Students who are taught with resource materials show more interest in the lesson and are better motivated. It could then be concluded that the use of resource material facilitate and enhance effective curriculum delivery in schools.
Ball (2000) noted that it is sometime useful to use diagrams to give quick, clear ideals of a series of facts and figures. In his opinion, the teacher his skills in explaining constantly but explaining a matter in speech different from explaining it in writing where words only are used, if a teacher has to explain how to ride a bicycle to a person who had not seen one before, would it be more effective to show him how to do it or to give him a written explanation? What would make one easier than the other? From the above, it is clear that things that are practical in nature are better taught with physical objects. No doubt, to a large extend words are being supplemented by diagrams, pictures, instructional manuals, objects etc, while help to make them more understandable.
Nuttall (1990) pointed out that to use together verbal and non-verbal information support each other as an observed section of a text and it may be clarified by studying a diagram or the significance of that diagram. This is because, it makes it possible for that number of technique to promote and check its comprehension. Transfer of information activities (as they have been called) not only interesting themselves, but also may enable the students to demonstrate the meaning of the text in ways that in ways that do not involve the use of words.
But if innovation is to be more just a passing fancy, it is essential that there is already and containing supply of teaching and learning equipment and adequate support services. This is one of the supremely critical conditions of successful innovation and implementation. Finally, he observed that when a teacher has tools at hand, his confidence, effectiveness and productivity all increase with better tools, his professional capabilities are more fully utilized and he accomplishes larger and better results.
The students can then see the practical application of what they have been learning. Pictures are used to stimulate interest, to enhance meaning, to convey meaning, to demonstrate how an action is to be performed, to stimulate thought and discussion. Filmstrips and slide provide for many changes of the pictures with the attention of all students focussed on one picture simultaneously, with no chance to look ahead if this is not desirable, the filmstrips adds the possibility of synchronize sound to the ordinary possible possibilities provided by a book film loops repeat themselves endlessly until the projector is turned off.
This permits the students individually or collectively to see and hear an explanation as many times as may necessary, without the embarrassment of asking to have it repeated and without consuming the teacher’s time for repetition. In conclusion, he stated that the teaching of technical subjects requires the use of appropriate equipment and instructional materials; this is because more than anything else, these objects help the teacher to make a lesson explicit to the students.
Adeyemo (1998) pointed out that without active instructional materials, the objectives of the curriculum can hardly be achieved. Hence, the teacher uses educational resources to accomplish the task of curriculum delivery. He regretted that despite the importance of resources in curriculum been delivered, many teachers hardly use them. Consequently, practical subjects are usually poor. Many teachers ignore the use of educational resources in their classroom practices, they probably do not recognise the potential of many simple educational resources available at very little or no cost in the environment which can facilitate curriculum delivery in the classroom.
Related Posts: EDUCATION, SOCIAL STUDIES
Be the first to comment