B.Ed. notes-Educational Technology
Module I - Teaching & Communication
Prepared by
SABARISH-P
M.Sc., M.Ed., JRF & NET
Assistant Professor in Physical Science, Arafa Institute for Teacher Education
Attur, Thrissur.
“India can become one of the developed countries in the world by 2020, if
we adopt technology as our tool. For this, the teaching community should change
their mindset and enthuse the students by means of technology” - Dr. A. P.
J. Abdul Kalam (2004)
Teaching
- Meaning
•
Teaching is to cause the child to learn and acquire
the desired knowledge, skills and also desired ways of living in the society.
•
Teaching is the stimulation, guidance, direction
and encouragement of learning.
•
Teaching is the communication between two or
more persons, who influence each other by their ideas and learn something in
the process of interaction.
•
Teaching is to fill the minds of the learner by
information and knowledge of facts for future use.
•
Teaching is the process in which learner,
teacher and other variables are organized in a systematic way to attain some
pre-determined goals.
DEFINITIONS OF TEACHING
·
“Teaching is an intimate contact
between a more mature personality and less mature one which is designed to
further the education of the latter.”
H.C.Morrison (1934)
·
"Teaching
means many different things, that teaching act varies from person to person and
from situation to situation." (Bar, 1961)
·
"The behaviour
or activities of persons as they go about doing whatever is required of
teachers, particularly those activities which are concerned with the guidance
or direction of learning of others."
(Ryan,
1965)
·
"Teaching is
the arrangement of contingencies of reinforcement under which students learn.
They learn without teaching in their natural environment, but teachers arrange
special contingencies which expedite learning and hastening the appearance of
behaviour which would otherwise be acquired slowly or making scene of the
appearance of behaviour which might otherwise never occur." (B.F. Skinner.
1968)
·
"Teaching is
an act of interpersonal influence aimed at changing the ways in which other
persons can or will behave." (N.L. Gage, 1963)
Teaching - The noble profession
•
Teaching is regarded as the noblest of all
professions in the world.
•
A good teacher not only shows the right path
that the students should follow but also prepares the human resource for the
further development of the nation.
•
Teaching has the power to create a healthy and
peaceful world.
•
It has the capacity to inspire lifelong learning
and a passion for knowledge, understanding, and innovation.
FUNCTIONS OF TEACHING
•
PRESERVATIVE
FUNCTION OF TEACHING
• The
main function of TEACHING is to preserve and protect the old values, customs,
beliefs, traditions, etc.
• TEACHING
must help in preserving the vital elements of our heritage.
• TRANSMITIVE
FUNCTION OF TEACHING
• Teaching
transfers knowledge, ideologies, theories, principles and attributes from one
generation to another and thus contribute greatly to the general progress of
society.
• PROGRESSIVE FUNCTION OF TEACHING
• Teaching
provides opportunities to recognize and restructure human experiences and as a
result of this, there is development of human civilization and culture.
Difference among Teaching, Training & Instruction
Teaching
• “Teaching
is an intimate contact between a more mature personality and less mature one
which is designed to further the education of the latter.”
•
The aim of teaching is to transform a total man
and his personality
Training
•
In training the various kinds of skill are
taught.
•
Training has specific goals of improving one's
capacity, and performance.
•
The trainees are taught to perform skills which
they attain during training and practice.
•
There is mental and physical activity in
training, but more and more of the activity is physical.
Instruction
•
Instruction is at the higher level of training.
•
Instructions tell people how to perform a
process.
•
In instruction there is better level of the use
of intellectual powers of the trainee.
•
The aim of teaching is to transform a total man
and his personality, but the aim of instruction is to develop the intellectual
powers in a given direction.
Communication
•
The word ‘communication’ has been derived from
the Latin word communis which means common.
•
Another Latin word comminicare which
means to share.
• Thus
communication means sharing of ideas in common
•
Communication refers to the exchange of
ideas, feelings, emotions, knowledge and information between two or more
persons.
Communication
–Types
•
Verbal Communication
–
Oral Communication
–
Written Communication
•
Non-Verbal Communication
•
Intrapersonal Communication
•
Interpersonal Communication
Verbal
Communication
•
Verbal Communication refers to the exchange of
message through the use of written and spoken form.
