Unlocking Education: A Comprehensive Guide to Teaching Learning Materials and Their Types

Teaching-Learning Material (TLM)

Teaching Learning Material (TLM) refers to any material or resource used by teachers to facilitate student learning in the classroom. TLM can include a variety of materials, such as textbooks, workbooks, handouts, multimedia resources, manipulatives, and visual aids.

*TYPES OF TEACHING LEARNING MATERIALS*

Teaching learning materials are of various types and thus are classified and categorized in several ways. Edgar Dale’s cone of experience is one of the simplest ways of categorizing TLMs. He experimented with different TLMs and categorized them on the basis of type of experiences the learner acquires – from concrete to abstract.

Another widely accepted and popular way of categorizing TLMs is based on the senses they stimulate in learners, which, in turn affect the effectiveness of teaching learning process. TLMs can broadly be classified into three categories.

i) Audio TLMs

ii) Visual TLMs

iii) Audio Visual TLMs

Let us look: into these categories in details.

i) *Audio TLMs*: These TLMs primarily stimulate the hearing sense of learner. It includes – human voice, telephonic conversation, audio discs/tapes, gramophone records, Radio broadcast.

 

ii) *Visual TLMs*: These types of TLMs involve the sense of vision. They stimulate the visual impulses. These can be of various types as given below:

 

• Visual (Verbal) Print. (the text is the main instructional or teaching learning aid)
• Textbook, Supplementary book.
• Reference books, encyclopedia, etc.
• Magazine, Newspaper
• Documents and Clippings
• Duplicated written material
• Programmed material or SLM
• Case Studies/Reports etc.
• Visual (Pictorial- Non Projected)

a) *Non-projected two dimensional* – Here the TLM is in form of an image or picture explaining the concept. Examples of such type of TLMs are blackboard writing and drawing Charts, Posters, Maps, Diagrams, Graphs, Photographs, Cartoons, Comic strips.

 

b) *Non-Projected three-dimensional* – This category includes three dimensional representation of the real object or phenomenon. It helps learners in conceptualization. It includes – Models, Mock-up, Diorama, Globe, Relief Map, Specimen, Puppet, and Hologram.

 

• *Visual* (Projected but still) – Here the images are projected or displayed on a screen and thus are nearer reality than visual non-projected ones. It includes – Slide, Filmstrips, Over Head Projector (OHP), Microfilm, Micro card, etc.

 

iii) *Audio Visual TLMs* are the projected aids, which use both auditory and visual senses to enhance learning. The greatest advantage of these is they are the closest representation of reality. These include – Motion Picture Film, Television, Video discs/cassettes, slide – tape presentations, Multimedia, Computer.

*Audio Materials*

Your voice is the most common form of audio medium, which may be used in classroom teaching. You use voice to communicate with others. Voice creates sound, which delivers message to others.

Sender – ——————à-Sound/message ————————-à– Receiver

In a classroom when a teacher talks the message is sent to students in the form of sound. It is one of the most natural ways of communicating.

To make your voice effective medium of communication you should modulate your voice; express your feelings; emphasis, pause at appropriate places. The skills of using voice as an effective classroom transaction are integral part of teacher training programme.

Many audio TLMs are available to help in making classroom teaching effective Audio CD/DVD

Audio recordings in form of CD or DVD are very popular TLM. Stories poems, songs are frequently used in elementary classes. Discussion and debates with important personalities can be recorded and prepared in form of Audio CD to be used in classroom to motivate students. NCERT, NIOS prepare Audio CD/DVD for children which are very effective TLMs.

You can use a DVD or CD player with speakers in your classroom to see these audio CD/DVD. You may also prepare your own audio CD/DVD. Using your mobile, voice recorder or software on computer, you will read about these in detail in next section.

*Radio*

Radio is a popular mass medium, which has been with us from very early times. These days all of us are tuned to Radio through FM channels. Popularity of Radio is due to its easy access, speed and immediacy. Back in 1917 radio was visualized as means for mass education. In India, first radio station was established in Mumbai (Bombay) in July 1927. Two more radio stations in Calcutta and Delhi were established in 1936. All India Radio (AIR) broadcasted radio programmes for the country. In 1937 Calcutta station broadcasted school programmes for the first time and it continues till date.

