Lesson 14 : Maximizing the use of LCD Projector and the Chalkboard

An LCD Projector is a type of video projector for displaying video, images or computer data on a screen or other flat.

• Because they use small lamps and the ability to project an image on any flat surface, LCD projectors tend to be smaller and more portable than some other types of projection systems. Even so, the best image quality is found using a blank white, grey, or black (which blocks reflected ambient light) surface, so dedicated projection screens are often used.

Advantages of LCD Projectors

 * Limited lifetime

 * Contrast

 * Screen-door effects

 * Dust issues

    *  Dead Pixels

The Chalkboard

• A chalkboard is a reusable writing surface on which text or drawings are made with sticks of calcium sulfate or calcium carbonate, known, when used for this purpose, as chalk.
• Except in extremely deprived classrooms, every classroom has a chalkboard. In fact, a school may have no computer, radio, TV, etc. but it will always have a chalkboard.

Practices that help us in effective use of Chalkboard

• Write clearly and legibly on the board. Take note that there are children in the last row.
•  Have a hard copy of your chalkboard diagram or outline.
•  Do not crowd your notes on the board.
•  Make use of colored chalk to highlight key points. Color will also make your board work appealing.
•  Do not turn your back to your class while you write on the chalkboard. Write side view as you talk. Do not lose your eye contact with the class.
•  For the sake of order and clarity, start to write from the left side of the board going right.
•  If you teach the grades and you think the lines on the chalkboard are needed for writing exercise, then provide the lines for your board.
• . Look at your board work from all corners of the room to test if pupils from all sides of the room can read your board work.
•  If there is glare on the chalkboard at a certain times, a curtain on the window may solve the problem.
•  If you need to replace your chalkboard or if you are having a new classroom with new chalkboard suggest to the carpenter to mount the chalkboard a little concave from left to right to avoid glare for the pupils’ benefit.
•  If you need to have a board work in advance or that need to be saved for tomorrow’s use(say a quiz or sophisticated diagram), write “Please Save” and cover the same with a curtain.
•  Make full use of the chalkboard. It may be a traditional educational technology but it serves its purpose very well when used correctly.

Chalkboard Techniques by James W. Brown (1969)

•   Sharpen your chalk to get good line quality.
•   Stand with your elbow high. Move along as you write.
•    Use dots as “aiming points”. This keeps writing level.
•    Make all writing or printing between 2 and 4 inches high for legibility
•    When using colored chalk, use soft chalk so that it can be erased easily.

Lesson 13 : Visuals Symbols

Visual Symbols 

         are representation of direct reality, which comes in the forms of signs and symbols 

Drawings 

    a drawing may not be real thing but better to have a concrete visual aid that nothing. To avoid confusion, it is good that our drawing correctly represent the real thing.

Cartoons

           another visual symbol that can bring novelty to our teaching is the cartoon . A first rate cartoon tell its story metaphorically.

Strip Drawings

          A sequence of drawing in a news paper, magazine and  etc. relating in a humorous story or an adventure.

Diagrams

        " It is any line drawing that show arrangement and  relations as of parts to the whole relative values origins and development chronological fluctuations , distribution etc " Dale 1969

TYPES OF DIAGRAM

Affinity Diagram

              used to cluster complex apparently unrelated data into natural and meaningful groups.

 

Tree Diagram

          used in increasing details or various task that must be accomplished to compete the project.

 

Fish bone Diagram 

            cause and effect diagram          

Charts

It is a diagrammatic representation of relationships among individuals within an organizations.

Types of Charts

Time Chart - tabular time chart that presents data in ordinal sequence.

Tree or Stream Chart 

          depicts development, growth and change by beginning with a simple course with spread outs into many branches

Flow Chart

        visual way of showing a process from beginning to end 

Organization Chart

               Show how one part of the organization relate to other parts of organization.

Comparison and Contrast Chart

                        show similarities and differences.

Pareto Chart 

              Type of bar chart, prioritize in descending order of magnitude or importance from left to right 

Gantt Chart

     is an activity time chart

Graphs

Pictures that help us understand data.

Types of Graphs

Circle Graph

       recommended for showing parts of whole.

Bar Graph

          use in comparing the magnitude of similar items at different ties or seeing relative sizes of the parts of a whole

Pictorial Graph

            make use of  picture symbols 

Graphic Organizer 

             you met several graphic organizers in your subject, principles and teaching.

Maps

Is a representation of the surface of the earth or some part of it.

Types of Maps

Physical Map 

        altitude, temperature, rainfall, precipitation, vegetation and soil.

Relief Map

            Three dimension represent and show contours in the physical data of the earth or part of the earth

Political Map

            gives detailed information about country, province, lakes, river and etc.

Lesson 12 : The Power of Film, Video and TV in the Classroom

“Next to the home and school, I believe television to have a more profound influence on the human race than any other medium of communication.” – Edgar Dale

*Film

*Video

*TV

The Film, the Video and the TV are indeed very powerful. Dale (1969) says, they can:

Transmit a wide range of audio – visual materials, including still pictures, films, objects, specimen and drama.

Bring models of excellence to the viewer.

