PICTORIAL MEDIA
1. Flat Pictures (Still Pictures)
Flat pictures are representations of objects or things on a flat surface. They are the
cheapest and the most readily available of all learning materials. Many of them are free.
Teachers and students can gather pictures from magazines, newspapers,
advertisements, pamphlet, posters, circulars and other things. But like all other learning ,
materials, their values vary and their selection and use should be given careful
considerations.
Guides to Teaching with Pictures
1. Pictures must be clearly seen by everyone.
2. Students/pupils must be given a chance to point out what they think are the important
aspect of the picture.
3. The teacher must supplement pupils’ comments to make sure that nothing has been
omitted.
4. Teacher and pupils should discuss together what they find in the picture.
5. The picture used in class should lead to the accumulation of related pictures in the
textbook.
6. If the picture used in class stirs the pupils to attempt at illustrating their own, it is good
evidence that a sound use has been made of them.
7. Pictures ought to supply incentives for the use of auxiliary aids, like motion pictures,
filmstrips and others.
8. Picture ought to promote supplementary reading.
Reading Pictures
We read pictures in the same way that we read a page of words. We derive the
message from the medium by attaching meaning to it.
A picture can be read in four levels as follows:
1. Enumerate level – This level merely calls for the giving of what one sees in the
picture e.g. flower, ball, dog, etc.
2. Descriptive level – Giving a sentence on what is seen or how one sees in the picture
looks like: e.g. I see a big yellow flower. The ball is red.
3. Interpretative level – Giving more meaningful sentences which are of the inference
type. e.g. The yellow flower is the favorite of the girl. Father gives the red ball on the
boy’s birthday.
4. Integrative level – This is relating what one sees in the picture to life. Mother bought
plastic sunflower from the superstore. It decorates our living room. Or I play ball with my
friends on Sundays.
Reading pictures can be most rewarding if the students/pupils are given
guides as to what to see and how to see things in the picture. They must be guided to
interpret and to draw inferences about what they see. Pictures must not be merely
displayed; they should be read and talked about. That is why it is necessary that the
teacher should choose those which are related and relevant to the children’s interest,
experiences and maturity. This is to encourage thoughtful seeing and discourse.
2. Photographs
Photographs are also still pictures, which can be mounted or unmounted,
photographic reproductions taken from a magazine, newspaper or books. They appear
in black and white or in full color. They can be filed by subjects or displayed in the
bulletin board. In the choice of photographs, teachers should choose those that suggest
motion or the candid shots, as they are more interesting and life-like. Shotgun pictures
do not pose so much challenge and interest; hence discussion about them is limited.
3. Illustration
Illustrations are non-photographic reconstruction or representation of reality, etched or
drawn by an illustrator, the teacher or the students/learners themselves. Illustrations
show the direction at which movement must take its course or instruction on how to go
about assembling a toll in science or a material or equipment. This can be used for
specific situations. Illustrations can be in black and white or in full color. They can be
prepared ahead of time or the teacher can draw them on the chalkboard while the class
is going on. Like the photographs they can be used by individual students/pupil or for a
group of learners.
Purposes for which flat picture, photographs and illustrations can be used for teaching
1. To concertize words and symbols.
When teachers talks about a haunted house pupils will not be able to imagine what kind
of house is it, how does it looks like, but if a picture is being shown, the learners will have
a specific visualization of the kind of haunted house the teacher is talking about. Pupils
will then have uniform information about the topics discussed.
2. To lend meaning to what one reads.
In a Science class students read about single-celled organisms like the amoeba or the
paramecium. An enlarge picture of both when seen by the pupils will enrich what they
read. Like wise if reading about atoms and molecules. Seeing an illustration about them
will enrich their understanding of what they are.
3. To introduce or motivate
In a Literature class, where students are required to read the Ilocano epic, Biag ni Lam
–ang, pictures of some episodes from the epic may arouse curiosity and interest to read
it. The pictorial background can serve to orient the class to the kind of literary piece they
are going to read.
4. To correct misconceptions
Pictures and photographs can make meanings more vivid and clearer, because they
can capture scenes, emotions and details which words are not able to describe.
Concepts are non-pictorial, but they can help in developing and presenting them. Liberty
is a concept, which is non-pictorial, but pictures showing the effects and the signs of
liberty can help one to better understand it.
5. To summarize a unit
To give a fuller grasp of the unit, pictures, photographs and illustrations should
supplement and complement what pupils read in references and what they heard from
the lectures of teachers. Pictures should become an integral part of the learning.
6. To arouse emotions.
Pictures arouse emotions; hence they compel one’s attention. A violent picture may
stimulate one to dislike the act; a beautiful landscape may evoke appreciation while a
colorful dish arranged with garnishing may stimulate appetite. This arousal focuses
one’s attention and sustains his drives about it. This condition facilities teaching and
learning.
4. Flashcards
Flashcards are valuable materials for drill activities particularly in the teaching of
Mathematics, English, and Filipino. Drills are very important means of fixing the skills and
automatizing the responses of pupils/students. Flashcards serve the purpose when used
very well. Flashcards come in the for of word cards, phrase cards, sentence cards,
mathematical combination cards and picture cards.
The following are considerations in using flashcards.