School educational programmes are still in demand and are used by teachers to generate interest of students. Gyan Vani is a dedicated FM channel for educational broadcasts. It is used to broadcast educational programmes from Educational Media Production Centre (EMPC) of Indira Gandhi National Open University (IGNOU), New Delhi. Audio programmes developed by Central Institute of Educational Technology (CIET) of NCERT for school children are also broadcast by Gyan Vani.

*Radio is used* to-

– broadcast lectures by eminent educationists, scientists, etc.
– broadcast drama, stories, commentary, news, etc.

Radio is popular all our country, urban as well as rural, settings.

While preparing Radio programmes selection of topic is very essential. Topic should support verbal communication i.e. verbal inputs are needed to topic. Sound, music, special effects are added to audio programmes to make it interesting and effective. It helps in creating visual images through sound and thus enriches imagination in children, CIET, State Institute of Educational Technology (SIET) and educational technology divisions of SCERTs produce topic and need based audio programmes for school children. IGNOU also produces audio programmes for its student teachers enrolled in teacher education programmes.

*Podcasts*

Radio is a mass broadcast medium whereas Podcasts are personalized broadcast. Podcasts are prepared for specific target and made available to the target group for specific learning objectives. Podcast is portmanteau of words ‘pod’ from iPod and ‘cast’ from broadcasting.

You want to narrate a story to your class. You record it and play in your classroom teaching. If children want to hear it at home. You can make it available through Podcasts. Podcasts can be easily made using computer software.

Podcasts are uploaded on web to be listened at any place and anytime. Students can download it to hear at any convenient time and place.

Check Your Progress

Notes: a) Write your answers in the space provided after each item.

b) Compare your answers with those given at the end of the Unit.

6.A) How will you make your voice an effective medium of communication?

...............................................................................................................

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B) True or False

i) Educational Radio Broadcast is known as Rainbow.

ii) Podcast means personalized Broadcast.

iii) Radio can be listened to at any time according to one’s convenience.

iv) Podcast can be used at any time by anyone.

*Text Books*

You must have read many books. In books, text is the method of communicating. Books are written by authors for learners to help them learn new things. The book specially written by authors for learners of a particular course is known as textbook. Textbook is very important basic teaching learning material. It is written specifically to satisfy specific needs of the syllabus. In most cases, a textbook serves as a focal point base for organizing learning activities. In some textbooks like the NCERT textbooks both teacher’s and pupil’s activities are included in form of questions, suggestions, experiments, topics for discussion, etc. As often they are prescribed by the schools, and are based on specified syllabus under a curriculum, they are often referred to as curricular material.

Textbooks are predominantly textual with some images. Normally, content in a textbook is organized under chapters, units and lessons. Most textbooks are written in factual or information giving style with little or no interactivity inbuilt in the text. Thus, most of them do not serve the purpose of self-learning materials for learners.

When textbooks are written in conversational style with activities, they serve as a basis of self-study as well. They, therefore, assist learners to acquire good reading skills and develop language comprehension. If textbooks are well illustrated and written in interesting style, they act as interesting individualized learning materials for the learners. Thus, the quality and utility of textbook depends on the author.

While writing a text book for students at elementary level, the author needs to keep in mind the following points:

i) Text book should provide authentic content knowledge;

ii) Contents in the text book should be logical, coherent and sequential;

iii) Language used in the textbook needs to be simple, and comprehensible by elementary students;

iv) Presentation of contents needs to be conversational and based on sound pedagogic principles;

v) Concepts and propositions need to be explained with examples and illustration;

vi) There need to be a lot of activities, cases built into the textbook;

vii) Presentation of contents needs to motivate the learners throughout the process of learning.

Activity :

Analyze the textbook of your class with respect to following points:-

1) Is it relevant to prescribed curriculum?

2) Is language suitable for the grade?

3) How many illustrations are there?

4) Do you find any difficulties using it in class?

*Workbooks*

Workbooks are paperback textbooks issued to students. Workbooks are usually filled with practice problems, with empty space so that the answers can be written directly in the book.

More recently, electronic workbooks have permitted interactive and customized learning. Such workbooks may be used on computers, laptops, PDAs, and may be web-based.