Bring the world of reality to the home and to the classroom through a “live” broadcast or as mediated through film or videotape.

Make as see and hear ourselves world events as they happen.

Be the most believable news source.

Make some programs understandable and appealing to a wide variety f age and educational levels.

Become a great equalizer of educational opportunity because programs can be presented over national and regional network.

Provide as  long shots, close up, zoom shots, magnification and split screen made possible by the camera.

Can give opportunity to teachers to view themselves while they teach for purposes of self-improvement.

Can be both instructive and enjoyable.

While the film, video and TV can do so much, they have their own limitation.

Television and film are one-way communication device. Consequently, they encourage passivity.

The small screen size puts television at a disadvantage when compared with the possible size of projected motion pictures.

Excessive TV viewing works against the development of child’s ability to visualize and to be creative and imaginative, skills that are needed in problem solving.

There is much violence in TV.

Basic Procedure in the Use of TV as a Supplementary Enrichment

1. Prepare the classroom.

2. Pre-viewing Activities.

       a. Set goals and expectation.

       b. Link the TV lesson with past lesson and / or with your student’s experience for integration relevance.

       c. Put the film in context.

       d. Point out the key points they need to focus on.

3. Viewing

      a.    Don’t interrupt viewing by inserting cautious and announcements you forget to give during the previewing stage.

      b.   Just make sure sights and sounds are clear.

4.  Post – Viewing

To make the feel ease begin by asking the following questions:

• What do you like best in the film?
• What of the part film makes you wonder? Doubt?
• Does the film remind you of something or someone?
• What question are you asking about the film?

The film, video, and TV are powerful instructional tools.

When they are used appropriately and moderately, they can make the teaching-learning process more concrete, lively, colorful and interactive.

Misuse and abuse of their use in the classroom and even at home has far reaching damaging effects in the development of children’s imaginative and thinking powers and sensitivity to human life.

The Effect of TV

• We agree that the TV can give a more accurate, more lively and more colorful presentation of a difficult topic in physics for instance when the one who teaches the topic is inexperienced and can only make use of still pictures in black and white as visual aid.
• We are aware of the numerous educational benefits of the use of the TV.
• The effect of TV depends on how it is used.
• When used in excess, it can also impair the development of children’s ability to visualize, to be creative and imaginative. Worse, is when children gets exposed to violence in TV.
• Social psychologist Craig A. Anderson gave this testimony to the US senate on March 21, 2000:
• “The Media violence effect on aggression is bigger than the effect of exposure to lead on IQ scores in the children, the effect of calcium intake on bone mass, the effect of homework on academic achievement, or the effect of asbestos exposure on cancer… high exposure to media violence is a major contributing cause of the high rate of violence in modern US Society.”
• Let us use the TV appropriately and moderately so that we can take advantage of its advantage and mitigate its disadvantages.
• Using Video in the Classroom
• Does video have a place in the classroom?
  
  
  
  
  According to a 1992 study conducted by Synergy Broadcast Systems, “Video in the classroom is an important tool used to support the four key components of learning.”
  
  

  Four Key Components

  
  

  1. Active Engagement
  2. Participation in Groups
  3. Frequent Interaction and Feedback
  4. Connection to real world - experts

  
  

  • We remember 70% to 90% of what we see, hear and do.
  • Using video, creating content and producing an end result that will allow students to do all three.

  Technology has changed

  
  

  • Due to changes in technology, video tools are more accessible than ever before.
  • Students will be using technology throughout the course of their scholastic career. The sooner they have access, the better.
  Ways video helps assist classroom assignments:
  
  

  • Supports differentiation.
  • Stimulates classroom discussion.
  • Reinforces readings.
  • Provides creative output.
  • Allows students to interact with classrooms throughout the world.

  Recommended Video Tools and Resources

  
  

  • Movie
  • Sony Vegas
  • Animoto
  • Gizmoz
  • YouTube
  • Jing

  Advantages

  
  

  • Video can be utilized to illustrate how something works.
  • Video provides information in detail that text and graphic cannot.
  • Video can grab student’s attention.
  • Video can show real life examples.
  • Video stimulates discussions.
  • Video can appeal to the learning styles of visual learners.
  • Video could enhance problem-based learning.
  • 

  Using Film in the Classroom

  
  

  • At Film Education, we believe that films is a power tool that can help learners understand and access that world and other worlds.
  • Real and imagined
  • Parts of our remit is to in courage young people to learn by viewing and to be critical consumers of what they see as an ability and analyze film is an empowering skill and one that is increasingly important for young people.
  • Film Education’s website and materials offer teacher a wealth resource for incorporating film into the elementary school to high school.
  • Let face it, using film – whether watching them or actually making them – is often a heat motivator for students of all ages.
  • There are teacher all over the world who are including youtube or film clip in their lesson.

  Three (3) tips for using Film in the Classroom

  
  

  • You tube is your friend, but Clean tube is better.
  • Keep it short and upbeat, generally there’s a law of diminishing returns regarding the length of film.
  • Use it at the start or the end of the lesson.