1. The flashcards must be bold and big enough to be seen by everybody.
2. Flash the cards in a fast or snappy manner to develop fast thinking or response. This
will enable the pupils to automatize response.
3. Flash the cards from back to front. Write the answer at the back of each flashcard so
that as you flash you can see the answer and thus you will be able to check if the
response of the pupils is correct or not.
4. Hold the flashcards firmly at your chest level. Take care not to hide the words
VISUAL SYMBOLS
Visual symbols are representations of direct reality, which comes in the form of
signs and symbols. The following is a detailed discussion on the different kinds of visual
symbols, which are drawings, sketches, cartoons, comics or strip drawing, diagrams,
charts and graphs, maps, and posters.
Rules of Thumbs in Using Visuals
1. Visuals must be directly relevant to the audio content.
2. Redundancy between visuals and audio must be avoided. If words are displayed,
viewers must be given time to read it.
3. Visual displays should be big enough to be seen by the farthest pupil.
4. Visual displays must be attractive.
5. Visual displays must be aesthetically presented to maintain good taste.
Kinds of Visual Symbols
1. Cartoons
Cartoons tell stories metaphorically through pictures, which need no captions. Symbolism
conveys messages, less words more symbolism the better. The cartoon presents a
certain issue or concern which could be either for or against it.
It is a pictorial representation or caricature of a person, idea, situation or issue that is
designed to influence public opinion. Therefore, cartoons must be presented in a
challenging manner. For better understanding they should be drawn around a single idea.
Suggestion for the use of cartoons
a. Appropriateness to experience level. The age and the experience or maturity of the
target learners must be taken into consideration.
b. Simplicity – contains only the essential features. The cartoon must not contain so many
details.
c. Brevity of captions if ever but they may not be given any. Short and direct captions are
used when necessary only.
d. Use of clear symbols. Use symbols that are conventional, like; the dove to mean death;
the turtle to mean slow or sluggishness and others.
e. Adequateness of size. The cartoon should be big enough to be seen and appreciated.
Cartoons could be used for motivation, for follow-up activity and for evaluation purposes.
2. Posters
A poster is combination of bold designs and color primarily intended to catch attention on
a significant fact, idea or message. Simply stated, a poster is a picture with appropriate
caption.
Characteristics of a Good Poster
1. It must be bold and simple but dramatizes features.
2. It must be appropriate to the grade level and to the subject and purpose and purposes.
3. It must have only limited text, few words are generally used and key words are made
to standout by means of type size or position.
4. It must be attractive, pleasing to the eyes.
5. Design and color must be given consideration.
Composition, color and technique are principal elements in effective poster preparation.
It requires a center of interest. Color provides meaning and expression as well as beauty.
6. It must have elements of dynamism and shock.
Posters are best used for motivation and for creative experience as depicting ideas,
concepts and generalizations to summarize a celebration or a unit.
3. Drawings and Sketches
These are crude and simple lines, which are effective in showing what needs to be shown
with sufficient clarity, to make the meaning vivid to learners or students.
They are drawings with no illusion of depth but a smart teacher can use them in a very
effective way in explaining and showing ideas and concepts.
4.Diagrams
Diagrams are simplified drawings designed to show interrelationship primarily by means
of lines and symbols. They are used to explain rather than to represent. It is a drawing
that shows arrangement and relationship, as parts to a whole, relative values, origins and
developments, chronological flow, fluctuations and distributions.
The diagram is used to condense visual summaries of facts; the ideas rely heavily on
symbolic means. However it must be remembered that it is more effective if it has a strong
foundation because it works better for summarizing rather then introducing a lesson. It
can be used singly but it is better if it is used simultaneously with other materials.
5. Charts
Charts are graphic or pictorial representations of a large mass of information or show
progression thru time and space of people or events, ideas and objects.
Kinds of Charts and Examples
1. Data chart – contains items of information pf all sorts especially quantitative data.
2. Pictorial chart – use relevant pictures to present data or information on quantifiable
data over a specific period or condition.
3. Schematic chart – shows a principle or a law as applied like that of refrigeration
4. Diagrammatic chart – verb chart is popular example
5. Multiple leaf chart – internal working parts of a machine
6. Phantom view chart – shows hidden parts of a machine without obliterating the outer
parts
7. Development or progress chart – profile of a place or a person
8. Table chart – bus trips
9. Time and tabular chart – presidents and their term of office
10. Stream or tree chart – family tree
11. Flow or organizational chart – school personnel chart, life cycle of a frog or the water
cycle.
6. Graphs
Graphs present quantitative data for easier analysis and interpretation. It shows
comparative relationship of data involved in size, trends and growth. Graphs are best
used in developing and in summarizing a unit.
Kinds of Graphs
1. Line graph – is the most accurate of all graphs used in plotting trends of relationships
between two series of data. It is used when there is a considerable number of data to be
plotted and if these data are continuous
2. Bar graphs – simplest of all graphs to read. They are represented either by vertical or
horizontal bars. The lengths of the bars represent an amount or percentage data. It is
best when number of values to be compared is small.
3. Circle or Pie Graph – the sections of which are used to represent component parts of
a whole. They always present total amounts, their parts or segments are calculated in
percentage or fractional parts of a whole.