•
Usually carried on through language.
•
Requires the use of words, numbers and symbols.
Verbal
Communication – Two Types
1. Oral
Communication
•
Oral communication is the spoken interaction
between two or more persons.
•
Take place in lectures, discussions, interviews,
social gathering, meetings and conference.
2. Written
Communication
•
Communication by means of written words or
symbols
•
Consist of writings, diagrams, pictures, graphs
etc.
•
Provides a long-lasting record of communication
for future.
Non-Verbal
Communication
•
Non-Verbal Communication is the exchange of messages
primarily through non-linguistic means.
•
It includes Posture, Gesture, Facial expression,
Eye contact, Tactile communication, Personal space, Silence, Appearance, Odour
etc.
Non-Verbal Aspects
• Posture
–
The term posture refers to how we hold our bodies
as well as overall physical form of an individual.
–
Posture can be used to determine a participant’s
degree of attention or involvement.
• Gesture
–
Gesture is a non-verbal bodily movement intended
to express meaning.
–
Waving, pointing, and using the fingers to
indicate numerical amounts are all very common and easy to understand gestures.
|
Gestures
|
Meaning
|
|
Clap
|
Accept / Encourage
|
|
Raise hand
|
Seek Attention
|
|
Rub face
|
Angry
|
|
Rub stomach
|
Hungry
|
|
Shake hands
|
Greeting
|
• Facial
expression
– Our facial expressions may reveal our
true feelings about a particular situation
– emotions that can be expressed via facial
expressions include:
• Happiness
• Sadness
• Anger
• Surprise
• Fear
• Confusion
• Excitement
• Desire
• Contempt
•
Eye contact
–
The eyes are frequently referred to as the
"windows to the soul"
–
When a person looks directly into your eyes when
having a conversation, it indicates that they are interested and paying
attention.
–
People often blink more rapidly when they are
feeling distressed or uncomfortable.
• Tactile
communication
–
Communication through touch is called tactile
communication.
–
Touch can indicate dependence, affiliation,
aggression etc
• Personal
space
–
This is the physical space one place between
himself and others.
–
This invisible boundary becomes apparent only
when someone bumps or tries to enter your space.
–
Anthropologist Edward T. Hall described four
levels of social distance that occur in different situations:
•
Intimate distance - 6 to 18 inches
•
Personal distance - 1.5 to 4 feet
•
Social distance - 4 to 12 feet
•
Public
distance - 12 to 25 feet
• Silence
–
Silence can be a positive or negative influence
in the process of communication.
–
Silence can be a judgmental by indicating favour
or disfavour – agreement or disagreement.
• Appearance
–
By appearance we mean clothing, hairstyle,
adornments such as jewellery and cosmetics.
–
Appearance of a person speaks him a lot.
• Odour
–
Odour of
a person indicates his racial, cultural and familial aspects
Interpersonal
Communication
•
Communication between two or more individuals is
called Interpersonal communication.
Intrapersonal
Communication
•
Intrapersonal communication is the communication
process within an individual.
Components
of Communication
1.
Sender (Source or Encoder)
2.
Message
3.
Medium
4.
Receiver (Destination, Decoder)
5.
Feedback
• 1.
Sender (Source or Encoder)
–
A person or an event which provides correct
information and transmits the same correctly and clearly.
–
If the source is a person it is called a sender.
(Encoding: the process of using symbols or diagrams to express the ideas
or feelings.)
• 2.
Message
–
The content of transmission is called the
message.
–
It may be a set of verbal or non verbal cues
like words, figures, gestures, movements, etc.
• 3.
Medium
–
Medium is the means used to convey the message.
• 4
.Receiver (Destination, Decoder)
–
A person who interprets the message is called
receiver. (Decoding: the process by which the receiver deciphers the symbols
conveyed by the source.)
• 5.
Feedback
–
It is the reaction of the receiver to the
sender’s message.
Communication Cycle
Barriers of Communication
1. Physical Barriers
• Noise
• Invisibility
and poor audibility
• Environmental
and physical discomfort
• Distraction
• ill
health
2. Language Barriers
• Verbalism
• Verbosity
(usage of words or phrases that are beyond the scope of your audience's
knowledge)
• Unclear
graphics and symbols
3. Background Barriers
• Previous
learning.
