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Contain quality photo, graphs, and text, as required.
Are checked prior to use for completeness and technical
accuracy.
Contain appropriate terminology for the student.
Are properly sequenced.
Are easy to understand.
Include appropriate safety precautions.
Instructional Aids …
Figure 4-17. Guidelines for effective instructional aids.
and value. By symbolizing the factors involved, it is even
possible to visualize abstract relationships.
Instructors are frequently asked to teach more and more in
a smaller time frame. Instructional aids can help them do
this. For example, instead of using many words to describe
a sound, object, or function, the instructor plays a recording
of the sound, shows a picture of the object, or presents a
diagram of the function. Consequently, the student learns
faster and more accurately, and the instructor saves time in
the process.
Guidelines for Use of Instructional Aids
The use of any instructional aid must be planned, based on
its ability to support a specific point in a lesson. A simple
process can be used to determine if and where instructional
aids are necessary.
• Clearly establish the lesson objective. Be certain of
what is to be communicated.
• Gather the necessary data by researching for support
material.
• Organize the material into an outline or a lesson
plan. The plan should include all key points that need
to be covered. This may include important safety
considerations.
• Select the ideas to be supported with instructional
aids. The aids should be concentrated on the key
points. Aids are often appropriate when long segments
of technical description are necessary, when a point
is complex and difficult to put into words, when
instructors find themselves forming visual images,
or when students are puzzled by an explanation or
description.
Aids should be simple and compatible with the learning
outcomes to be achieved. Obviously, an explanation of
elaborate equipment may require detailed schematics or
mock-ups, but less complex equipment may lend itself to
only basic shapes or figures. Since aids are normally used
in conjunction with a verbal presentation, words on the aid
should be kept to a minimum. In many cases, visual symbols
and slogans can replace in-depth explanations. The instructor
should avoid the temptation to use the aids as a crutch. The
tendency toward unnecessarily distracting artwork also
should be avoided.
Instructional aids should appeal to the student and be based
on sound principles of instructional design. When practical,
they should encourage student participation. They also should
be meaningful to the student, lead to the desired behavioral or
learning objectives, and provide appropriate reinforcement.
Aids that involve learning a physical skill should guide
students toward mastery of the skill or task specified in the
lesson objective.
Instructional aids have no value in the learning process if they
cannot be heard or seen. Recordings of sounds and speeches
should be tested for correct volume and quality in the actual
environment in which they will be used. Visual aids must be
visible to the entire class. All lettering and illustrations must
be large enough to be seen easily by the students farthest from
the aids. Colors, when used, should provide clear contrast
and easily be visible.
The usefulness of aids can be improved by proper sequencing
to build on previous learning. Frequently, good organization
and natural patterns of logic dictate the sequence. However,
use of standardized materials, including a syllabus, is
recommended. Sequencing also can be enhanced simply by
using overlays on transparencies, stripping techniques on
charts and chalk or marker boards, and by imaginative use of
magnetic boards. Sequencing can be emphasized and made
clearer by the use of contrasting colors.
The effectiveness of aids and the ease of their preparation can
be increased by initially planning them in rough draft form.
Revisions and alterations are easier to make at that time than
after their completion. The rough draft should be carefully
checked for technical accuracy, proper terminology, grammar,
spelling, basic balance, clarity, and simplicity. Instructional
aids should also be reviewed to determine whether their use
is feasible in the training environment and whether they are
appropriate for the students. [Figure 4-17]
4-25
In practice, the choice of instructional aids depends on
several factors. Availability, feasibility, or cost may impose
　
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