The following sections describe the four primary categories of criteria that teachers said they use when selecting instructional materials: accuracy and visual appeal, alignment to standards and depth of knowledge, ease of use and support, and engage- ment and ability to meet student needs (Figure 1).

An instructional rubric is usually a one–or two–page document that describes varying levels of quality, from excellent to poor, for a specific assignment. It is usually used with a relatively complex assignment, such as a long-term project, an essay, or a research paper.

The validity, accuracy, objectivity, timeliness, and appropriateness of materials must be considered.

Learning resources should be appropriate for the subject area and for the age, emotional development, ability level, learning styles and social development of the students for whom the materials are selected. 4. Learning resources should have aesthetic, literary, and/or social value.

Choosing an instructional method then requires the instructor to consider at least three main aspects: 1) the learning objectives, to make sure the method is appropriate, 2) the nature of the materials and 3) how we want students to interact with this information.

Specifically, teaching/learning resource selection should be (a) curriculum-appropriate; (2) make students interested; (3) balance students' interests and other factors when facing conflicts; (4) students-appropriate; (5) and flexible.

When evaluating instructional materials consider the extent to which each is interesting, approachable, and engaging....How well does the video align with your class? How well does the video align with your class? ... Is it at the right level for your students? ... How long is the video?