WORKSHOP - 5

Part - I

Preparation
of
Learning Teaching Aids
and
Application of Technology
 PREPARATION OF LEARNING TEACHING AIDS [QUALITY INPUTS]
AND USE OF TECHNOLOGY

What is Educational Technology?

It is
- applying new technology to education.
- using technological equipment's in education.
- making use of different techniques in education.
- study of educational aids used for teaching.

"Educational Technology is the development, application and

evaluation of systems, techniques and aids to improve the process
of human learning".
(Council of Educational Technology of the UK 1979 cited by F. Percival F. and Ellington, H.
1984. P.20)

Dale's Cone of Educational Experiences

 s

Enactive Experiences
(Learning by doing)

This cone originally developed by Edgar Dale in 1946 was intend as a way to describe
various learning experiences. The cone shows the progression of experiences from the
most concrete [at the bottom of the cone] to the most abstract [at top of the cone]

1. The above cone attempts to depict / portray all media through which an
individual receives educational experiences.
2. The lowest layer shows natural experiences and gradually proceeding upwards,
the sequence of abstract experiences are shown
3. This cone portrays the mental experiences as shown by Bruner.

Dales cone of Experiences is a model that incorporates several theories related to

instructional design and learning process. During [1960] Edgar theorized that learners
retain more information by what they "do" as opposed to what is "heard" "read" or
"observed". His research led to the development of the Cone of Experiences. Today this
"learning by doing" has become known as "experimental learning" or "action learning".
The least effective method at the top involves learning information presented thought verbal
symbols. That is listening to spoken words. The most effective method at the bottom,
involves direct, purposeful experiences represent reality or the closest thing to real everyday
life. These experiences make use of more of our senses. It is believed that more senses that
are used, the greater our ability to learn from, and remember an event of experiences.

As shown above the cone charts the average retention rate for various methods of teaching.
The further you progress down the cone, the greater the learning and the more information is
likely to be involving students in the process strengthens knowledge retention.

It reveals that "action-learning" techniques result in up-to 90% retention. People learn best
when they use perceptional learning styles. Perceptional learning styles are sensory based.
The more sensory channels possible in interacting with a resource, the better chance that
may students can learn from it. As such according to Dale teachers should design
instructional activities that build upon more real-life experiences.
Dale's cone of Experiences is a tool to help teachers make decisions about resources [L/T
Aids] and activities. The teacher can ask the following questions.

* When in the students experiences with these instructional resources fit on the cone?

* When in the students experiences with these instructional resources fit on the cone?
How far is it removed from real life?

* What kind of learning experiences do you want to provide in the classroom?

* How does this instructional resources L/T aid argument the information supplied by
the text-book etc?

* What and how many senses can students use to learn this instructional material?

* Does the instructional Material enhance learning?

Instructional Materials

1. 0 Visual Materials

1.1 Non projected materials

1.1.1 i. Chalk Boards - Black Board

ii. White Board
iii. Green Board
iv. Magnetic Board
v. Flannel Board
vi. Bulletin Board
v. White Board

1.1.2 Graphics

i. Photographs
ii. Drawings
iii. Diagrams / Charts
iv. Posters
v. Graphs Line / Bar / Pie)
vi. Maps
1.2 Projected Materials

i. Transparencies, Overhead Projector

ii. Slide Projector
iii. Film Strip Projector
iv. Cassette Projector
v. Silent Cinema - Projector
vi. Micro-Projector
v. Visual Presenter

2.0 Audio Materials

i. Audio Records
ii. Audio-tapes
iii. Audio cassettes
iv. Radio

3.0 Audio - Visual Materials

i. Sound Cinema
ii. Television - TV
Open Circuit TV - OCTV
Closed Circuit TV - CCTV
Video Cassettes
iii. Computer

4. 0 Models

i. Diminished Models
ii. Enlarged Models
iii. Cross Sectional Models (Longitudinal Models)
iv. Working Models

5. 0 Specimens

6. 0 Experiential Situations

i. Demonstrations
ii Real life experiences
iii. Dramatised experiences
Real Drama
Stylised Drama
Puppetry
iv. Field Trips
v. Educational Tours
 Instructional Materials / L / T Aids / Quality Inputs Visual Materials

