Traditional Media

DAY 1 TOPIC 1: Instructional Materials and Display Instructional Materials are specific items experienced by students within a lesson that influence their learning the design and use of instructional materials is critical because it is the interaction of the students with those materials that generates and reinforces actual learning Powerful, well designed instructional materials are experienced in such a way that they can be readily encoded, retained, recalled, and used in a variety of ways. These materials will be what the learners will remember and they must be created, integrated, and presented in a manner that allows them to have the needed impact. When and Where are Instructional Materials Included within the Learning Plan? You can incorporate instructional materials throughout these lesson activities outlined in your plan, from the motivation component through the evaluation activities. Note that each set of instructional materials may be presented via a number of different media and integrated within a variety of instructional methods: 1. Motivation Lesson Activity. Gain attention for the topic with instructional materials that illustrate behavior of light given different environmental situations. 2. Orientation Lesson Activity. Materials may be incorporated to focus on identifying and explaining the learning goals for lesson. 3. Information Lesson Activity. Instructional materials may provide key points on how light can be reflected, or refracted, as well as give students experience in achieving different results working with various types of light sources. 4. Application Lesson Activity. Materials provide guidance and instruction on how to manipulate and use various forms of lenses, mirrors, prisms, and lasers to solve a variety of problems involving light. 5. Evaluation Lesson Activity. Materials may help students question their abilities, ask self-reflective questions, and look for ways to improve how they approach problems and attempt solutions. Selecting Existing Instructional Materials The simplest, most cost-effective way to incorporate instructional materials into a lesson is to use existing materials. Locating and selecting instructional materials involve the following steps: 1. Determine needs 2. Check a variety of sources 3. Obtain and preview the materials 4. Try out the materials with students 5. Compare any competing materials 6. Make your selection 7. Keep accurate records If the content of the instructional materials you find doesn’t match the objectives of your instructional plan, you have two alternatives: 1. modify the materials so they do meet your objectives, or 2. create new instructional materials. Formative Evaluation is evaluation done during the planning or production of instructional materials to determine what, if any, revisions should be made to make them more useful can help identify aspects of the materials that are unclear, confusing, inconsistent, obsolete, or otherwise not helpful to students Evaluating the Instructional Materials What is Needed Complete reviews of the materials Comparison with results from other similar materials Storage of results for future access and use on revisions

Potential Useful Software Word Processing Web Search Software Word Processing, Database

TOPIC 2: Visuals (Projected, Printed, Display) Visuals are two-dimensional materials designed to communicate a message to students usually include verbal (text or word) elements as well as graphic (picture or picture-like) elements Projected Visuals include overhead transparencies and computer presentation software such as Microsoft’s PowerPoint o Overhead Transparencies – widely used in classrooms because of their many advantages. Basically, it is a box with a large “stage” on the top using light from a powerful lamp inside. It may be created from clear plastic, photographic film, or any of a number of other transparent materials. o PowerPoint – an example of presentation software used on a computer connected to a data projector. Using templates to produce very professional-looking presentations, it allows the user to include text, draw pictures, produce diagrams, import digital photos, include music, and create animation. Printed Visuals includes drawings, charts, graphs, posters, and cartoons often referred to as graphics o Drawings – drawing, sketches and diagram employ the graphic arrangement of lines to represent person. It can also be used in the same manner as to photographic still pictures.

o o o o

Charts – are graphic representations of abstract relationships such as chronologies, quantities and hierarchies. Graphs – provide a visual representation of numerical data. It also illustrates relationships among units and trends of the data. Posters – incorporate visuals combinations of images, lines, colors and words and are intended to catch and hold the viewer’s attention at least long enough to communicate a brief message, usually a persuasive one. Cartoons – line drawings that are rough caricatures (comics/cartoon strips) of real people, events, and perhaps the most popular and familiar graphic format.