• Cultural
disparities.
4. Psychological Barriers
• Prejudices
• Disinterest
• Inattention
• Redundancy
• Imperceptions
• Unrewarding
experiences
• Filling of
anxiety
• Unfulfilled
curiosity
Tips
to make classroom communication successful and productive
•
Understand the subject matter yourself before
trying to communicate it to the students.
•
Understand the nature of your students.
•
Choose a presentation style fit to the subject
matter and the audience.
•
Develop sentence that are clear, concise and complete.
•
Use correct spelling, pronunciation etc.
•
Be aware of all the barriers of communication.
Ø SUPPORTING
AIDS FOR TEACHING AND COMMUNICATION
“What I Hear I Forget, What I See I
Remember, What I Do I Understand”
Learning Aids
•
Any device/Aids which helps self learning/group
learning.
Teaching
Aids - Meaning
•
Teaching aids are the physical tools used to
convey information in the classroom.
•
Teaching Aids are any device which can be used
to make the communication more
effective.
•
Teaching Aids are any device which can be used
to make the learning experience more concrete, more realistic and more dynamic.
• 50
% of what we HEAR and SEE
• 70
% of what we SAY
• 90
% of what we SAY and DO
Psychology of using Teaching
Aids
Research done by COBUN (1968) indicates that generally we LEARN:
• 1
% through TASTE
• 1.5
% through TOUCH
• 3.5
% through SMELL
• 11
% through HEARING
• 83
% through SIGHT
Research
done by COBUN (1968) indicates that generally we Remember:
• 10
% of what we READ
• 20
% of what we HEAR
• 30
% of what we SEE
Advantages of Teaching Aids
• Help
to learn more and remember for long.
• Motivate
the learner.
• Give
clarity to learning.
• Give
reality and vividness to learning situations.
• Make
abstract concrete.
• Reduce
verbalism.
• Provide
variety in methods of teaching and learning.
• Make
learning interesting meaningful and permanent.
• Develop
deeper understanding.
• Arouse
curiosity and self activity.
• Saving
of energy and time.
• Spread
of education on a mass scale.
Characteristics of Good
Teaching Aids
• They
should be meaningful and purposeful
• They
should be accurate in every respect
• They
should be simple
• They
should be cheap
• As
far as possible, they should be improvised.
• They
should be large enough to be properly seen by the students for whom they are
meant.
• They
should be up to date
• They
should be easily portable
• They
should be according to the mental level of the student.
• They
should be motivating the learner.
General Principles of using Teaching
Aids
Principle
of selection
• They
should suit the age –level, grade level and other characteristics of the
learners.
• They
should have educational value besides being interesting and motivating.
• They
should be the true representation of the real things.
• They
should help in the realization of desired learning objectives.
Principle
of preparation
• As
far as possible, locally available materials should be used in the preparation
of an aid.
• The
teachers should receive some training in the preparation of aids.
• The
teachers themselves should prepare some of the aids.
• Students
may be associated in the preparation of aids.
Principle
of Physical control
• This
principle relates to the arrangement of keeping aids safely and also to
facilitate their lending to the teachers for use.
Principle
of proper presentation
• Teaches
should carefully visualize the use of teaching aids before actual presentation.
• Adequate
care should be taken to handle an aid in such a way as no damage is done to it.
• The
aid should be displayed properly so that all the students are able to see it.
• As
far as possible, distraction of all kind should be eliminated so that full
attention may be paid to the aid.
Principle
of response
• This
principle demands that the teachers guide the students to response actively to
the audio-visual stimuli so that they derive the maximum benefit in learning.
Principle
of Evaluation
• This
principle stipulates that there should be continuous evaluation of both the
audio-visual material and accompanying techniques in the light of the
realization of the desired objectives.
Learning Experience
•
AV Aids is meant for providing effective learning
experiences.
•
Learning
experiences can be three levels:
1.
Direct Experience
•
Learning experiences that are obtained through the
immediate sensory contact with real objects.
–
Eg: Doing an Experiment, Visiting a factory etc.
2. Vicarious
Experience
•
Whenever direct experience is either impossible or
undesirable due to hazards we represent the real situation in the form of
models or images.
