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realistic limitations. The number of students in a class and
the existing facilities are other considerations. In some
school situations, the designers of the curriculum determine
the use of instructional aids. In this case, the instructor may
have little control over their use. On the other hand, an
independent instructor may have considerable latitude, but
limited resources. Often, instructors must improvise and
adapt to the existing circumstances in order to incorporate
quality instructional aids.
Types of Instructional Aids
Some of the most common and economical aids are chalk or
marker boards, and supplemental print materials, including
charts, diagrams, and graphs. Other aids, which are usually
more expensive, are projected materials, video, computerbased programs, and models, mock-ups, or cut-aways.
Chalk or Marker Board
The chalk or marker board is a widely used tool for
instructors. Its versatility and effectiveness provide several
advantages for most types of instruction. First, the material
presented can be erased, allowing the surface to be used
again and again; and second, the boards serve as an excellent
medium for joint student-instructor activity in the classroom.
The following practices are fundamental in the use of the
chalk or marker board:
• Keep the chalk or marker board clean.
• Erase all irrelevant material.
• Keep chalk, markers, erasers, cleaning cloths,
rulers, and related items readily available to avoid
interruption of the presentation.
• Organize and practice the chalk or marker board
presentation in advance.
• Write or draw large enough for everyone in the group
to see.
• Leave a margin around the material and sufficient
space between lines of copy so the board is not
overcrowded.
• Present material simply and briefly.
• Make only one point at a time. A complete outline
tends to distract students and makes a logical
presentation difficult. If writing has been previously
prepared, it should be covered and then revealed one
step at a time.
• If necessary, use a ruler, compass, or other devices in
making drawings.
• Use colored chalk or marker for emphasis.
• Underline statements for emphasis.
• Use the upper part of the board. In many classrooms,
students may not be able to see the lower half.
• Stand to one side of the board to avoid hiding the
essential information.
• Use a pointer when appropriate.
• Adjust lighting as necessary to remove glare.
Supplemental Print Material
Print media, including photographs, reproductions of
pictures, drawings, murals, cartoons, and other print materials
are valuable supplemental aids. Charts, diagrams, and
graphs are also in this category. Many of these items are
suitable for long-term use on bulletin boards and in briefing
areas. Pictures, drawings, and photographs are especially
effective because they provide common visual imagery for
both instructors and students. In addition, they also provide
realistic details necessary for visual recognition of important
subject material. In many cases, this type of supplemental
training media may be reproduced in a format for projection
on a screen or other clear surface.
Charts, diagrams, and graphs include any printed material
which gives information in tabular form. There are several
types of charts that can be used in presenting data such as pie
charts, flow charts, and organizational charts, among others.
The type of chart selected for use depends largely on the type
of information the instructor wants to convey. An important
factor is chart format. Since charts may consist of a series of
single sheets or be tied together in a flip-chart format with
several pages, the location and handling of them should be
planned in advance.
A graph is a symbolic drawing which shows relationships
or makes comparisons. The most common types are the line
graph and the bar graph. The selection of a graph for use in
any given situation depends upon the type of information the
instructor wants to convey.
Charts, diagrams, and graphs can be used effectively to
show relationships, chronological changes, distributions,
components, and flow. They are easy to construct and can
be produced in the same manner as pictures. In addition,
they can be drawn on a chalk or marker board and can
be duplicated. Care must be taken to display only a small
amount of material and to make the material as simple but
meaningful as possible.
Numerous other useful print items may be considered as
　
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