherein a student construct own knowledge of the world based on individual experiences and internal knowledge.

Methods: Instructor and Instructional designer carefully design curriculum and assessments aligned to the objectives. The curriculum, learning activities and assessments should be learner-centered, collaborative and experiential learning approaches.

Media: Instructor will utilize Architectural and Design book, whiteboards, Technological media such Sketchpad, laptop, ipad with drawing pen, reali, and DLP.

Materials: Major reference of learning materials will be based on Architectural books. Teachers way of conveying the topic is through PowerPoint Presentation.

Utilizing Technology, Media, and Materials

Review Materials

After analyzing student’s demographics. The teacher will utilize internet for the research, planning, designing and organizing of the course content on how to incorporate technology, media and materials.

Prepare the materials

All Learning materials such as PowerPoint presentation, YouTube videos/clippings, still pictures, artwork pictures and the like will be saved on a Hard drive. Soft copies on print outs and handouts are also saved just incase there’s need to print additional handouts. Other materials include:

• Print outs of Different art visual techniques from famous local artist
• Handouts of different visual techniques used as a guide
• Handbook -List of Reliable internet sites regarding visual techniques, local and international artist

Materials to be prepared  by student are: Drawing board, sketch pad, pens, colored pens, water color, Mechanical pencil, modelling scapel, scale ruler, cutting mat.

Prepare the learning environment:

The learning environment is positive, purposeful, and inclusive and conducive for learning. Learning takes place in an air-conditioned and well-lit classroom, with drawing tables and designated spaces for group work and independent work. The front portion of room has a high platform, high enough so student be able to see the teacher from afar. Teacher will be using computer connected to internet and printer.  DLP/Projector should be readily available for PowerPoint presentation. Work tables are arranged into 4 groups for collaborative work. But students have the freedom to choose different areas during individual works. There will also be available architectural/art books available for the class.

Prepare the learners:

For a kickstart activity, The teacher first introduces him/herself, then prompts all students to do the same with the addition of their preconceptions of what is visual technique and what the course will be about. This will serve as a knowledge check or pre-assessment to adjust their teaching approach based on their current knowledge of the course. Learners are encouraged to ask questions for further understanding. The Teachers will also run through to the students the course map or training plan for the whole session. This means that objectives, planned assessments and possible activities throughout the course should be discussed, so students know what is expected of them

Requiring Learner Participation

When there is interaction between teacher and student, the topic will be more interesting because they can share their knowledge in different aspect. The more learner participation / interaction they have the more answers you will get from the questions being raised. So, to sum up, it will increase their intellectual ability. actively engage your student

Provide learning experience:

On the first session, the teacher will discuss about different Visual techniques used by famous artist in the Philippines.  The teacher will be presenting various art works through PowerPoint presentation. Teacher will be giving a handout on the day’s topic to guide and easier to recall and retain what they learn. The teacher will also play the song “Tatsulok” by Bamboo. The instructor will be giving a task on what does Tatsulok and suppress freedom mean to them. The task of every students to make an artwork related to that question. Students can use digital or traditional way of presenting their artwork. At the end of the session, the student will vote for the top 3 art work of the day. The artwork with the most votes will be awarded with “heart work of the week”. This will serve as motivation for them on their exemplary work and will make better on their next task. After the awarding, an open forum shall also be done to have a big group sharing of thoughts and ideas about what was discussed on this session.

The second session will be a brief discussion about the cultural items from teacher on the proper technique of visual techniques using pen and ink, water color and poster. This time the instructor will use YouTube videos (eg. Bul-ul, furnitures, handwoven bags, jewelries, center pieces, etc.) and reali items (eg different tapis from ethnic groups in Cordillera where they can touch or see the actual items). The task for this session can be with a classmate. One classmate will serve as a model and the other will do the artwork making use of the available instructional materials brought by the instructor. They are also tasked to make a research on proper way of presenting this cultural item in a traditional way. They can go outside of the classroom to have an original concept. After the task, all their art works will be displayed on the board. Other student will have a chance to critique the artwork of another group. The teacher will invite a Humanities Professor to evaluate the art work and one group will be chosen as the heart work of the week At the end of the session, instructor can also use entrance and exit slips as a means of recap of the student’s takeaways, possible questions, and what they’re looking forward to learning from the session.

Collaborative activities/ On the 3^rd session, The students will be assembled into 4 groups with 5 members each. Students will visit Bencab or Museo Kordilyera- UP Baguio Ethnographic Museum. Their task on the 4^th session is to make an original artwork using in any mixed media (e.g. photography, colored pens, air dry clay, oilcloth, pseudo 3d-art, assemblage).  from any ethnic group and present it to the class through oral presentation with the use of different technological media. They will be given 15- minute presentation to discuss their artwork, they can either create a brief history on how they come up with the art work, what is their inspiration or influencers in making the artwork.