Chalk Board / White Board Exercise / Activities

1. Write a sentence in English with more than three words.

2. Write a sentence in Sinhala with more than three words.
3. Write a numerical Statement.
Eg.100 × 10
= 1000
4. Write an arithmetical statement
Eg. 8pl × 3q × p2 or 1 = ptr
4p5 × 15q 100

5. Draw two horizontal Parallel lines, more that 3 feet long.

6. Draw tow vertical parallel lines more than 3 feet long.
7. Draw three geometrical figures
Eg. Rectangle, Circle, Square, Triangle
8. Draw the following diagrams.
Eg. Map of Sri Lanka, A dagabo, Structure of the heart, A fish, A flower
Instruction to teacher trainees

Above are a few example of what is written or drawn on a black or a white board. You
should possess the skill to attend to such activities in a qualitative manner. By engaging in
similar exercises as done before you should enhance your skills. Always plan what you are
going to write or draw on the board.
Factors determining the quality of the Boards.
1. Size - Eg. 4 feet long and 4 feet broad

2. Nature and Colour - Should be in between rough and smooth. Should

maintain the colour [Black, White, Green, etc] right
throughout.
3. Location - Should be located in a place where all students could
see and where there is light.
In addition to above, the other materials used like the chalk, marker pen and the duster
should' be of quality. It not, the teacher will have to face many difficulties in the use of the
Board and in the long run it might effect the health of the teacher.

Graphics - Maps
Introducing subject matter through the medium of diagrams and pictures could be
considered as the basic feature of visual learning teaching aids;

Through graphics
1. Ideas are clarified.
2. Nature of objects are clarified and.
3. Concepts are probably formed.
Subject matter is sharply and clearly installed into the minds, by diagrams and
pictures with the support of a combination of words.

Construction of graphics
This is an essential feature in the preparation of a teacher. One’s own creations will be more
effective. This is a skill which could be developed easily, through which.

1. Presentation of a lesson could be well organized and

2. Communication becomes efficient.
Graphics
1. Charts, Posters, Photograph, Pictures, Slides [prepared] etc.
2. A general feature of these is that they are two - dimensional, Some ofthem
could be projected with the use of an overhead projector.

Likewise with the use of the Magnetic Board and the Flannel Board the dynamic nature
could be clarified. As a L/T media, the elements that should be prevalent in graphics are;

1. The lay-out of
2. Colour
3. Lettering
At this workshop we will focus our attention on simple low cost graphics which could be
used to the utmost in the classroom.

Charts

Generally, the name "charts" is used for many graphic forms. Eg. Poster, Diagram, Picture,
Cartoon maps etc.
Charts receive a dominant place in the process of teacher preparation for a lesson.
Categories of charts

1. Teaching Charts.
2. Display Charts.
3. Flow Charts.
4. Flip Charts

Following is a clarification of relevant types of charts,

1. Charts which include the following are used in the classroom;
* related to a single concept
* contains details which could be known by anybody.
* Very little writing is involved.
2. To create the necessary environment, the following facts should be considered.
* Should be large.
* Should exhibit facts relevant to a single special field.
3. Charts illustrate the flow of some process.
Can be used to exhibit or as a learning teaching aid.
4. Contains diagrams drawn in sequential order.
Develops ideas from one situation to another.

Basic instructions for drawing charts.

1. Analyze the main concept.
2. Form a mental map of intended clarifications.
3. Select appropriate pictures or visual forms.
4. Remove irrelevant descriptions.
5. Connect ideas to each other.
6. After an elementary test, only, conclude whether the chart prepared is suitable.
Lettering of charts

Clarity of letters is a basic essential feature. It is then only that the learner can read them.

1. Write less.
2. Instead of naming, numbering could be done.
3. Full round letters are more suitable.
4. Size of the letter is determined according to the C.R. Situation.
5. Leave space lavishly in between words.
6. The arrows of the straight lines used should point towards the relevant fact/s.

General Instructions

• Underlining the topic or the name is not necessary. A designed border is not
required.

• The name of the person who constructed the chart should not be placed at the center
of the chart.

• Can be safely covered with something transparent like polythene.

• Top and bottom may be fitted with wooden flat bars, so that it could be stretched flat.

• It is appropriate to write the topic of the chart overleaf as well as on the top or
bottom.

Benefits derived by teachers through use of audio-visual aids.