*Student Workbooks as an Effective Instructional Resource*

Educators have debated the effectiveness of worksheets, handouts and workbooks for years. Similar to technology use in the classroom, efficacy all depends on how they are used. Here are a few nuggets to contemplate from a review of literature on the subject:

• Graphic organizers help learners to understand tasks by nurturing active participation, decrease dependency on rote learning and memorization, tap into learners’ prior knowledge, and show association between concepts to build new understanding (Kirylo & Millet, 2000).
• Worksheets help students to construct knowledge, help to assess students and get feedback, are used as supplementary material to textbooks in authentic lessons, and build scaffolding for some teaching strategies (Demircioglu & Kaymakci, 2011).
• Using Multiple Intelligences learning theory, teachers should vary instruction and assessment strategy because all students do not learn and exhibit learning the same way (Smith 2002, 2008) Howard Gardner and Multiple Intelligences.

*Uses of Workbooks*

A workbook usually covers important concepts and tasks related to syllabus. Workbooks are used for solving extra problems and concepts which students have already studied from textbook.

Workbooks are often used in schools for younger students, either in middle school or elementary school.

The term workbook is also used to describe other compilations of questions that require the reader to complete scratch-work when dealing with higher-level mathematics. In industry, they may be customized interactive manuals which are used to help provide structure to an otherwise complex problem. The workbook format can also be used as a training tool for certain job positions.

*Advantages of Workbooks*

They are favored because students can work directly in their books, eliminating the need for loose leaf and copying questions from a textbook.

Workbooks also hold an advantage because they are usually smaller and lighter than textbooks, which equates to less trouble when students bring the workbooks home to complete their homework.

*Supplementary Materials in Curriculum Development*

How can we help teachers excite students? For that matter, how can we help teachers get excited? One way is through the use of supplementary materials that help students learn textbook information in different ways. If we rely on textbooks to help teachers teach, we limit their ability to teach the students. Textbooks give information, but they do not give students a means of moving that information off of the page and into real life. Materials and activities that ask the student to move beyond the textbook help them learn. The added materials offer instructors useful resources and activities to help design lessons that will engage students.

Activities used with textbooks help students practice what they are learning. While some supplemental materials help students work with the content, others offer instructors activities that can increase interest and learning. Some examples of helpful materials include worksheets, group discussion prompts, and hands-on activities. These materials help reach more students and are written with different learning styles in mind.

Supplemental materials such as lesson plans, student worksheets, and instructor guides can help teachers provide students with stronger learning experiences. The activities and guides give the teacher new ways of applying the content of the course in the classroom. Teachers can rely on the lesson plans and instructor guides to help them develop lessons that keep students listening and learning. The materials provide suggestions and resources for the lessons. As a result, teachers can concentrate on teaching without the problem of creating everything from scratch.

Supplemental materials help teachers produce learners who are able to go beyond the textbook into real life. They add to the information in the textbook and carefully follow the content. These materials give teachers new ideas that are researched to be sure they do what they need to do.

Often, the supplemental materials show teachers new and different ways to teach. This creates more interest from both the teacher and the students. These materials and activities help keep teaching fresh. Imagine having students observe and think about what they see in a restaurant as opposed to reading a textbook passage. This exercise challenges students to connect the textbook material directly to something in their daily lives. Learning can be challenging, but it does not have to be boring for the teacher or student. Supplemental materials give teachers that extra level of resources and support to make the lessons fun and helpful at the same time.

*Supplementary materials*

• are books and other materials we can use in addition to the course-book.
• Include skills development materials, grammar, vocabulary and phonology practice materials, collections of communicative activities and teacher’s resource materials.
• Supplementary materials may come from authentic sources, for example, newspaper and magazine articles, video, etc.
• Some course-book packages include supplementary materials and activities, especially designed to fit the course-book syllabus, and there are also many websites from where you can download supplementary materials.

*Selecting Supplementary Materials and Activities*

• By recognising that we need something more than (or different from) the material in the course-book
• By knowing where to find the most appropriate kinds of material.

*Reasons for using Supplementary Materials*

• To replace unsuitable material in the course-book
• To fill gaps in the course-book
• To provide suitable material for learners’ particular needs and interests
• To give learners extra language or skill practice
• To add variety to our teaching

*The most common situations where supplementary materials are useful include when the textbook*:

• Provides insufficient or ineffective examples
• Provides too few examples
• Is too simple or complex for your students
• Fails to cover an item of language at all
• Can’t be conveniently or logically suited to a complete class due to time constraints

*Course-book Vs. Supplementary Materials*

• Course-books are organised according to a syllabus, and are often graded (= grammatical structures, etc. Are presented in a helpful sequence for learning) so that Ss’ knowledge of the language builds up step by step through the book.
• Supplementary materials and activities can provide variety in lessons and useful extra practice, but it is important to make sure that they fit into the learners’ programme, are suitable for the class and match the aims of a particular lesson.
• Supplementary materials and activities will not totally replace course-books.