4. Area or Solid Graphs – use for the simplest quantitative comparison thru the use of
geometric shapes. It is used to compare two or three related totals.
5. Pictorial Statistics or Pictograph – it makes use of related pictures in showing
quantitative data. Pictures give realism and interest so it is widely used specially in the
elementary grades.
Principles of Pictographing
1. Simplicity – picture used must be simple
2. Comparison of relationship must be strikingly seen
3. Approximates rather than precise amounts are represented
4. Pictorial symbols used must be self-explanatory rather than by the size.
7. Strip Drawing or Comic Strip
Strip drawings are recommended for their story value in adaptation of the classics. They
are affective in instruction not only because they are simple, clear and easy to read but
because they deal with materials that has been made personal.
Comics is a form of cartooning in which the same cast of characters form a story in
sequence of closely related drawings, designed to entertain the readers. They are usually
enjoyed by elementary pupils as well as secondary students because of their simplicity,
attractiveness, color and relevant plot. The uses of super heroes or fantasy themes add
interest to the learners. Thus the use of the comic strip in facilitating instruction must be
used to the maximum.
Values derived from the Strip Drawings
1. Increases interest in the subject
2. Individualizes and personalizes instruction for certain types of pupils
3. Serves as a valuable practice in reading
4. Widens reading interest
Reasons for using Comics Strip
1. It is easy to read so it encourages reading
2. It builds vocabulary
3. It satisfies the collectors’ interest in acquiring copies
4. It provides excitement
5. It is inexpensive
6. It satisfies the children’s idea of art
8. Maps
Maps are usually shown on flat surface and are used to represent the surface of the earth
or some parts of it, showing the relative size and position according to scale or projection
and position represented.
Maps according to Content
a. Physical Map – also called relief maps, they are the best because of their three
dimensional representation; which includes geographical outline of land and water.
Commercial or Economic Maps- also known as product or industrial map since they
show land area in relation to the economy.
b. Political Map – shows national boundaries down to the smallest division
Maps according to Form
a. Chalkboard outline map
b. Student outline maps
c. Projected maps
d. Wall maps (decorative maps)
e. Atlas – collection of maps
f. Sand table map
g. Pictorial maps
Standards in judging Maps
1. Visibility – details are clearly seen and read
2. Detail – less detailed maps are better
3. Scale – marks are clear, dependable and easily interpreted
4. Symbols – not too many to be remembered
5. Color – should be used as an aid to reading it
6. Accuracy – in terms of its specific purposes
7. Grade level relevance
8. Print – is legible or readable
9. Durability – can stand several use
Purposes for which maps are being used
1. To enable students to understand both relative and exact position of political units, land
masses and political area.
2. To furnish information concerning areas, distances, directions, shapes, size and
relationships
3. To provide orientation and means of visualizing large and remote areas
4. To clarify materials
5. To provide visual basis or comparison and contrast
6. To provide means of regional synthesis
7. To provide interest and stimulation to learn more about people, geographical influences
and places
8. To enable students to trace movements, migration and distribution of people,
vegetation, animal life and culture
9. To serve as one method of study for recording purposes
10. To provide an ‘object test’ means for certain types of measurements
11. To furnish means of self-expression in unit and project study.
Points to remember in utilizing maps for teaching
1. Make sure that the pupils or students comprehend the purpose of the map
2. Promote or develop positive emotional attitude
3. Allow ample time for pupils’ first look
4. Make sure they understand map symbolism
Reference:
Teaching Educational Technology by: Candelaria D. Garo
AUDIO MEDIA
INTRODUCTION
Audio media can make several unique contributions to the teaching-learning process :
self study for non readers, realistic foreign language practice, stories to stimulate the
imagination, and music for physical activity, to name a few. Casettes, records, and CDs
are abundantly available in every curricular area and are easy to use. To use audio media
effectively requires an understanding of the hearing-listening processes and thoughtful
selection of materials based on your objectives.
You can prepare your own audio materials, and so can your students. These recordings
can take the form of oral reports, accompaniments to learning center activities,
communication skills practice, and the like. By following some basic guidelines you can
improve the quality of such recordings.
One of the example of audio media is radio. Radio can help us to get some informations
and entertainments. Valerie Geller’s bookreminds you why you wanted to listen to the
radio when you were growing up. Radio was fun. The air personalities were relevant and
kept you entertained. Geller, a radio consultant for news, talk and personality radio
stations, originally wrote Creating Powerful Radio as a workshop supplement. She bases
her radio philosophy on three simple principles: ‘‘Tell the truth. Make it matter. Never be
boring’’ (Brenda, 2008).
On a general note, most media have the capacity to diffuse information, to show colour,
motion, systematic representation, simultaneous picture and sound. In Gbodi (2004)
Davies (1974) noted that, all media to varying degree help in perception, understanding,
transfer of training, provision of reinforcement or knowledge of results and retention
(Gambari and Adamu, 2008).
Sound and Hearing
Sound is produced by vibrations that set into motion radiating waves of compression and
rarefaction propa- gated through a range of media such as gases, liquids, and solids.