•
Experience gained by observing models, Pictures,
charts, films etc. are said to be vicarious in nature.
3. Symbolic Experience
•
Symbolic experiences are offered through verbal symbols
– oral or written
•
The teacher codes the original items in to symbols and
passes it on to pupils.
Edgar
Dale’s Cone of Experience. (Not mentioned in B.Ed syllabus)
Edgar Dale has
classified and arranged audio visual experiences in the form of a
pinnacle(Cone)which is called the cone of experience . The cone of experience
is a conical picture that explains the interrelationship of the various types
of experiences provided by the different audio visual aids as well as their
hierarchical placements in the learning process. Dale has placed the least
effective at the top of the pinnacle. The most effective one is given at the
base of the cone.
Ø
Importance
of Audio-Visual Aids
The National
Policy of Education, 1986 has laid a great stress on the use of teaching aids,
especially improvised aids, to make teaching-learning more effective and
realistic. Some of the important values of the proper use of audio-visual aids
are:
They are best motivators
Reduce verbalism
Gives clear images
Vicarious experience
Provide variety in methods of teaching and learning
Freedom to child
Opportunities to handle and manipulate
Contributes to increased retentivity
Based on maxims of teaching
Helpful in attracting attention
Helpful in fixing up new learning
Saving energy and time
Gives reality and vividness to learning situations
Meeting individual differences
Encouragement to healthy classroom interaction
Spread of education on a mass scale
Promotion of scientific temper
Development of higher faculties
Reinforcement to learners
Positive environment for creative discipline
Arouse curiosity and stimulate self activity
Classification Of
Audio Visual Aids
1.
Projected Aids
• A
projected aid is one which items to be observed is projected on a screen using
electronic or Mechanical device.
• Very
effective because movements can be added to sound and hence a realistic
experience can be provided.
1.1
Magic
Lantern
– used for projecting pictures from a
transparency on a wall or screen
– When the figure or illustration is very small
and it is required to be shown to the entire class, A transparent slide of the
small figure is prepared.
– Then, this slide is placed into the slide
carrier part of the magic lantern.
– This magic lantern device projects it on the
screen by enlarging its dimension and making the vision more clear and sharp.
2.1 Film
& Film Projector
• Films
in the form of motion pictures.
• Films
enrich learning by presenting a series of meaningful experience involving
motion.
• Can
enlarge or reduce the actual size of the object to suit the need.
3.1 Film
strips & Film strip Projector
• A
film strip is piece of non-inflammable safely film, 35 mm wide.
• Length
may vary according to requirement and can be up to about one meter.
• One
film strip may contain 10 to 50 pictures frames.
• The
pictures in film strip may constitute a connected series of drawings,
photographs, diagrams or combination of these and illustrated a single
sequence.
• The
pictures may in color or in black or white.
• Some
films strips are accompanied by commentary recorded separately, such film
strips is called sound film strip.
4.1 Slides
& Slide Projector
• The
pictures or diagrams which are drawn in suitable medium is called slide. (Glass
or Transparency)
• Slide
can be enlarged by projecting it on a screen with a slide projector.
• Slide
projector is an instrument equipped with a powerful light source and a carrier
for holding slides of suitable size.
• Some
slide projectors uses drums in which many slides can be loaded in proper
sequence in advance.
• It
is also possible to record the narration in a tape recorder that could be
hooked up to the projector in such a way as to give the necessary commentary
without the help of the teacher.
5.1 Episcope
& Epidia scope
• Episcope
is used for the projection of opaque objects.
• Pictures,
photographs, drawings or an opaque material within the size of the platform of
the episcope can be projected using Episcope.
• Episcope
used to enlarge book diagrams and illustrate complex pictures.
• During
Epi-projection the class room should be totally darkened in order to get a
clear and bright image.
• Epidiascope
can project opaque as well as transparent objects.
6.1 OHP
• This
is called Over Head Projector because it projects the image behind and over the
head of the teacher.
• The
transparent visual is placed on a horizontal platform at the top of the light source.
• The
teacher can place the transparent plate on the platform and write or draw on it
anything that is to be visualized using suitable pen.
7.1 Television
• TV
is very exciting and efficient means of mass communication.
