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NON-PROJECTED
  PICTURES
     by: Analyn G. Zarzua
          BSED II-A
Definition of non-projected pictures
are those which require no projection material
 or any electric power.

are mostly composed of study prints, charts,
 posters, maps, flash cards, photographs,
 textbook illustrations, and illustrations found in
 magazines and newspapers.

 they are all much the same except that study
 prints are mounted and curriculum oriented.
Uses of non-projected pictures
• Educators, scholars, and students may use or
  display nonprojected images in connection with
  lectures or presentations in their fields.
• Motivates the students
• Presents matter symbolically
• Presents abstract ideas in visual form
• Creates problems and stimulates thinking
The Guidelines to be
     Followed
Relevance

         The direct relevance of an image to
what is being read or heard is vital. Because
sight is the most receptive sense for most
people, an obscure or irrelevant image will
distract from other messages being given.
Further, to be useful and add to the learning
context, an image used in teaching must relate
to both the substance of the lecture and the
needs of the students.
The most valuable image will complement what
  is being said. For example, an image may be
  used to:

  • explain a technical term (or simply to spell it),
  • trigger the description of an example or short
    anecdote so that the lecturer may elaborate on a
    new idea,
  • obtain a response from the students (multiple-
    choice questions may be used, or a problem posed
    by a projected image), or
  • link one argument with the next.
An intelligent balance

        In tertiary teaching, a productive
image will challenge the viewer to think
because it will represent a balance
between being easily understood and
posing a question or problem which
needs resolution. Images used in this way
will not simply support a presentation
but challenge the viewer to respond.
Clarity
           Visual clarity assists interpretation. It is
  essential to the image and the message it
  represents. There are a number of ways to
  promote visual clarity:

• Carefully select the image with its background. A
  white (or clear) background for a black image is
  not the most successful for projection because
  the bright light is tiring on the eyes. Either a
  yellow background for a black image or a dark
  blue background for a white or yellow image is
  preferable.
• Consider the shape, size and spacing of letters.
  A bold, simple and lower case lettering style is
  most legible.

• Omit distracting detail and include selective
  emphasis. Attention to these elements of
  clarity will make visual information more
  accessible. The corollary of this is that, when
  they are drawn clearly, the gradual revelation
  of details will facilitate an explanation and
  allow for a greater amount of visual
  information to be presented.
• Simplicity of lay-out: It refers to the
  arrangement of the elements of the
  image.

• Efficient use of colors: (i) Use bold
  illustrations, (ii) Avoid fancy lettering
  style, (iii)Proper use of color

• Neatness: The graph should be neat,
  clean and artistic. It should be of good
  quality.
• Accuracy: The scales and the measurement of
  the graph should be accurate and intelligible
  to the students.

• Drawing and paper: The image should be
  properly drawn. The paper should be good.
  The pencil that is used should also be good.

• Hints: The hints should be properly explained.
  The marks on the image should be such that
  the students may know them by themselves.
Advantages of non-projected pictures
• Do not need a power source and apparatus to make
  them seen either on the wall or screen.

• They can be viewed straight as they are.

• They are flexible.

• They have visual appeal and are easy to move.

• They can be carefully stored and preserved for use in
  the future.

• They display specific information.
• They can be used at all levels of learning.
• Pictures can also maintain high level of
  interest in the lesson.
• Numerous
• Inexpensive
• Readily accessible to the teacher
• They have an educational value.
• Easy to carry.
Disadvantages of non projected pictures:
• It may become outdated.
• They cannot present motion materials effectively as a
  result, their ability to engage all of our senses for a
  total learning experience is quite limited.
• Copies may wear out when overused. Picture quality
  may diminish overtime.
• They are difficult to revise and update if produced in a
  hardbound format.
• Easy to damage.
• Not interactive.
• Not visible to all the students in the class.
• Misinterpretation.
• Takes up the time of the teacher if she has to prepare
  the materials.
• Images lose their charm, if it contains too much
  matter on it.
• Poor use of color combination, improper spacing and
  margins creates confusion in the minds of the
  students.
• If used for a prolonged period it becomes boring for
  the students.
• If the picture is not drawn neatly, it looses it purpose.
What are their impact
   to the learner or
  learning process?
• Students learn in a variety of different ways,
  some students need visual aids, some need to
  creatively stimulated, others need to be
  constantly entertained in order to keep them
  from falling asleep or disrupting the class.
• Visuals or just one way out of many to meet
  the needs of all students.
• Design developmentally appropriate learning
  opportunities that apply technology-enhanced
  instructional strategies to support the diverse
  needs of learners.
• Reasoning can be developed through the use
  of images. Students might be asked to explain
  the sequence, patterns or logic in a series of
  images that relate to a particular process.
• Skills of analysis and synthesis can be taught
  and developed using images. Students can be
  involved in the dissection and classification of
  diagrammatic information or assembling a
  series of seemingly unrelated images into
  meaningful information.
• Cause-and-effect relationships can be seen
  more clearly when the information is
  presented visually.
• Identification of sequence in processes or
  procedures and the recognition of errors can
  be taught with the assistance of well-drawn
  images.
• Students can be asked to make judgments
  based on a series of given criteria when part
  of the information is presented visually.
Aims
  to develop the power of
  observation, identification, quick
  comprehension and retention.

  to help students improve their
  ability to find and use information.
Objectives
• To develop students’ reasoning and
  analysis skills and other higher order
  thinking skills.

• To easily motivate the students for better
  learning.