Hearing occurs when these vibrations are received and processed by the ear and sent to
the brain by the auditory nerve. Sound begins when an object vibrates and sets into
motion molecules in the air closest to it. These molecules pass on their energy to adjacent
molecules, starting a reaction—a sound wave—which is much like the waves that result
when a stone is dropped into a pool. The transfer of momentum from one displaced
molecule to the next propagates the original vibrations longitudinally from the vibrating
object to the hearer. What makes this energy transfer possible is a medium with the
property of elasticity—whether gas, liquid, or solid (Alten, 2014 : 6).
The Hearing and Listening Process
Hearing and listening are not the same thing, although they are, of course, interrelated.
At the risk of oversimplification, we might say that hearing is a physiological process,
whereas listening is a psychological process.
Physiologically, hearing is a process in which sound waves entering the outer ear are
transmitted to the eardrum, converted into mechanical vibrations in the middle ear, and
changed in the inner ear into electrical impulses that travel to the brain.
The psychological process of listening begins with someone’s awareness of and attention
to sounds or speech patterns (receiving), proceeds through identification and recognition
of specific auditory signals (decoding), and ends in comprehension (destination) (Heinich,
1996 : 176).
Advantages and Disadvantages using Audio Media in Teaching and Learning
Advantages
Classroom audio overcomes ambient noise levels and distributes the teacher’s voice at
the same amplified level throughout the classroom. Every child hears the teachers at the
same level no matter where the child is seated.
Reduce a child’s sensitivity to distractionsWhen a teacher’s voice is amplified 5 to 15
decibels above ambient noise, articulation and speech intelligibility are enhanced.
Teachers using classroom audio report less need for repeating of instructions, and fewer
reminders are needed (http://www.lightspeed-tek.com/learn/whitepapers/benefits-ofclassroom-audio/#sthash.H6mdRkwl.dpuf).
Disadvantages
Students will not learn how to read as effectively (as they listen instead of practice to read
stories, poem, etc.
Difficult to teachers to control device(s) use in class (affects classroom management and
especially time management).
Teachers have to grow eyes in the back of their heads and when mobile devices are used
in class, the need for continual monitoring and regulation increases.
Inability to know how to extract information from text successfully
(https://prezi.com/m/2q2piohefvso/advantage-and
disadvantage-using-audio-inteaching-and- learn/).
The Example of Common Audio Format
The following five examples of audio media. There are some advantages and limitations
from those audio media (Heinich, 1996 : 180).
1. Cassette Audiotape
Advantages :
Very portable (small and light)
Durable
Easy to use (no threading)
Can prevent accidental erasing
Requires little storage space
Limitations :
Tape sometimes sticks or tangles
Noise and hiss
Poor fidelity with inexpensive players
Broken tapes not easy to repair
Difficult to edit
2. Micro Cassettes
Advantages :
Very compact portable
Limitations :
Not compatible with other cassettes
Poor fidelity
3. Phonograph Record (Disc Recording)
Advantages :
Excellent frequency response
Compability of records and phonographs
Selection easily cued
Wide variety of selections
Inexpensive
Limitations :
Impractical to prepare locally
Easily scratched
Can warp
Required much storage space
4. Compact Disc
Advantages :
Very durable
High fidelity
No background noise
Random search
Limitations :
Impractical to prepare locally
Expensive
Initial expense of equipment
5. Audio Card
Advantages :
Sound with visual
Student can record response and compare with original
Designed for individual use
Participation; involvement
Limitations :
Most cards hold
Less than 15 seconds
Time-consuming to prepare
CONCLUSION
Audio media has some advantages for teaching-learning process. There are some audio
medias which useful, such as : cassettes, micro cassettes, phonograph record, CD's, and
audio card. Each of audio media has the advantages and limitations.
The use of audio media are limited only by the imagination of teachers and students.
Audio media can be used in all phases of instruction from introduction of a topic to
evaluation of student learning.
References :
Alten, Stanley R. 2014. Audio in media 10th ed. Boston : Wadsworth, cengage learning.
Jaskulske, Brenda K. (2008) 'Valerie Geller, Creating Powerful Radio. Burlington, MA:
Focal Press, 2007', Journal of Radio & Audio Media, 15:1, 120 – 121.
Gambari, A. I. and Z. E. Adamu. 2008. Impact of Videotape Instructional Package on
Achievement
and Retention in Primary Science among Primary Pupils in Niger State, Nigeria.
Journal of Science, Education and Technology.Vol. 1,No.2. ISSN 1596-9770.
Heinich, R., M. Molenda, and J.D. Russell. 1996. Instructional media and technologies
for learning 5th ed. New Jersey: Von Hoffman Press,Inc.
Https://prezi.com/m/2q2piohefvso/advantage-and
disadvantage-using-audio-inteaching-and-learn/ retrieved on Desember 3rd 2016.
Http://www.lightspeed-tek.com/learn/whitepapers/benefits-of-classroomaudio/#sthash.H6mdRkwl.dpuf retrieved on Desember 3rd 2016.
THE CHALKBOARD AND OTHER DISPLAY MATERIALS
1. Chalkboard
This is the most versatile medium for instructions; It is always available. It is specially
useful and presenting a variety of instructional materials like charts, graphs, and pictures.
It is also considered as an important medium for instructional materials
Uses of the Chalkboard
 To illustrate facts and processes, often with the help of drawings and sketches,
maps and others.