Display Visuals surfaces or places where materials or lessons can be displayed and/or be seen by the students, teachers and parents Types of Display Visuals 1. Multipurpose Board/White Board. It is a kind of display visual that is smooth, white plastic surfaced that requires a special erasable marker than chalk. 2. Bulletin Board. It is a display visual that is made of a material that hold pins, thumbtacks, staples and other sharp fasteners without damage to the board. It is used to display students work. 3. Chalkboard. It is a display visual on which you attach or draw visuals. It can fastens pictures to the upper molding, tape them to the board with masking tape, or place them in the tray to illustrate instructional concepts and support verbal communication. Among the given examples of displayed visuals, it is the most common medium of the classroom. 4. Flipcharts. These are the large sheets of paper that are generally hung from an easel of some sorts so that they can be flipped forwards or backwards in order to reveal the information on a particular sheet, or to produce a fresh blank sheet on which impromptu information can be written or drawn. 5. Magnetic Boards. These are ferromagnetic display boards in which moveable displays can be produced using materials that are made of (or backed with) magnetic materials, or are fitted with small magnets. 6. Felt Boards. These are sheets of felt (or boards covered with felt) on which moveable displays can be produced by sticking shapes cut out of or backed with felt onto them. 7. Hook-and-Loop Boards. These are similar to felt boards, except that the backing material on the display items has large numbers of tiny hooks that engage loops on the surface of the display board. 8. Charts and Wall Charts. These are large sheets of paper, carrying pre-prepared textual and/or graphical and/or pictorial information. 9. Mobile. These are systems of two or three dimensional objects that are hung from the roof of a class by thread, thus producing a visually – attractive display whose shape is constantly changing due to air currents. They are particularly useful for creating interest among younger children and demonstrating principles in subjects like aeronautics and for architecture. 10. Models. These are useful in cases where three – dimensional representation is necessary or where movement has to be demonstrated. 11. Dioramas. These are static displays that combine a three – dimensional foreground, with a two – dimensional background, thus creating an aura of solidity and realism. 12. Realia. These are real items as opposed to models or representations thereof. They are extremely useful if such materials are readily available, are easily displayed or are an integral part of the development and marketing process. 13. Photographic Prints. Enlarge prints made from photographic negatives may be incorporated into textual materials, wall charts, etc. and in linked sequences with suitable captions, can form a useful instruction medium on their own right.

DAY 2 TOPIC 1: Audio

Audio

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the broadcasting, reception or reproduction of sound one useful way of bringing sound (animal sounds, famous speeches, and foreign languages) aside from the teacher’s voice into the classroom

TOPIC 2: Video Video - is the technology of electronically capturing, recording, processing, storing, transmitting, and reconstructing a sequence of still images representing scenes in motion Television – used in any media format to present a picture that can be referred to as videotapes, DVD and webcasts DVD – Digital Versatile Disc or Digital Video Disc - a high-density compact disk for storing large amounts of data, especially high-resolution audio-visual material VCD – Video CD or View CD, Compact Disc Digital Video - is a standard digital format for storing video on a Compact Disc VHS – Video Home System - a video tape recording standard developed during the 1970s Uses of Videos - create learning resource video clips (for use by students or the professional development of staff) - prepare educational segments on safety issues (e.g. on roads, in playground, at home) - assist in a variety of ways with the learning of other languages - preparation of mini documentaries, interviews or news reports - record students role playing difficult social situations - record school performances, excursions, special events, field trips, visits by specialists, etc. - collect video of authentic workplace situations that can be analyzed in math or statistics classes - use frame by frame analysis techniques to accurately record rapid change in experiments or sport - compile still images over a long period to produce time lapse movies - use frame grabbing software to record and analyze critical events - increase student awareness of manipulative techniques used in advertising - develop greater critical literacy skills by comparing television or movie segments with own creations - view difficult, dangerous or expensive experiments or activities (recorded with specialists) - assist in the introduction of disabled students into mainstream classes

- show skills that are quicker to learn by observation (e.g. sewing a French seam) - record and analyze student or teacher presentations TOPIC 3: Audio-Visual Audio-Visual - may refer to works with both a sound and a visual component, the production or use of such works, or the equipment involved in presenting such works. Movies and television shows are examples of audiovisual presentations. DAY 3 Concepts: Teacher-Made Materials - are materials made or revised by the teacher to be used on a certain lesson or topic Criteria for Selecting Instructional Materials

and/or

Criteria Consider a. Objectives

Questions to

b. Students

c. Learning Environment

Creating

1. What are the learning objectives for this lesson? 2. What types of learning required? (problem solving, concept learning, rote memorization) 3. What level of cognitive demand will be placed on the students? 4. In what sequence should the content be presented? 5. What are their general characteristics? (age, grade, socioeconomic status, etc.) 6. What specific knowledge or skills do they already possess? 7. What are their learning styles and preferences? 8. How many students will participate in the learning experience?

9. How large is the space? 10. What distractions could there be? 11. What types of technology are available or accessible? d. Available Resources 12. What resources do you have at your disposal (including materials, equipment, funds)? 13. What constraints are there on what you can do? 14. How much time is there to produce the materials? 15. How much time is there to prepare and utilize the materials?