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3D model used for teaching geometry. Instructional materials, also known as teaching materials, learning materials, or teaching/learning materials (TLM), [1] are any collection of materials including animate and inanimate objects and human and non-human resources that a teacher may use in teaching and learning situations to help achieve desired learning objectives.
Visual learners can utilize graphs, charts, maps, diagrams, and other forms of visual stimulation to effectively interpret information. The Fleming VARK model also includes Kinesthetic Learning and Auditory learning. [1] There is no evidence that providing visual materials to students identified as having a visual style improves learning.
Visual instruction makes abstract ideas more concrete for the learners. This is to provide a basis for schools to understand the important roles in encouraging and supporting the use of audiovisual resources. In addition, studies have shown a significant difference between the use and non-use of audiovisual material in teaching and learning. [6]
An auditory split-attention effect can occur when audio material and visual material result in an additional cognitive load. [13] Moreno and Mayer found evidence for auditory split attention when they tested learners with both ambient environmental sounds and music as they learned from instructional materials. [ 14 ]
In many cases, these objects are part of an instructional kit that includes a manual and is thus considered as being part of a documentary whole by librarians. Realia are also used to connect learners with the key focal point of a lesson by allowing tactile and multidimensional connection between learned material and the object of the lesson.
A graphic organizer, also known as a knowledge map, concept map, story map, cognitive organizer, advance organizer, or concept diagram, is a pedagogical tool that uses visual symbols to express knowledge and concepts through relationships between them. [1]
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