 To present important facts and principles such as new words,terms,rules,
definition, And classification.
 To provide a good medium for students demonstration.
 To display a wide variety of materials ranging from the motivational, development
to evaluate activities.
 To enhance maximum pupils participation.
 To provide for diagnosis of individual differences.
Characteristic of a Good Chalkboard
Ø It should be within reach of the pupils.
Ø It should be easily erase and clean.
Ø It should not be glaring.
Ø It should not be abrasive
Advantages of Chalk Board
 Mistake can be erased right away.
 Teachers demonstration can be paced to suite the level of the pupils
 Maximum pupils participation is insures as pupils to go to the board.
 Can be used for the demonstration purpose.
 Principles of correct spelling and various processes can be illustrated.
 It is always available as it is a permanent classroom fixture
Limitations
a. It does not provide a permanent record
b. If it is not well-situated, viewing the contents of the board and reaching the top of the
board becomes a problem
c. Good handwriting and knowledge on proper spelling is a necessity
d. Some information cannot be presented well using a chalkboard
e. Chalk dust can trigger asthma or respiratory problem.
2. Whiteboards and Magnetic Boards
Whiteboards and magnetic boards (also sometimes called multipurpose boards) are
those with a glossy surface, commonly white in color, where non-permanent markings
are made with the use of special felt pens.
Advantages
a. Using markers does not generate dust that comes from using and erasing chalk
b. Whiteboard marker is easier to hold and write with compared to chalk and marking
a whiteboard takes less time
Limitations
a. It is more expensive than chalkboard and only special whiteboard markers are
suitable for use on whiteboard
b. The white background can cause problems to those with vision impairment
c. Left-handed persons may find it difficult to write on these boards because left-handed
individuals usually write with their hand curved around the pen therefore causing their
hand to drag across the strokes previously made.
Tips for Effective Use of Chalkboard, Whiteboard, and Magnetic Board
a. Prepare a board plan. Identify parts of the lesson that can be enhanced with visuals
and important enough to emphasize board work.
b. Always start with a clean slate.
c. Write the outline of the day’s lesson on the board so that students can use it for
reference.
d. Write clearly and legibly; think of the students who are seated at the farthest part of
the classroom. Test if all the students can see what is written on the board by looking at
the board work from all sides of the classroom.
e. A glare on the board might be a problem to your students; closing the door or window
or a curtain on the window may solve it
f. Words are easier to read when written in print than in script.
g. Write neatly and horizontally, from the left side of the board going right. Fill a panel at
a time and always start writing from the top to the bottom.
h. Do not crowd the board with too much information for your students might fail to see
the key ideas.
i. Decide on how to emphasize various points --- underline, draw boxes or circles, or
use colored chalk or marker.
j. Use masking tape when posting something on the board. NEVER use scotch tape,
double sided tape, glue, paste or thumbtacks as they easily destroy the board’s surface.
k. For a writing exercise, lines on the board are needed.
l. Erase all unrelated material because other work on the board distracts attention.
m. Keep erasers clean and erase the writings on the board with straight up and down
strokes rather than in circles.
n. Give students time to copy what you have written.
o. Remember the cardinal rule in using the board: “Talk to the students, not to the
board”.
p. Always clean the board after use, leaving it ready for the next user.
3. Cloth Boards (Felt, Flannel, and Carpet)
This is a piece of plywood or heavy cardboard covered with either felt, flannel or carpet.
The fuzzy surface of a felt, flannel, or carpet allows visual materials with appropriate
backing to adhere.
Cloth boards are portable, simple to use, durable, colorful and attractive. These kinds of
boards are best use for drills, positioning exercise, describing flow patterns, explaining
relationships, and for short term display.
Tips for Effective Use of Cloth Boards
a. Place the board where all of your learners can have a good view of it.
b. Since these kinds of boards are small group media, you may sit down as you
present, with learners seated on chairs or on the floor in a semicircle.
c. Secure the board on an easel or lean it against a solid surface to ensure that it
will not move during your presentation
d. Arrange display materials in proper presentation order.
e. As you place the items on the board, press them against the cloth and shift it
slightly to cause the two surfaces to interact and adhere.
f. “Talk to the students, not to the board” and maintain eye contact.
g. Store materials in a marked box.
4. Hook-and Loop Boards (Velcro Boards)
In creating a hook- and-loop board, a plywood or heavy cardboard is covered with a nylon
loop material and the nylon hooks are adhered on the back of the instructional materials
to be displayed on the board. These boards are used in a similar fashion with cloth boards.
Its edge over the cloth boards is that it has enough holding power to cause even heavy
materials to stay on the board.
5. Pegboards
Pegboards are made of tempered masonite with 1/8-inch holes drilled 1 inch apart. These
boards are used in displaying three-dimensional objects or heavy materials with the use
of hooks inserted into the board.
6. Bulletin Boards
“Bulletin boards are generally not used directly in instruction but tend to be a
supplement” (Kemp, J. & Smellie, D., 1994). They are used to introduce or follow up
lessons presented. These boards are usually designed as an instructional device that
can carry a message without the presence of a teacher. Other uses for bulletin boards
are the following: for displaying notices and announcements, classroom rules and
procedures, seasonal items and student work.