• Educational
Television programmes aims at education rather than entertainment.
• One
teacher or specialist can render teaching session and pass information to
million of viewers all over the world.
8.1 LCD
Projector
• LCD
(Liquid Cristal Display) is the most advanced and sophisticated projected aid.
• In
the area of educational technology, we can replace all other projected and non
projected aids with only a single LCD projector and computer system.
• Can
present a topic by using computer made slide, graphs, pictures, video clips,
movies and special effect.
9.1 DLP
Projector (Digital Light processing Projector)
• Most
advanced and sophisticated projected aid.
• Brighter
image
• lightest
and smallest
Ø
Advantages
of Projected Aids
·
Teacher can prepare material in advance.
·
Saves time in classroom.
·
Provides greater enjoyment in learning
·
Stimulates more effective learning
·
Increases retention
·
Increases attention
·
Enlarges or reduces actual size of objects.
·
Can provide multi sensory/multimedia approach.
·
Brings distant past and the present into the
classroom.
·
Can make class/presentation more effective.
Ø
Disadvantages of Projected Aids
·
Expensive.
·
Teacher
must know to use.(Technical knowledge)
·
Requires
electricity and other infrastructure.
·
Requires
a darkroom.
·
Requires
smart room facilities.
·
Chance
for diverting from study.
·
Require
maintenance.
·
Require
techno friendly (ICT enabled) teaching materials.
2. Non-Projected
Aids
2.1 . Graphic
Aids
• Graphic
Aids are visual aids such as graphs, diagrams, charts etc.
• They
can be conveying the message by a combination of written and pictorial visuals
that could be made meaningful by suitable captions.
• The
criteria for good graphics are that they should be simple, legible and brief.
2.1.1
Graphs
•
Normally used to represent the nature of the relation
of two dependent variables.
•
Different types of graphs are
1.
Line graph
2. Bar graph 3
Pie graph
2.1.2 Diagrams
•
Used to explain many factors at the same time, by using
a variety of symbol and labels
•
Diagrams can explain facts more vividly than charts
2.1.3 Posters
•
Posters are bold and attractive representation of an
idea or concept and usually given in color.
•
Poster catches the eye and conveys the desired message.
2.1.4 Maps
•A
map is an accurate representation of the boundaries and other details of
continents, countries etc. on a plane, in the form of a diagram drawn to scale.
•A
variety of geographical details like location of mountains and rivers, altitude
of places, important cities and other places etc. can be represented accurately
with reference to a convenient scale and following suitable color scheme.
1.
Different types of maps that are used in classroom:
i.
Geographical
Maps
ii.
Historical Maps
iii.
Industrial Maps
iv.
Political Maps
2.1.5 Cartoons
•A
cartoon is a metaphorical, humorous and exaggerated caricature of a person or
situation in the form of a picture or sketch.
2.1.6 Comics
•A
comic strip is a form of cartoon depicting a story in sequence.
•The
events are arranged in the proper order in a attractive pictorial form that is
normally appealing to lower age groups.
2.1.7 Flash cards
•Flash
cards are an aid used in language lesson, especially in the lower class.
•The
card containing the reading material is exhibited for a few seconds only. Then
it is removed and the feedback attempted.
2.1.8 Pictures and Photographs
•Pictures
and photographs play a significant role in making ideas clear and
comprehensive.
2.1.9
charts
•A
chart may be defined as a combination of graphics and pictorial media designed
for the orderly and logical visualizing of relationship between key fact and
ideas
•Different types of charts are:
i. Display
chart
ii. Flow
chart
iii. Tabular
chart
iv. Tree
chart
v. Time
chart
vi. Flip
chart
1.
Display/Pictorial Chart
Ø The subject matter is illustrated through
pictures, diagrams, graphs, sketches and language.
Ø This is the most commonly used type of chart
in classroom teaching
2.
Flow/process chart
Ø Flow charts are also known as organizational
charts.
Ø They usually represent a process or
relationship.
Ø Functional relationships in such charts are
usually shown through various symbols and forms like rectangles, circles,
lines, arrows and colours.
3.
Tabular Chart
Ø In table charts the data is presented in a
tabular form.
Ø It can provide a quick comparison and
contrast among various ideas and events.
4.
