outdated or incorrect visuals defeats the purpose of displaying IMM. You cannot adequately
explain away inaccuracies--students remember what they see more than what they hear. If your
IMM is not accurate, none of the other characteristics will matter.
The simplest version that will do the job is best. Visual aids that contain unnecessary data
confuse students and may arouse their curiosity in a direction contrary to the one intended.
The IMM must be visible for all students from all areas in the training environment. The two
preceding characteristics (accurate, simple) will be of no value unless all students can see all
aspects of your visual aid. The use of bold block letters best ensures readability. Readability
also depends on the spacing between words and lines, which should be uniform and appropriate
to the size of the lettering. You can estimate the size of lettering students can easily see. As a
general rule, comfortable reading from the back of a 32-foot long room requires lettering at least
2 inches high.
The IMM must support specific learning objectives. It must meet one or more of the
purposes for using IMM. Do not use IMM as a time filler just because it is available.
USE OF IMM
When you are going to use IMM, you must plan in advance exactly how it is going to fit into
your lesson. The techniques discussed in this section provide clear-cut guidelines for using
instructional media materials.
BEFORE THE LESSON
Refer to your lesson plan to determine exactly what IMM you need to support each lesson.
Obtain the IMMs you need and then preview each one you plan to use to ensure it is complete,
readable, and in a useable condition. Organize the IMMs in the proper sequence. Make sure
all needed supporting equipment is available and working. Make proper preparations for the
use of IMMs so that you can detect possible problems and make alternate plans if required.
DURING THE LESSON
Display the IMM in a timely manner at the point called for in your lesson plan. Direct the
students attention to specific portions of the IMM either verbally or by using a pointer whwn
After using it to support your lesson, remove it from sight. Use the IMM as
naturally as possible. One of the greatest distractions in the classroom is an instructor who