Choosing the Right Instructional Media - Essay Example

When the materials align with the standards, teachers are more likely to attend to the standard's goals; when they align poorly, teacher goals will diverge from those of the standards. (p.8)

Choosing the right instructional media is critical to achieving desired learning outcomes. Books are not enough anymore due to advances in technology (Brooks, 1949, p.8).  This report would discuss some appropriate instructional media for each level of Bloom’s cognitive domain.

            The first level is knowledge which is often used to recall information or data. The instructional media appropriate for this level are graphics, charts, photographs, and charts. Using symbols can be very helpful in assisting learners to recall valuable information. For example, preschool children can effectively match a word with a certain object or symbol. The suggested media would not take the place of the teacher but only act as an aid or additional resource for learners. The second level of the cognitive domain is comprehension which involves the interpretation of information such as following instructions, rewriting information, or explaining in one’s own words material that has been read.  Audio media such as podcasts or student presentations can help learners realize this cognitive domain. If a student can make a PowerPoint presentation of a report in class that is very informative, then comprehension is achieved. Graphics using scientific formulas and illustrations used during presentation also aids in comprehension because the learner can understand a process.

The third level of the cognitive domain is application. Once the student has learned and understood data, he can now effectively utilize the knowledge or skills in real-life settings. A student who just learned driving signs can safely follow road signs. Graphics such as 3D graphics, charts, and other graphs are examples of instructional media that manifest application. If a student has successfully plotted data in a spreadsheet, he can also create bar graphs or charts and interpret them as well. Games and simulations are also great for assessment since the student can practice the skills that they have learned during lectures.

            The fourth level is an analysis that involves higher-order thinking skills. The student must be able to break down information that can be presented in different ways. Instructional media that can be used are scenarios, case studies, and webcasts. After reading a case study, the student can analyze the problems and make suggestions about the problem. Audio media like interviews can assist learners in developing listening skills and critical thinking. Similarly, watching a debate is a good activity since students can learn to analyze both sides of an issue. Asking also students to watch a movie and make a good critique is also valuable in developing analytical skills in learners.

            The fifth level is synthesis where parts are put together to create a concept, principle, or process. Educators can use almost any audio or graphic media that presents informational materials that students can use to build something new or integrate old ideas. Scenarios, case studies, or role-playing that involve decision-making or negotiation skills can be assigned; hence, any audio or visual cues like reports, presentations, recorded lectures, webcasts, and podcasts can be utilized.

Lastly, the highest cognitive domain is evaluation. Learners should be able to compare or contrast different learning materials. At this point, the learner can make a personal stand about an issue after careful analysis and synthesis. In this case, instructional media that can enhance evaluation can come in the form of charts or graphic presentation that outlines the major ideas behind an argument. For example, a student can evaluate the effectiveness of a marketing campaign after conducting a survey. Charts are often used by students to also support a financial decision that must be made.