1. It affords an opportunity the reflect on the lesson, before starting to teach

same and the construction of a suitable aid will increase the students
understanding.
2. Learning aids help the teacher to teach in a clear sequential order.
3. Use of aids reduces risks of the dropping out unimportant parts of the lesson.
4. through the use of aids students could be encouraged and made to
take part in the lesson actively.

5. Since parts of the lesson necessary to be described at length can be introduced

briefly through aids, time is saved. This helps to develop critical thinking in
students.
6. Affords an opportunity to provide uniform experiences to all or to the
majority of students.
7. Removes of minimizes the agitation of the teacher in introducing the lesson.
It makes teaching a pleasant task.
Benefits derived by the students through use of audio-visual aids.

1. Creates the desire to learn the lesson easily.

2. Makes easy to understand complex and abstract situations.
3. Helps to re-examine and change ones attitudes and values.
4. Helps to retain facts & data for along period comparatively.
5. Creates an urge to motivate and inspire others.
6. Encourages to learn further about the relevant areas.
7. Helps in the development of appropriate skills at / during necessary / required /
instances occasions.

P.S.
There is no special miracle in teaching or in creating learning in the teaching materials
shown here. The success of a learning through these depends on the teacher selecting the
proper aid and using them properly.

Activity:

1. Select a lesson from any subject taught in any grade in the Primary secondary school.

2. Identify two or three specific learning objectives.

3 Prepare a specific L/T Aid (quality input) to achieve the specific objectives selected.

4. Present the L/T aid (quality input) prepared and explain how you will achieve the
selected learning objectives through the use of the L/T Aids (quality inputs)
prepared.

Prepared by : Dr. Sarath Perera

 Use the Chalk Board

Introduction

The chalkboard or blackboard is probably the oldest, cheapest and most commonly used
media. For many years, it has been the basic technique of instruction. Still in today's world
of television and computers, it is number one among the teaching devices used in the
classroom and workshop. It is a quick and easy means of illustration. You can erase the
board quickly and add new matter as the lesson progresses. The chalkboard is so common
that often it is neglected in the training of instructors. The result is a poor use of the
chalkboard with
negative effects on the notebooks of the trainees and on their learning.

Uses

You can use the chalkboard in many situations to:

* visualize information
* illustrate concepts
* principles and facts
* explain main points
* draw graphs and sketch figures
* do calculations
* present assignments, announcements,
* definitions and problems to be solved
* summarize the lesson
* list learner's feedback
* post cards and charts
Advantages

The chalkboard is:

* available almost everywhere
* re-usable
* requires no electricity
* easy to edit
* easy to maintain
* relatively cheap

Disadvantages

The chalkboard:
* can not provide permanent information
* is dusty
* is squeaky
* makes it difficult to maintain eye contact while using
* is difficult for drawing complicated figures
* should be used with groups of less than 50.

Hints & Tips

When using the chalkboard consider that many learners copy what you write on the board.
To help them use the chalkboard effectively, follow these hints and tips.

Layout

* Prepare a layout on a sheet of paper with the same proportion as the chalkboard of what
you will put on the board (see Diagram).
* Draw complicated figures before class.
* Keep the layout in the training plan folder.

While using the chalkboard

1. Prepare the layout skatch
2. Clean the board before use
3. Write legibly but not too big.
4. While you write, do not talk.
5. Give learners time to copy.
6. Allow learners to write on the board.
Lettering & Lines

* Write briefly and to the point.

* Space words and lines evenly.
* Write large and logible letters (minimum 3cm. height.) Check reading from
the back of the classroom.
* Draw straight lines.
Color

* Use mainly white chalk.

* Use colored chalks to emphasize important points and for drawings.
Usage

* Start a presentation with clean board.

* Erase unreated or old information.
* If possible, write / draw your information before class starts.
* Control glare on the chalkboard.
* Do not overcrowd information.
* Do not turn your back on the class while writing.
* Avoid talking to the chalkboard. Write on the board, then turn around and talk.
* The chalkboard is also a"democratic"Media. Sometimes the instructor should give
the chalk to the learners!
* Avoid erasing before students have copied the materials, do not block the view of
your learners.
* Clean the chalkboard once a day with water.
* Use a separate part of the chalkboard as scratch pad. There, the instructor writes
what comes up and erases it when needed.

Conclusion

The chalkboard is a valuable ally in conveying information to our students. A well planned
and well executed chalkboard diagram is a delight to see. In addition, do not forget: The
quality of your use of the chalkboard is reflected in the notebooks of your trainees.
 Performance Guide
(Use the Chalkboard)

Did the instructor :

Before the class

1. plan the text and diagrams before class?