Tree Chart
Ø The
figures drawn in these charts resemble a tree.
Ø Generally used in showing development, growth
5.
Time Chart
Ø Time
charts are used to indicate the time sequence of a series of events.
Ø Arrange all the happenings important to the
development of a process, organization or nation in a chronological order.
6.
Flip Chart
Ø It
consists of a pad of large paper sheets fixed to the upper edge of a board.
Ø Usually supported on a tripod or four-legged
stand.
Ø Commonly used for presentations.
2.2 Display
Boards
•Display
categorized into tree main types according to the function to the functions
they perform
o
Motivational Display: Display that attracts and appeal pupils and
stimulates their curiosity is called motivational displays.
o
Developmental Displays: Displays that ass information and ensure
active involvement of pupils in the development of lesson is called
developmental displays.
o
Summery Display: Displays that are used for review and consolidation of a lesson are
called summary display.
2.2.1
Black Board
•Most
basic, widely used tool for display
•Teaching
cannot be successful without proper use of a Black Board.
•Black
Board planning is a precious skill to be developed by a teacher.
2.2.2
Roll-Up-Board
•Roll-Up-Board
is that which can be conveniently rolled up.
•These
are usually made of thick rexin cloth.
•The
charts and pictures can be drawn on it advance and presents as and when
required.
2.2.3
Peg Board
•To
display flat and three dimensional materials
•Use
hooks and clips to display materials.
2.2.4
Hook and
Loop Board
•Intended
to suspend heavy 3-D objects as well as flat materials.
•Objects
can be easily fixed and removed.
2.2.5
Flannel
Board
•Flannel
cloth used to make this board.
2.2.6
Magnetic
Board
•A
sheet of iron that attracts a piece of magnet can be used for magnetic board.
2.2.7
Plastigraph
Board
•Any
smooth polished surface like rigid plastic sheet amt serves as plastigraph
board.
2.2.8
Bulletin
Board
•Used
to display bulletin, News items, announcement etc.
2.2.9
Marker Board
•Large
plastic board suitable for writing or drawing with markers.
•This
can be used the same way as chalk boards.
•It
can be sometimes used as a projection screen also.
2.3 Three Dimensional
Aids
2.3.1 Models
•Models
are concrete representations of objects.
•Size
should be suitable
•There
are two types of model
i.
Working model ii.
Static (still) model
•Working
model is more effective than static model
2.3.2 Objects
•Objects
may be defined as the real things from their natural settings.
•Eg.
Rock, Coin, stamp etc.
2.3.3 Specimen
•A
specimen may be defined as a typical objects or part of an object which has
been removed for conviient observation.
•It
may be a representative of a class or group of similar objects.
2.3.4 Mock-ups
•A
mock-up is an operating model usually of a process, designed to be worked with
directly by the learner for specific training or analysis.
•When
direct first hand experience is either impractical or impossible, mock-up can
be used.
•Mock-ups
is an imitation of the real process. Eg.
Mock Parliament
2.3.5 Diorama
•A
diorama is a three dimensional scene in depth, incorporating a group of modeled
objects and figures in a natural settings.
•A
diorama scene is set up on a small stage with a group of modeled objects that
are kept on the foreground and blended into a painted realistic background.
•For
representation of depth, object kept at the background are made considerably
smaller to create illusion.
2.3.6 Puppets
•Different
types of puppets are used to make the learning object more realistic.
•Most
commonly used puppets are hand puppets, glove puppets, finger puppets, rode
puppets, string puppets, and shadow puppets etc.
2.3.7 Globe
–
A globe is
a three dimensional scale model of Earth or other celestial
body such as a planet.
–
The
term globe is used only for models of objects that are approximately
spherical.
2.4 Audio
Aids
2.4.1
Radio
•It
is powerful medium for mass communication.
•Programmes
meat for teachers as well as pupils is available.
•Help
the teacher to supplement classroom instruction.
2.4.2
Tape
recorder
•A
Tape recorder is used to record sound on magnetic tape which can be reproduces
many times as possible.
2.4.3
Public
Address System
•Public
address system is very effective when the teacher handling large number of
students at the same time.
•Public
Address System can be used for supplement other Audio Aids.