*Class Library of Readers*

Advantages

• Encourages extensive reading
• Gives learners confidence
• Learners work at their own place

Disadvantages

• Language sometimes too simple and may not be challenging
• Language too difficult and may be discouraging

*Skill Practice Books*

Advantages

• Focuses on individual skills
• Learners can work at their own pace and thus gain confidence

Disadvantages

• May not fit aims in the syllabus and/or course-book
• May not provide useful feedback

*Teacher’s Resource Books*

Advantage

• New ideas for lessons for teachers

Disadvantage

• May not suit lesson aims, learner’s levels, needs/interests, cultural background, and styles of learning

*Websites*

Advantages

• New ideas for lessons for teachers
• Variety of lesson plans, teaching materials, other resources

Disadvantages 

• May not suit lesson aims, learner’s levels, needs/interests, etc.
• Sometimes difficult to find the right materials for the learners

*Video*

Advantages

• Provides visual context
• Source of cultural information
• Shows body language

Disadvantages

• Equipment may not always be available
• Language may not be graded

*Language Practice Books*

Advantages

• Extra practice
• Learners can work alone without teacher’s help ( autonomy/ autonomous learners)

Disadvantages

• Repetitive exercises
•  Little or no context

*Electronic Materials*

Advantages

• Motivation
• Familiar technology for learners
• Enjoyment
• Language practice

Disadvantages

• Difficult for teacher to control how learners are working
• Little or no human feedback
• May not be suitable for old learners
• Problems with other classes (noise)

*Key Concepts*

• Get to know what supplementary materials are available in your school.
• Use a questionnaire or interviews for need analysis at the beginning of the course to find out what you’ll dot to add to the coursebook when you are planning your scheme of work.
• Supplementary language practice materials are not always accompanied by teacher’s books, and the aims of activities may not be clear. Therefore, when selecting material, you need to think about how it will replace or improve materials in your coursebook.
• It may be useful to use authentic material, which is not designed for a particular level, in order to give learners the experience of working with more challenging texts and tasks.
• The activities in materials designed to develop individual skills often include the use of other skills, e.g. learners need to read a text before they carry out a listening task, or to do some writing as a follow-up activity after a speaking activity. When selecting materials and activities, think carefully about all the skills that are required.
• Many publishers produce materials for practising separate language skills at different levels. Teacher’s resource books, too usually list tasks and activities according to level. However, you should check how appropriate the level is for your learners. Think about the language they will need to understand or to produce.

*Use of Supplementary Materials and Activities*

• Learners get used to the methodology in their course-book. If you are using supplementary materials with different procedures, you may need to give special attention to instructions.
• You can adapt many supplementary materials for use with classes at different levels. The texts used in these materials may not be graded, but you can grade the activities by making the learners’ tasks more or less challenging.
• Games and extra communicative activities can provide variety and make learning fun. But you need to think about your reasons for using them, so that your lesson still has a clear purpose. Older learners may want to know why they are doing these activities.

*Audio Visual Medium*

It is the most effective of all TLMs as it is nearest to reality and thus generates interest and motivate learners. Televisions, Video, Multimedia programmes, interactive video are audio-visual TLMs used by Teachers.

Television – Children are extremely fond of cartoon networks on Television. In a similar manner if we have Audio Visual TLMs for capturing the attention of children, then learning will be interesting and effective. Gyan Darshan of IGNOU is a Channel dedicated to educational programmes. Educational programmes prepared by CIET for children are regularly broadcasted. SIETs produce programmes in local languages for children. Television is useful as it brings to children a wide variety of programmes in their local language. They can use it to learn about new things and then clarify the points they did not understand with their teacher.

As a teacher, you should try to prepare children to watch the programme. You should ask questions related to the topic being telecast on TV. This will raise their curiosity level and they will be more alert and focused while watching the TV programme. After watching the programme, there should be discussion. This will help in retention of the points learned and helps in consolidating the learning. Both pre and post screening discussions are important as they help in concept construction among learners.

