Figure 5-16.  Studies generally agree that measurable improvement in learner retention of information occurs when instruction is  supported by appropriate instructional aids.  Good instructional aids also can help solve certain language barrier problems. Consider the continued expansion of technical  terminology in everyday usage. This, coupled with culturally diverse backgrounds of today’s learners, makes it necessary for$_{ }$ instructors to be precise in their choice of terminology. Words or terms used in an instructional aid should be carefully selected to  convey the same meaning for the learner as they do for the instructor. They should provide an accurate visual image and make  learning easier.  Another use for instructional aids is to clarify the relationships between material objects and concepts. When relationships are  presented visually, they often are much easier to understand. For example, the subsystems within a physical unit are relatively easy to  relate to each other through the use of schematics or diagrams. Symbols, graphs, and diagrams can also show relationships of  location, size, time, frequency, and value. By symbolizing the factors involved, it is even possible to visualize abstract relationships.  Instructors are frequently asked to teach more and more in a smaller time frame. Instructional aids can help them do this. For  example, instead of using many words to describe a sound, object, or function, the instructor plays a recording of the sound, shows a  picture of the object, or presents a diagram of the function. Consequently, the learner gains knowledge faster and more accurately,  and the instructor saves time in the process.  The use of any instructional aid should be planned, based on its ability to support a specific point in a lesson. The following process  can be used to determine if and where instructional aids are necessary:  Guidelines for Use of Instructional Aids  ⦁ $_{Clearly establish the lesson objective. Be certain of what is to be communicated. }$ ⦁ $_{Gather the necessary data by researching for support material. }$ ⦁ $_{Organize the material into an outline or a lesson plan. The plan should include all key points that need to be }$ covered. This may include important safety considerations.  ⦁ $_{Select the ideas to be supported with instructional aids. The aids should be concentrated on the key points. }$ Aids are often appropriate when long segments of technical description are necessary, when a point is  complex and difficult to put into words, when instructors find themselves forming visual images, or when  learners are puzzled by an explanation or description.  Aids should be simple and compatible with the learning outcomes to be achieved. Obviously, an explanation of elaborate equipment  may require detailed schematics or mock-ups, but less complex equipment may lend itself to only basic shapes or figures. Since aids  are normally used in conjunction with a verbal presentation, words on the aid should be kept to a minimum. In many cases, visual  symbols and slogans can replace in-depth explanations. The instructor should avoid the temptation to use the aids as a crutch. The  tendency toward unnecessarily distracting artwork should be avoided.  5-24 