3. Media or audio visual materials
Not a substitute for effective instruction
Complementary materials
Could have greatest amount of good teaching and
learning from them
4. When Media or Av’s are Used
No specific time
Depends on the teacher, subject matter the students
and the learning situation
5. Uses of Media and AV’s
Introducing of a unit
Developing a unit
Interpreting a unit
Following-up or summarizing the unit
Correlating bits of information
Identifying self with a situation
Transferring to real life situation
Motivating and arousing of interest
Providing individual and group therapy
6. How Media or AV’s are Used?
Adds much to the art of learning
8. 1. Prepare yourself
Consider the value and purpose of the material being
covered
Consider the needs and interests of the students
Consider how the medium can best be utilize
Preview or audit the material to be used
9. 2. Prepare the classroom
See that all the necessary materials are on hand and
arranged for their best use.
Be sure that the light can be controlled if needed.
Check ventilation and seating.
10. 3. Prepare the class
Explain why the particular medium is being used.
Discuss what the medium includes
Explain what you expect them to get out of it
Introduce new words and terminology
Describe any follow-up activities including test.
11. 4. Present the materials
Make presentation forceful
Watch the time
Observe student reaction
12. 5. Summarize
Discuss the presentation in detail
Ask summary questions
Clarify misconceptions
Test, if necessary
Follow-up
Allow students to utilize their own knowledge
Develop or assign follow-up activites
13. Systems Approach to Teaching
Skills (developed?)
Thorough planning (done?)
Inflexible lesson plans, organized and systematic
classroom activities (problem?)
INSTRUCTIONAL MATERIALS + SYSTEMATIC
APPROACH = EFFECTIVE TEACHING
14. Systematic Approach to the
Development of Learning Process
Should encompass:
a. The learner
b. The objective and content of the lesson
c. The methods to be used in instruction
d. The instructional materials to be used, including
consideration or unique strengths and weaknesses
e. The facilities or environment
f. The supporting equipment
g. The student and teacher evaluation of results, in
changed behavior and attitudes
15. Five Phases in a Total System
Instruction
1. Introduction
2. Development
3. Organization
4. Summarizing
5. Evaluation
17. 1. Instruction
When instructional materials are used,
the teacher must consider the following preparations:
1. Self preparation (preview and evaluate)
2. Preparation of presentation (consider how the media
will be most effective)
1. Showing the materials all the way through.
2. Showing only excerpts/segments/frames
3. Showing materials with recorded narration
4. Showing the material without recorded narration
5. Pausing at specific points for comment/+info
6. Repeating segments
7. Combining two or more media
18. 2. Development Phase
Involves the location and learning of the required
information by the students
19. 3. Organization Phase
Time for “pulling together”
School media center
Use of pictures, slides, charts, models, maps, graphs
audio and video recording etc.
Dramatizations, debates, reports, panel discussions,
role-playing are activities which may be planned and
developed
20. 4. Summarizing Phase
Students may make summary presentation, hand
written reports, scrap book, papers etc.
Teacher may reshow the audio/visual material of the
topic or closely related to the topic as a review and to
“cement” together all the facets of study. “loose-ends”
are tied together.
21. 5. Evaluation Phase
Involves 2 areas of evaluation.
Student and teacher
Students are made to be aware that they are to be held
accountable for lesson content and ultimately for
changes in behavior. Changes that prepare them to live
and function as contributing citizens in the society.
22. Evaluation Techniques used in
evaluation
Written tests
T or F, multiple choice, fill-in-the blank, matching type,
essay or take-home exams
Oral discussions, dramatizations, role-playing,
demontrations
Audiotaped or videotaped responses.
Written reports, term papers or research paper.
Student produced instructional materials like maps,
graphs, photographic slides, bulletin board displays,
exhibits.
23. In critical evaluation of the student’s
performance, the teacher may do the following:
Suggest revisions or refinement of parts of the
presentation/report.
Show evidence of faults in the presentation plan,
content, procedures or instructional materials
Identify problems arising from unclear/inadequate
objectives, evaluation procedures or methods.
Indicate lack of student readiness
Show evidence of the need for review or remedial
Show evidence of too slow/ fast pace.