Evaluation and Revision

Evaluation is an important component to help teachers as well as the students in achieving the learning goals. John Dewey’s theory of Learning by Doing is applied although out the course, some example of the learning activities are oral presentation, speaking, listening,  discovery of new ideas, duplicating an artwork which can be in a form of formative assessment

For Capstone Activity- the student should be able to reflect on this essay question on “how can they preserve the Cordilleran identity as 21^st century learners” this can be done through essay and creative graphical representation making use of the different visual techniques presented by instructor from previous sessions. This will serve as a formative assessment to student.

A rubric on Self and Peer assessment form for all member of each group are required to fill up at the end of the course. Through collaborative learning, they are able to express their thoughts, opinions, and experiences that help one another to develop their teaching strategies.

A teacher evaluation form will be given to all students through goggle form. This is a feedback from the students if the course met the learning objectives, assessment of tool/media, and teaching-learning methods are effective.  The result will be thoroughly analyzed and will help determine if the course materials, strategies and learning needs for the improvement of the course.

Giving and receiving feedback is important for instructional and non-instructional strategies to achieve the instructional design’s goals.

Evaluation Rubric

Criteria	Strongly Agree	Neutral	Strongly Disagree
1. Learning objectives and outcomes addresses student needs
2. Activities promotes active participation of every learner/student
3. Assessment tools used are aligned on the learning objectives
4. Topics are up-to-date and relevant to the course/ topic
5. Learning resources and material are readily available
6. Different technology are utilized throughout the course
7. Learning activities are engaging and motivating
8. Instructional Materials and activities provide opportunities for learners to apply the knowledge and skills learned
9. Various assessment tools is evident on the course 10. Comments or suggestion on how this course can be further improved? _______________________________________________________________________________

References:

Dale, E. (1946). The “Cone of experience” (Chap 4). In Audio-visual methods in teaching, 37-52. New York: Dryden Press. Available at Dale Audio Visual Methods in Teaching.

Duhaney, D. C. (2000). Technology and the educational process: Transforming classroom activities. In International Journal of Instructional Media, 27(1), 67 – 72. Available at Technology and the Educational Process.

Onasanya, SA PhD, Selection and Utilization of Instructional Media for Effective Practice Teaching. Available at Principles in Selecting Traditional Materials.

My takeaway for this week’s reading, is the role of Instructional media on teaching-learning process. One of the challenges during the pandemic-First some of the modules had typo errors which were posted on social media. Second, teacher are not prepared to conduct online teaching and n not fully trained to integrate their lesson such as zoom, google chat, etc. Most of our teachers were taught more on what to teach and not how to teach. Third, parents came unprepared on usage of different technologies and how to support their child’s learning in the absence of the teacher. Yes, the pandemic has given us a lot of opportunities on how they can further improve pedagogy of learning like the integration of mobile technology but the effectiveness was not fully assessed.

With the opening of classes on this new normal, teacher will still be using Instructional materials and integrate this to multimedia materials/technology to make the students learning more interactive and engaging. Teachers will be able to find innovate ways in using the available instructional materials they have.

Some of the students will be hesitant to go back to physical school. We need the government together with stakeholders and Instructional designer to plan and design the curriculum to ensure that the student will have the unique educational experience just like before and not to forget their safety.

This week’s topic focuses about the different types of instructional material and how it facilitates learning. According to the readings on the criteria for selection and use of instructional media to enhance learning are:

• Aligned with learning objectives
• Learning situation should be realistic and concrete
• Appropriate for certain age, intelligence, interest, background and experiences of learners
• Stimulates student critical thinking as well as abstract thinking
• Integration of specific subject matter
• Content driven and not media driven
• Up-to date information
• Utilization of relevant technology of today

As a future educator, I should be able to critically choose the appropriate instructional material to cater various types of learner since not everyone learns the same way. Second is to take advantage of the new technologies for teaching and learning process to make learners learning more meaningful. Lastly, be innovative in using available instructional material despite its limitation to improve teaching learning.

References:

Ellington, H. (1987). A Review of the Different Types of Instructional Materials Available to Teachers and Lecturers. Retrieved from: https://eric.ed.gov/?id=ED289493

Wamalwa E. J. and Wamalwa E. W. (2014). Towards the Utilization of Instructional Media for Effective Teaching and Learning of English in Kenya. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.829.4578&rep=rep1&type=pdf