Factors to Consider when Choosing an Area for Bulletin Boards
a. Select a place where there is steady student traffic
b. Avoid corners
c. Avoid wall behind a desk
d. Select a well-lighted place
e. Place board on the wall at the reading level of your learners
Tips for a Successful Bulletin Board Display
a. Always update the information displayed
b. Ensure that the display is neat and accurate
c. Make sure that there is a balance between text and graphics or pictures
d. Make sure that the size of the text can be read from a distance or the graphics
or pictures can be seen from a distance
Ways to use a Flannel Board
Story Telling Board
The most common use for a flannel board (also called felt board) is for retelling simple
stories from a book or making up stories of our own.
Counting Board
Small and large boards are often converted into counting or math boards. Its preferable
to use them because the materials (like buttons or dominoes) don’t slide easily off or
around the boards.
Graphing Board
We can use a large flannel board as a graphing board .
Estimating Board
A flannel board can be use to estimate numbers as can be seen in this photo.
Patterning Board
The felt board makes a great surface for making patterns as well. When our pattern
goes a little long and we need more space, we just put our pattern boards together.
Sorting Board
We are often using our flannel board as a canvas for sorting felt or real objects.
Game Board
And the flannel board makes a great game board.
Lap Board
We often refer to our smaller flannel boards as “Lap Boards”. This is because the
children can hold them in their lap to work with while we are sitting as a large group on
the floor….
Creativity Board
The flannel board offers lots of opportunities to be creative. Whether it is putting
together a candy cane out of felt pieces or making a design of paper hearts, the ideas
for being creative on a flannel board are endless.
Collection Board
we often refer to our flannel boards as our collection boards. We use them to set out
collections of leaves or rocks to admire and observe and discuss our collections with
each other.
THREE DIMENSIONAL MEDIA
Display an additional quality that appeals to the since of touch-that is, a tactual quality.
Gives a right understanding of real things.
3d Instructional Materials
 Are useful in the event that real life materials are impossible to be brought in the
Classroom to provide students with certain amount of direct, purposeful, rich and
meaningful of teaching experiences.
 Are usually constructed to allow handling by the students, except does which are
Too large, too costly, to rare, or to fragile.
 Are useful in the event that real life materials are impossible to be brought in the
Classroom to provide students with certain amount of direct, purposeful, rich and
meaningful of teaching experiences.
 Are usually constructed to allow handling by the students, except does which are
Too large, too costly, to rare, or to fragile.
Pioneers of Education in their EducationTheory
1.Jean Piaget
*use the methods of instruction through the individualize program, exploration and
experimentation with concert materials that helps the child to learn more about the
environment.
With use of real things, a child is able to compare or contrast things and make
perception about his environment.
2. Maria Montessori
*using real things help promote motor and sensory skills
3. Jerome Bruner
*Proposes that instruction should proceed from direct experiences ( real things) to
iconic representation (pictures) to symbolic representation (words) for achieving mastery
of task.
KINDS OF 3D’S
1.Object and Specimens
2.Models and mock-ups
3.Diorama
4.Puppets
5.Resource Person
1.Objects and Specimens
Objects…
*Are concrete materials such as plants, animals, tools and artifacts used in providing
direct experience.
Specimens…
*Is a part of aspects of some items that is a typical sample of characters
of others in its same class or group.
*in biology, a specimen is an individual animal, part of an animal, plant, parts of a plant,
or Microorganism used as representative to study the properties of the whole population
of that species or subspecies.
Points of Consider of Teaching
 Develop a purpose for using them.
 Provide opportunities ton learners to work with or to manipulate the specimens so
that they can consider concepts, process and principles by themselves.
 Present just enough specimens or object at a time so as not to overwhelm the
learner.
 Presents the materials in a dramatic way so as to arouse and sustain the interest
of the learners
ADVANTAGES
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These are less abstract and more concrete
It attracts learners attention
Learners become more familiar with objects
LIMITATION
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Needs a bigger stories
Prone to possible damage
Some object have limitation in availability and may not be easy to be found.
2. Models and Mock-ups
Models
*are scaled replicas of real object. Show the totality of a thing or a process
Examples:
models cars
airplanes
house
Solar system
Mock-Ups
*Are special types of models which are focused on a specific part of a whole object and
are workable.
It is intended to show the essential parts which are made detachable.
TYPES:
1.Solid Models- are mainly used for recognizing external features as in the case of
globes and puppets
2. Cross-section Model/cut away Models- Show the internal structures
3. Constructional Model- which can be assembled and disassembled to show
relationship of parts to whole.
4. Working Models- indicates how the things being represented operates
ADVANTAGES:
 Allow learners to examine models or mock-ups which may not be easy in the real
object
 Functional model/mock-ups allow learners to handle and operate
 After presentation, model can be left on display for a period of times and allows
learners display for a period of times and allows learners to independently study
the item at their own convenience
 Can provide learning experiences that real objects cannot provide.
 Working models can illustrate basic operations of a real device and provide
important details
WHEN TO USE:
 When reality is too small .
 When reality is inaccessible (past and futuristic events):and when distance is
impossible to bridge.
 When reality is to dangerous (like viewing an erupting volcano)
 When reality is unreliable (weather and other climatic conditions).