• To promote greater student participation.
How to prepare the materials?
1. Decide the theme.
2. Decide the most suitable words to provide a
  title or a slogan.
3. Sketch some layouts and decide on the best.
4. Gather all needed material to prepare the
  picture.
5. Prepare the lettering.
6. Add desired objectives.
7. Give the finishing touches and erase the
  smudge marks.
Non projected pictures

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Non projected pictures

  • 1. NON-PROJECTED PICTURES by: Analyn G. Zarzua BSED II-A
  • 2. Definition of non-projected pictures are those which require no projection material or any electric power. are mostly composed of study prints, charts, posters, maps, flash cards, photographs, textbook illustrations, and illustrations found in magazines and newspapers.  they are all much the same except that study prints are mounted and curriculum oriented.
  • 3. Uses of non-projected pictures • Educators, scholars, and students may use or display nonprojected images in connection with lectures or presentations in their fields. • Motivates the students • Presents matter symbolically • Presents abstract ideas in visual form • Creates problems and stimulates thinking
  • 4. The Guidelines to be Followed
  • 5. Relevance The direct relevance of an image to what is being read or heard is vital. Because sight is the most receptive sense for most people, an obscure or irrelevant image will distract from other messages being given. Further, to be useful and add to the learning context, an image used in teaching must relate to both the substance of the lecture and the needs of the students.
  • 6. The most valuable image will complement what is being said. For example, an image may be used to: • explain a technical term (or simply to spell it), • trigger the description of an example or short anecdote so that the lecturer may elaborate on a new idea, • obtain a response from the students (multiple- choice questions may be used, or a problem posed by a projected image), or • link one argument with the next.
  • 7. An intelligent balance In tertiary teaching, a productive image will challenge the viewer to think because it will represent a balance between being easily understood and posing a question or problem which needs resolution. Images used in this way will not simply support a presentation but challenge the viewer to respond.
  • 8. Clarity Visual clarity assists interpretation. It is essential to the image and the message it represents. There are a number of ways to promote visual clarity: • Carefully select the image with its background. A white (or clear) background for a black image is not the most successful for projection because the bright light is tiring on the eyes. Either a yellow background for a black image or a dark blue background for a white or yellow image is preferable.
  • 9. • Consider the shape, size and spacing of letters. A bold, simple and lower case lettering style is most legible. • Omit distracting detail and include selective emphasis. Attention to these elements of clarity will make visual information more accessible. The corollary of this is that, when they are drawn clearly, the gradual revelation of details will facilitate an explanation and allow for a greater amount of visual information to be presented.
  • 10. • Simplicity of lay-out: It refers to the arrangement of the elements of the image. • Efficient use of colors: (i) Use bold illustrations, (ii) Avoid fancy lettering style, (iii)Proper use of color • Neatness: The graph should be neat, clean and artistic. It should be of good quality.
  • 11. • Accuracy: The scales and the measurement of the graph should be accurate and intelligible to the students. • Drawing and paper: The image should be properly drawn. The paper should be good. The pencil that is used should also be good. • Hints: The hints should be properly explained. The marks on the image should be such that the students may know them by themselves.
  • 12. Advantages of non-projected pictures • Do not need a power source and apparatus to make them seen either on the wall or screen. • They can be viewed straight as they are. • They are flexible. • They have visual appeal and are easy to move. • They can be carefully stored and preserved for use in the future. • They display specific information.
  • 13. • They can be used at all levels of learning. • Pictures can also maintain high level of interest in the lesson. • Numerous • Inexpensive • Readily accessible to the teacher • They have an educational value. • Easy to carry.
  • 14. Disadvantages of non projected pictures: • It may become outdated. • They cannot present motion materials effectively as a result, their ability to engage all of our senses for a total learning experience is quite limited. • Copies may wear out when overused. Picture quality may diminish overtime. • They are difficult to revise and update if produced in a hardbound format. • Easy to damage. • Not interactive.
  • 15. • Not visible to all the students in the class. • Misinterpretation. • Takes up the time of the teacher if she has to prepare the materials. • Images lose their charm, if it contains too much matter on it. • Poor use of color combination, improper spacing and margins creates confusion in the minds of the students. • If used for a prolonged period it becomes boring for the students. • If the picture is not drawn neatly, it looses it purpose.
  • 16. What are their impact to the learner or learning process?
  • 17. • Students learn in a variety of different ways, some students need visual aids, some need to creatively stimulated, others need to be constantly entertained in order to keep them from falling asleep or disrupting the class. • Visuals or just one way out of many to meet the needs of all students. • Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
  • 18. • Reasoning can be developed through the use of images. Students might be asked to explain the sequence, patterns or logic in a series of images that relate to a particular process. • Skills of analysis and synthesis can be taught and developed using images. Students can be involved in the dissection and classification of diagrammatic information or assembling a series of seemingly unrelated images into meaningful information.
  • 19. • Cause-and-effect relationships can be seen more clearly when the information is presented visually. • Identification of sequence in processes or procedures and the recognition of errors can be taught with the assistance of well-drawn images. • Students can be asked to make judgments based on a series of given criteria when part of the information is presented visually.
  • 20. Aims  to develop the power of observation, identification, quick comprehension and retention.  to help students improve their ability to find and use information.
  • 21. Objectives • To develop students’ reasoning and analysis skills and other higher order thinking skills. • To easily motivate the students for better learning. • To promote greater student participation.
  • 22. How to prepare the materials? 1. Decide the theme. 2. Decide the most suitable words to provide a title or a slogan. 3. Sketch some layouts and decide on the best. 4. Gather all needed material to prepare the picture. 5. Prepare the lettering. 6. Add desired objectives. 7. Give the finishing touches and erase the smudge marks.