2. erase the board before use?
3. have all board equipmentready?
4. write / draw some or all of the information?

During the class

5. Write so that it is easy to read?
6. make letters at least 3cm. high?
7. keep lines of text straight?
8. evenly space letters & words?
9. not squeak the chalk?
10. not crowd the material?
11. use mainly white chalk?
12. use colour chalks for key points?
13. draw straight lines (vertical and horizontal)?
14. draw smooth curves and circles?
15. properly use the board equipment?
After the class
16. erase the board?
17. clean the board?
18. return all board materials to the appropriate place?

For effective chalkboard usage, many steps should be marked "Yes".

 What are Teaching Aids? [ Quality Inputs ]

The role of Teaching aids in the classroom is to make learning real. practical, and fun
through seeing, hearing, discovering and doing. Sewing what things look like and how they
work is more interesting than only reading about them. Participating in discussions is more
interesting than merely listening to a lecture. Discovering, making and doing things, as well
as seeing, hearing and discussing them, makes learning exciting. TEACHING AIDS which
encourage students to experience things for them solves through OBSERVING,
EXPLORING, UNDERSTANDING and APPLYING make learning more meaningful,
useful and adventurous. They can bring classroom learning to life

Observing

Students must be encouraged to look at things closely and fearlessly and to ask searching
questions about what they see and hear.

Exploring
Teachers and students must participate in experiences and activities for learning and
discovering together.

Understanding
Students must be assisted in learning how to analyze situations and problems, and
guided in working together to find suitable solutions.

Applying
Students must be given opportunities and encouragement to practice new skills and to put
new behaviors into action.
 EASY-TO-MAKE TEACHING AIDS

In order to be affective nutrition teaching-learning must be behaviour specific, practical and

applicable to real life. TEACHING AIDS can be used to encourage both teachers and
students to take an active part in making nutrition education interesting, fun and exciting.
TEACHING AIDS can provide opportunists for teachers to use imagination and creativity to
help students learn the skills they need to improve nutrition and health for themselves, their
families, and their communities. Making and using TEACHER AIDS can help students to
observe, explore and understand nutrition concepts and provide practice in applying these to
their everyday lives. TEACHING AIDS can bring nutrition classroom teaching learning to
life,

Suggestions for preparing classroom teaching aids

• Make use of Low-cost, locally available materials. Teaching aids can be made from
just about anything at hand. The most expensive, complex and complicated teaching
aids are not necessarily the most effective. Teachers and students should become
collectors of simple items which can form the basis of materials for teaching aids.
Some things which might be collected are: pictures from magazines and newspapers,
postcards, stamps, posters, used paper and exercise books, match boxes, cardboard
boxes, bottles and bottle caps, jars, bottles, cans, shells, stones, leaves, rubber bands,
pieces of string and wire, small sticks, clothes pages, pins, nails, paper clips, used
pens, beads etc.

• Make use of teaching aids which suit the messages they are intended to carry. The

more simple the teaching aid is, the more likely the message it carries will be clearly

understood.

• Create teaching aids which encourage students to discover and do. As well as to see

and to hear. The purpose of teaching and learning aids is to help teachers teach more

efficiently, and to help pupils learn more defectively. Teaching aids do this when they

arouse curiosity, stimulate interests, provide greater reality and increase

understanding. By involving students themselves in the creation of teaching aids,

 using and building upon skills they already have, they have a greater opportunity to

participate actively in the teaching-learning process.

• Remember that no visual aid is superior to reality. Teaching aids should provide
realistic experiences for children to learn. While a picture or illustration shown in a
classroom can be useful in helping students to understand, they are no substitute for
the real thing. If that real thing exists in the immediate environment, it is better to
arrange for the children to see, touch, and small the object themselves. Mako use of
real objects for teaching aids whenever possible, as they can often be more affective
than illustrations.

OBSERVATION STAGE - III :

1. Administration of the Primary / Secondary school.

2. How subject coordination is carried out.
3. Problems and issues and possible solutions.
4. Ten comprehensive lesson plans.
 ACTIVITY I

FORMAT FOR SELECTING QUALITY INPUT – L/T AIDS

Concepts / Specific Objectives L/T Methodology

Subject Class Lesson to be achieved to be used
Quality Inputs to be used