Ø
Problems
in the use of Audio-Visual Aids
o Apathy of the
teachers
o Ineffectiveness
of the aids
o Financial
restrictions
o Absence of
electricity/infrastructure
o Lack of
facilities for training
3. Activity
Aids
3.1 Field Trip and Excursions
•Excursions
usually involve a tour by a person or a group of person to some selected lace.
•An
excursion undertaken for gathering objective based learning experience is study
tour.
•The
tour made by a group is often known as Field Trip
•Provides
direct experience leading to effective understanding.
3.2 Exhibition
•In
exhibition variety of items exhibits related to teaching and learning.
•Exhibitions
are effective modes of mass communication and instruction.
•Special
talents of the pupil get revealed and creativity can be fostered.
•Helps
to communicate novel ideas to children, their parents and the general public.
3.3 Demonstration
•It
is a technique which is often used by all teachers.
•Ideas,
skills, attitudes and process can be demonstrated.
•Demonstration
should be purposeful, simple, specific and effective.
•Demonstration
should be planned and rehearsed well in advance.
•If
demonstration designed by the co-operative activity of pupil and teaches, it
will be more effective.
3.4 Dramatization
•Dramatization
gives a reality and concreteness to learning experience.
•Gives
opportunity for self expression
•Very
useful for the subject like social science and languages.
•Since
emotional content is strong, it help in the development of interest, attitude
and values.
3.5 Museum
•Museum
is powerful medium for public education.
•Museums
are repositories with an array of educational materials including rare
specimens a variety of objects arranged in a logical order.
3.6 Planetarium
•A
planetarium consist of essentially of a dome usually mounted on the ceiling of
a hall to represents the sky.
•A
special projector is used to display images of the celestial bodies on the
dome.
•The
viewers who are seated below can see the projected images that can be appear to
be realistic.
•The
projector consists of various individual units for projecting the sun, the
moon, the planets and the stars.
•Taped
narration and sound effects adds to the effectiveness of the presentation.
3.7 Aquarium
•Aquarium
consists of glass tanks filled with water in which aquatic creatures are kept
in naturally.
•Pupils
can observe the natural behavior of the creatures.
•If
a school aquarium is constructed and maintained by the pupils they get very
valuable learning experience related to various aspects of life science.
3.8 Terrarium
•Terrarium
is an arrangement for presenting the creatures living on the surface and below
the surface of the earth for study purpose.
•It
is an enclosure, usually a tank. Used for rearing plants or animals under
natural conditions.
3.9 Vivarium
•It
is live corner arranged in school or at home where creatures living in the air
are grown and reared.
•It
provides opportunity for an unlimited amount of spontaneous, undirected
observation and enjoyment.
3.10 Programmed Learning
•Programmed learning is a self
instructional and self corrective technique in which all the learning material is presented to
the learner stage by stage through sequentially arranged smaller units called frames. The frames
are graded according to the level of difficulty as well as logical sequence.
•Programmed
Learning is a carefully specified, systematically planned, empirically
established, skillfully arranged and effectively controlled self instructional
technique for providing individualized instruction or learning experience to
the learner.
•Programmed
learning is available in the form of Books, Cards, Machine etc.
•Eg:
Linear programming, branched programming, mathetics etc
3.11 Computer Assisted Instruction (CAI)
•A
self-learning technique, usually offline/online, involving interaction of the
student with programmed instructional materials.
•
“It is the use of computer to assist in the presentation of instructional
material to a student to monitor learning process or to select additional
instructional material in accordance with the needs of individual learners”
•CAI facilitates instant access to
accurate information with infinite opportunity for practice. It also provides
opportunity for systematically organized learning, to the maximum level
possible, for all learners. It makes learning easy and interesting.
•Computer-assisted
instruction (CAI) is an interactive instructional technique whereby a computer
is used to present the instructional material
•CAI
uses a combination of text, graphics, sound and video in enhancing the learning
process.
3.12 Teaching Machines
•Developed
by S.L. Pressy
•It’s
a piece of device designed to be operated by an individual student for self
learning.
•The
student is presented with a question by some form of display on the machine.
•The
student is required to respond. Either to write answer or put a button to indicate
the correct response
•The
student will inform the correctness of the answer.
•An
account is kept of the responses made by the student.
