KWAME NKRUMAH UNIVERSITY OF SCIENCE AND

TECHNOLOGY, KUMASI
FACULTY OF EDUCATIONAL STUDIES
DEPARTMENT OF EDUCATIONAL STUDIES

DIFFERENTIATED PLANNING, LEARNING AND MULTIMEDIA

DEVELOPMENT FOR JHS (EDUJ 253).

GROUP ASSIGNMENT

GROUP SIX
Presentation outline;

➢Meaning of instructional multimedia

development.
➢Examples of the types of instructional multimedia
and how to use it during lessons.
➢Meaning of constructivism.
➢The role of the teacher in a constructivist
classroom.
➢Strengths and limitations of the constructivist
theory.
 Instructional Multimedia Development.
Refers to the process of creating and
integrating various digital media elements to
enhance learning experiences. It involves
the design, development, and delivery of
interactive and engaging multimedia
content that supports educational objective.
 Examples of visual media
❑Images: teachers can use images to illustrate
concepts and also to breakdown complex
flowcharts into smaller sections. Also images of
flowcharts that are used in real-world applications,
such as business processes, software development
or engineering projects can be displayed to
learners. Teachers can create interactive images
that allow learners to manipulate flowchart
elements and observe how changes affect the flow
of the process.
Cont’d
At the end of the lesson, the teacher can display an
image of an incomplete flowchart and ask learners
to complete it in order to access them.
❑Infographics: Teachers can display an infographic that
provides a visual overview of flowcharts, including their
purpose, components, and benefits. Infographics can
also be used to break down complex concepts into
smaller, more manageable chunks. Teachers can also
create interactive infographics that allow learners to
explore and manipulate flowchart elements. Teachers
can ask learners to complete the flowchart or identify
and correct the errors in order to access them.
 Examples of Audio media.
❑ Podcasts: A podcast episode featuring interviews with
historians discussing a specific historical event or
period. The podcast can include expert insights,
primary source readings, and engaging storytelling to
bring history to life. During lessons, teachers can assign
the podcast episode as homework or play it in class.
Students can listen actively and take notes, deepening
their understanding of the topic and sparking
classroom discussions.
Cont’d

❑Audio Lectures: Recorded audio lectures on complex

mathematical concepts, such as calculus or algebraic
equations. The lectures can break down difficult topics
into manageable segments, providing step-by-step
explanations and examples. Teachers can share these
audio lectures with students as supplementary learning
resources. Students can listen to the lectures at their
own pace, pausing and rewinding as needed to
review challenging material and reinforce their
understanding.
 CONSTRUCTIVISM
Constructivism is a learning theory that
emphasizes the active role of learners in
constructing their understanding and knowledge
of the world. According to constructivist theory,
learners actively engage with new information
and experiences by integrating them with their
existing knowledge and mental frameworks. This
process of construction occurs through various
cognitive processes such as reflection,
interpretation, and problem-solving.
Role of the teacher in a constructivist classroom.

In a constructivist classroom, the role of the teacher

shifts from being a mere disseminator of information to
that of a facilitator, guide, and co-learner. In this
context, the teacher’s role becomes multifaceted and
dynamic, focusing on fostering an environment
conducive to inquiry, exploration, collaboration, and
critical thinking.
first and foremost, the teacher serves as a facilitator
of learning, creating opportunities for students to
engage in meaningful experiences that challenge
their existing beliefs and understanding.
Roles Cont’d

They design tasks, activities, and projects

that promote hands-on exploration and
experimentation, allowing students to
construct their own knowledge through
firsthand experience. By presenting open-
ended problems and encouraging students
to find solutions independently or
collaboratively, the teacher promotes
autonomy and self-directed learning.
Roles Cont’d

Additionally, the teacher acts as a guide, providing

scaffolding and support to help students navigate
through complex concepts and processes. They offer
guidance, feedback, and encouragement tailored to
each student’s needs, helping them overcome
obstacles and make connections between new
information and their prior knowledge. Through
modeling thinking processes, asking problem
questions, and offering resources, the teacher
empowers students to take ownership of their learning
journey.
Roles Cont’d

Furthermore, the teacher plays a crucial

role in fostering a supportive and inclusive
learning environment where students feel
safe to take risks, express their ideas, and
learn from their mistakes. They promote
collaboration, communication, and respect
among students, valuing diversity and
recognizing the importance of multiple
perspectives in the learning process.
 Strengths of the Constructivist Theory.

❑Active Engagement: Constructivism emphasizes active

engagement in the learning process, allowing students to
construct their own understanding through hands-on
experiences, experimentation, and reflection. This active
involvement fosters deeper comprehension and long-term
retention of knowledge.
❑Meaningful Learning: By connecting new information to prior
knowledge and personal experiences, constructivism
promotes meaningful learning. Students are more likely to
retain and apply knowledge when they can relate It to their
own lives and interests, leading to a deeper understanding of
concepts.
Strengths Cont’d

❑Critical thinking skills: Constructivist approaches

encourage students to analyze, evaluate , and
synthesize information independently or
collaboratively. By engaging in in inquiry-based
learning and problem-solving activities, students
develop critical thinking skills that are essential
for success in academia and beyond.
 Limitations of the Constructivist Theory

❑Time-Intensive: Implementing constructivist practices can be

time-consuming, as it requires careful planning, facilitation, and
assessment of student-centered activities. Teachers may
struggle to cover curriculum content within limited time
constraints, especially in standardized testing environments.

❑Lack of Structure: Constructivist classrooms often prioritize

open-ended exploration and inquiry, which can lead to a lack
of structure and direction for some students. Without clear
guidelines or scaffolding, students may feel overwhelmed or
uncertain about how to approach tasks, leading to frustration
or disengagement.
Limitations Cont’d

❑Varying Outcomes: Due to the emphasis on student

autonomy and individualized learning, constructivist
classrooms may produce varying outcomes among
students. Some students may thrive in this
environment, demonstrating deep understanding and
creativity, while others may struggle to take ownership
of their learning or require more structured support. As
a result, ensuring equitable outcomes for all students
can be challenging in constructivist classrooms.
 GROUP MEMBERS
1. ASUAKO DANIEL AFRIYIE 1655922
2. TETTEY GEORGE MAIH 1662222
3. SIAW JENNIFER OFORIWAA 1662022
4. BRUKU PRINCESS 1656922
5. Boateng Joshua 1656822
6. Umar Faruk Jamila 1662722
7. Kwesi Rachel 1659322