  Three (3) tips for Making Films in Class

  
  

  • Teaching students how to make film.
  • Build in play time let students muck around with the different titles and effect.
  • Sometimes, it’s not about quality it’s all about the story.

  How can Film help you Teach English

  
  

  • Learning from films is motivating and enjoyable.
  • Film provides authentic and varied language.
  • Film gives a visual context.
  • Variety and flexibility.
  • Exposes the student to spoken language.
  • Useful in teaching vocabulary.
  • It contextualizes language through the flow of images, making it more accessible.
  • Film also offers an enlargement of our knowledge of the world and the cultures that it contains.

  How to use Films in Teaching

  
  

  • Find something you like.
  • Choose something you can understand 70-90% (without substitutes or other help)
  • Don’t use subtitles in your own language.
  • Watch several times.
  • Start with English subtitles, then watch again without subtitles.
  • You don’t have to spend a lot of time ten minutes a day is better than nothing.

Lesson 11: Making The Most Community Resources and Field Trips

"Field Trips offer an excellent between the work of the school and work of the world outside".

Field Trips are expensive. They require much time for preparation and planning. However, considering the intensity and the extent of concrete experiences that come through field trips, we are encouraged to use them Only, if there is no other less expensive but equally effective instructional tool. Preparation and planning for the field trip includes discussions and decisions on what to do before the field trip, during the field trip and after the field trip.

Community resources like historical and scenic spots, museums, zoos, botanical gardens, places, of exhibits can be destinations for field trips. Other community resources can be people themselves such as parents, senior citizens and other members of the community.

    Planning a field trip includes these steps:

• Preliminary planning by the teacher
• Pre-planning with others going on the trip
• Taking the field trip itself
• Post-field trip follow up activities

* Pre-planning with others joining the trip

• Other people accompanying the group need to be oriented on the objectives, route, behavior standards required of everyone so they can help enforce these standards.

* Taking the field Trip

• Distribute route map of places to be observed
• Upon arriving at the destination, teacher should check the group and introduce the guide.
• Special effort should be made to ensure that:
• The trip keeps to the time schedule
• The students have the opportunity to obtain answers to questions
• The group participates courteously in the entire trip
• The guide sticks closely to the list of questions.

* Educational Benefits derived from a field trip

• Field trips can be fun and educational when they are well executed. They offer us a number of educational benefits:
• The acquisition of lasting concepts and change in attitudes are rooted on concrete and rich experiences which are fundamental to learning that lasts.
• Field trips bring us to the world beyond the classroom. The real world connection is more work but the benefits of broadening teaching beyond textbooks far outweigh the little bit of time it takes from a teacher’s schedule.
• Field trips have wide range of application. It is not meant only for children. It is for adults also.
• It can bring about a lot of realizations which may lead to changes in attitudes and insights. The field trip “ can nurture curiosity; build a zest for new experience and a sense of wonder.” ( dale, 1969)

*Pre planning with Others Joining the Field trip

            Other people accompanying the group need to be oriented on the objectives, route, behaviour standards require of everyone so they can help enforce standards.

Taking the Field Trip

            Distribute route map of places to be observed. Upon arriving at the destination, teacher should check the group and introduce the guide. Special effort should be made to ensure that:

The trip keeps to time schedule

The students have the opportunity courteously in the trip

The group participants courteously in the trip

The guide sticks closely to the list of questions

Permission slip

            Refers to a document that a given school or organization sends home through the use of a student to a parent or guardian to obtain consent for the student to travel under the care of the school or the respective organization for a specific event or field trip.

*Waiver
           A Document recording The waiving of the right or claim

*Itinerary
              An itinerary is your travel plan - where you will go and when you will be there 

Evaluating Field Trip

• There are questions we can ask ourselves after the field trip to evaluate the field trip we just had.

Disadvantage of Field Trip

• These educational benefits can compensate for the drawbacks of field trips, some of which are:
• It is costly.
• It involves logistics.
• It is extravagant with time.
• It contains an element of uncertainty.

Community Resources

• A field trip may be visit to scenic spot or to a historical place. These can be persons and places in the community. Many of them can be resource speakers in their field of expertise.
• A dentist may be invited to talk to the children on how to care for their teeth.
• A journalist may serve as resource speaker on the parts of a newspaper and how to write an editorial
• A dynamic teacher will find a way to have a record of parents’ names, contact number, occupation, and other pertinent data she needs.
• A senior citizens a war veteran in the community may be invited to class for an interview on a topic of which he is expert, for example, his memories of World War II.
• A barangay captain may be asked on what the barangay intends to do to curb the rampant alcoholism among the youth in the community.

Field Trip

• As to places to visit, popular destinations are museums, zoos, botanical gardens, historical places, places of exhibits, scenic spot. Performances like a play, a concert and a dance presentation also form part of the community resources.
• Field trips are expensive. They require much time for preparation and planning.
• Preparation and planning for the field trip includes discussions and decisions on what to do before the field trip, during the field trip, and after the field trip.

The Field Trip:
A bridge of the school and the community

Field trips abolish the “walls: that divide the classroom and the outside world

Field trips also connect people. All people involved in the field trip- students, teachers, parents, and school head- come together for joint planning.