 When reality is too abstract (face relationship,mathematics)
DISADVANTAGES
 It may be more expensive that extra care is needed.
 Some models which are too big may be difficult to handle for the actual lecture.
 If models are built to scale. It could be time consuming.
 It might distort some real objects.
3. Diorama
The term diorama is a Greek origin which means “to see through”.
Diorama is a three-dimensional representation of events, ideas or concepts against a
scenic background..
Sample of DIORAMA
It is also known as a meaningful exhibit in boxes or cases, which are portable. It is
a miniature scene in three-dimensional treatment that is meant to replicate reality and
cause students to think creatively and aesthetically.
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A three dimensional representation of events,ideas or concepts against a scenic
Background.
Are portable meaningful exhibit in boxes or cases.
A miniature scene in 3D treatment that is meant to replicate reality and cause
students to think creatively
Four Principal Parts:
a. The case or stage
b. The painted background
c. The three-dimensional middle in foregrounds
d. The figures, constructions, and modeled objects that are placed in the case.
PROJECTOR
A projector is an optical device that projects a figure or picture onto a surface. This
surface is usually light in color and it may be a projection screen, white screen or
sometimes a wall. Projectors may be used as an alternative to a television or monitor in
large gatherings.
Types of a Projector
On the basis of its display property, Projectors can be classified in three types.
They are:
a. Cathode Ray Tube (CRT)
b. Liquid Crystal Display (LCD)
c. Digital Light Processing (DLP)
Cathode Ray Tube (CRT)
A CRT projector is basically a video projecting device. It uses a tiny cathode ray
tube which has high-brightness for image generation. A Lens is kept in front of the CRT
face which focuses the image and enlarge it onto a big projection screen.
A CRT projector focuses on the image or video by its lenses to project it on
screen. These images are processed with help of three separate colored (red, green
and blue) CRT tubes.
CRT projectors are not portable as they are huge in size and heavy in weight.
Their electricity consumption is also high because of three light guns. At initial stage, it
may be difficult and tricky to set up a CRT projector, but the users say that a CRT
projectors have a brilliant and outstanding picture quality. People say that these
projectors are nevertheless than newer technologies and are compatible with new
improvement.
Liquid Crystal Display (LCD)
The meaning of Liquid Crystal Display is approximately clear from its name. The
word LCD resembles two states of matter, the liquid and the solid. A Liquid Crystal
Display uses liquid crystal to project an image or object.
These types of display panel is generally used in computer, Laptops, TVs, portable
video games and cell phones. Displays in LCD technology are much thinner as
compared to CRT technology.
Digital Light Processing (DLP)
Digital Light Processing (DLP) is a video innovation made by Texas Instruments
that is utilized for front and back projection units. DLP is used in both back and front
projections. It is regular for back projection in TVs and also utilized in front projectors for
units intended for organizations and classrooms.
A DLP comes in two noteworthy structures i.e. 1 chip DLP and 3 chip DLP.
Digital Light Processing makes utilization of micro mirrors called a Digital Micro mirror
Device to reflect light and shading onto a screen. These micro mirrors are situated in a
semiconductor chip and are little. Most of the DLP chips are manufactured by Texas
Instruments.
How a Projector Works
A projector is an optical gadget that projects a picture (or moving images) onto a
surface, usually a projection screen. Most projectors create a photo through projecting a
bright light via a small lens. However, some newer types of projectors can project the
image directly, by using the usage of lasers.
The use of a projector in the classroom allows teachers to step away from the
blackboard and access a plethora of better learning opportunities for their students. With
smart projectors, teachers can use a variety of videos, infographics, tools, and information
to clarify the doubts of their students.
The Advantages of Using a Projector in the Classroom
Many teachers find chalkboards to be almost a thing of the past with the advent of
projectors in the classroom. Rather than writing notes across aboard, teachers can make
use of PowerPoint presentations, images and even film as teaching tools through the use
of projectors. Consequently, teachers and students alike find projectors to be useful
classroom devices.
 Easier Note Taking
Projectors enable teachers to create bulleted PowerPoint presentations or other
highly organized notes for the class. With the use of projectors in the classroom,
students can take better notes with the ability to discern what information the
teacher displays is most useful to them. Additionally, students can ask the teacher
to repeat a slide if they missed information, or even ask that the teacher to email
the presentation for further review.
 Greater Teaching Versatility
Projectors release teachers from being bound to chalk and dry-erase boards to
present information to their students. With the use of projectors, teachers can now
use films, slides, and images to teach students about the world and places they
have never seen and can't imagine. Students can listen to lectures given by
worldwide experts. Teachers will also find that the Internet is more useful since
projectors can display web content to an entire class, rather than each student
accessing information on small individual computers. Many projectors also deliver
exceptional sound quality, which is advantageous when listening to music or
nature films
 Better Use of Class Time
Prior to the use of projectors in the classroom, teachers had to spend time writing
notes on the board, as well as erasing information due to limited space. Projectors
facilitate the planning process so teachers can decide on lecture content and
important points ahead of time instead of making decisions spontaneously.
Projectors require a simple click of a button or mouse, thus, freeing valuable class
time. By using projectors, teachers can more easily prepare all notes prior to class
for easy presentation. Teachers may also find that they spend less time repeating
or rewriting information that is now accessible with a simple click.