*Video CD/DVD*

Video programmes are developed on specific topics to be used in classroom teaching. A script is prepared and the programme is developed using cameras. Professionals generally develop video programmes. Though as a teacher, you can prepare short films for your students and make them available through CD or DVD for them to watch in class or later at their home. Video programmes may be run on DVD player as well as computer. CIET of NCERT has developed many Video CD and DVDs for school children. National Institute of Open Schooling (NIOS) develops programme for children. Besides many private organizations also develop programmes but the cost is more and thus not all children can be benefited by theses video programmes.

*Computers*

Computer is the modern day wonder, which has penetrated all spheres of life. As a teaching learning material, its potential is enormous. It supports group as well as individualized learning and this increases its scope of use in variety of situations and variety of ways. A computer can record, analyze, interact with students, store and manipulate data on an extensive scale.

It may be used as a TLM in variety of ways. You can use it for various purposes.

• Give practice to students especially in math and languages. A student is presented with a series of exercises, which he/she has to do, and the computer gives the feedback. This helps students in practicing the new learning.
• Provide the learning material in small units and gives immediate feedback and this reinforce further learning.
• Games are great stimulator for learning. New concepts may be introduced through games.
• Animation is another feature possible on computers. Children love animated programmes. Thus, animation may be used to capture their interest to teach difficult and affective domain topics.
• Simulate the complex topics and help students to understand. Topics like cell , its organelles, photosynthesis may be simulated on computers for better understanding.

 

**KEEP VISITING THE BLOG FOR UPDATES ON FOLLOWING

Educational Resources

Learning Materials

Teaching Tools

Classroom Resources

Instructional Materials

Distance Learning Materials

Online Teaching Resources

Digital Learning Aids

Interactive Educational Tools

Remote Learning Resources

Traditional Teaching Materials

Hands-On Learning Resources

Visual Learning Aids

Printed Educational Materials

Curriculum Materials

Pedagogical Materials

Educational Supplies

Learning Resources Types

Academic Materials

Instructional Tools Classification

**FREQUENTLY ASKED QUESTIONS AND THEIR ANSWERS ON TEACHING LEARNING MATERIALS

Q.1. *What are teaching learning materials (TLMs)?*

A.1. Teaching learning materials (TLMs) are resources and tools used by educators to facilitate the teaching and learning process. These materials can include textbooks, visual aids, multimedia resources, manipulatives, and digital platforms.

Q.2. *What are the types of teaching learning materials?*

A.2. Teaching learning materials can be classified into various types based on their nature and usage. Common types include textbooks, workbooks, audio-visual aids, charts, models, flashcards, interactive whiteboards, educational games, and online resources.

Q.3. *How do teaching learning materials enhance the learning experience?*

A.3. Teaching learning materials play a crucial role in enhancing the learning experience by making concepts more engaging, understandable, and memorable for students. They cater to different learning styles, reinforce learning objectives, encourage active participation, and facilitate hands-on learning experiences.

Q.4. *How can educators choose the right teaching learning materials for their classroom?*

A.4. Educators should consider factors such as the age and grade level of their students, learning objectives, curriculum requirements, available resources, and teaching methodologies when selecting teaching learning materials. They should also ensure that the materials are relevant, accurate, culturally sensitive, and aligned with educational standards.

Q.5. *What are some examples of digital teaching learning materials?*

A.5. Digital teaching learning materials encompass a wide range of resources, including e-books, educational apps, online simulations, virtual labs, interactive multimedia presentations, video lectures, and learning management systems (LMS). These digital tools offer flexibility, interactivity, and accessibility, making them valuable assets in modern education.

Q.6. *How can teaching learning materials support differentiated instruction?*

A.6. Teaching learning materials can be adapted to meet the diverse needs and learning styles of students through differentiated instruction. Educators can modify the content, pace, and complexity of the materials, provide alternative formats and scaffolding, offer choice and autonomy, and incorporate technology to personalize learning experiences for each student.

Q.7. *What role do teaching learning materials play in remote or online learning environments?*

A.7. Teaching learning materials are essential in remote or online learning environments as they provide the necessary resources and support for virtual instruction. Digital teaching learning materials, in particular, enable educators to deliver engaging and interactive lessons, facilitate communication and collaboration among students, and assess learning outcomes effectively in online settings.