 Better Student Presentations
Students will appreciate the use of projectors as they prepare class projects that
they can now create in PowerPoint or other electronic mediums. Consequently,
students will find that presentation creation will go faster with each person using
their own computer to create their section of the presentation. Presentations on a
projector, additionally, reduce the need to make copies of materials to pass out to
classmates during presentations that can now be displayed for the entire class to
view at once.
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Better Learning due to Multimedia integration
Not only will students read from blocks of texts, they can also watch videos,
animations, audios on their subject. With the plethora of videos on the internet
covering a wide range of educational subjects, students can learn from YouTube
videos through a projector.
The Disadvantages of Using a Projector in the Classroom
While a projector might be useful in any classroom settings for educational
purposes, it also has its disadvantages.
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Cost
This has to be one of the downsides of having a projector in the classroom, the
cost. Projectors are expensive especially if you are going to need ones for a
classroom setting, one that is powerful enough for a classroom, you are going to
need one that lies on the higher end of the price spectrum.
Not only will it leave a dent on the school’s pocket when first purchased, but also
when it needs maintenance, as projector parts are expensive to maintain.
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Needs electricity
A projector will also need a power source during its use, projectors will be a
disadvantage to have if your school doesn’t have a reliable power source. Some if
not most rural or remote schools don’t have a reliable supply of electricity and have
generators that run only when needed, this is a typical scenario where there are
disadvantages of projectors in the classroom. As we have read above, projectors
are great for classrooms as they can enhance the learning of kids, as with
advantages comes disadvantages of having projectors in the classrooms. A
projector does not always have to be used all the time, it can be used only when
needed, like when there is a need for multimedia to be used in the learning.
 Can Occupy Lots of Space
Even if you have placed a small projector inside the classroom, it will still occupy
some space on the desk or table. Also, it will require a certain position to place on
a flat surface so that the image projected is visible to everyone in the class. It will
also require a screen to get projected, which will also occupy some space in the
classroom. If your classroom is not big enough, projectors and screens can make
it look crowded.
 Require More Time to Set Up
Using a projector for the first time in the classroom might take minutes or hours to
set up properly. So, the main reason for time-consuming is the projector’s proper
placement in the right position and adjusting lens focus according to the screen. It
will also take some time to focus the image on the wall because you need to make
sure that from the front row to the last row, each student should see clearly.
5 Ways Interactive Classroom Projectors Enhance the Teaching Experience
To understand the impact of interactive projectors on the teaching and learning process,
it is important to consider their role in the following:
Teaching Pedagogy
Productivity
Teaching Pedagogy
1) No more copying notes from the class topper
Note-taking is tough. There is always the challenge of what is useful and what is
not. In addition to showing presentations and information via an interactive
projector, “File Sharing” makes it possible to share notes digitally at the end of the
lesson — and when students know you’ve got the broader note-taking covered,
they can focus more on listening, and only writing down things that are specifically
useful to them. Today's students are able to appreciate this form of ‘efficient’ notetaking. Where such ‘file sharing’ feature does not exist, interactive features in the
projector excite students to take better notes.
2) Interactive projection systems boost engagement
Interactive projection systems add another lever to the teaching learning process.
While wall projection is preferred, lately tabletop projection is also making an
appearance.
A research paper published by the Department of Cognitive Science, University of
California, San Diego indicates that presenting materials on a tabletop display
encourages students to attempt problems on their own before looking at answer
keys and allows easy assignment repetition. Study results also suggest that even
a minimalistic tabletop application can benefit educational activities in a University
context, where there is an emphasis on collaborative learning.
Demonstrations given using the tabletop projection method are a good way of
keeping all the students engaged. By doing so, everyone gets an equal and clear
view of what the teacher is doing on the desk, and encourages them to pay
attention.
3) A range of digital media
Still using paper worksheets in your classrooms? It's time to make a change!
Using interactive projectors can increase student engagement by allowing them to
collectively participate in presentations, games, video content and other group
activities all in one session. The different elements of a lesson can be prepared in
advance and accessed by simply plugging a USB directly into the projector.
Moreover, blended learning and BYOD is much easier with a projector. This allows
for visual demonstrations of new concepts and also lets students access the
information for independent study since it can be made available online. For
example, for medical students, 3D visualization of the human body is much easier
to understand through visuals on the screen rather than seeing it on a 2D textbook.
It also saves the teachers time, as it doesn't require them to write everything on
the chalkboard like drawing complex diagrams and circuits.
Productivity
4) Classroom productivity
Interactive classroom projectors save professors the trouble of writing notes on the
board. This also eliminates distraction for the students from 'empty silent moments'
and the consequent tendency to speak to, and disturb other students. With an
interactive projector, lessons can be planned in advance thanks to already
available presentation material. Enthusiastic professors could also involve
students as teaching assistants in coordinating such lesson plans thus taking
student engagement to a new level.
5) Better for the environment
Studying and referencing from digital content will encourage teachers as well as
students to go paper-free and use electronic devices such as their laptops, tablets
and even smartphones. This naturally will help the environment by reducing the
carbon footprint of classrooms and institutions.
Dust - The ‘Invisible’ Challenge to Learning Outcome
Interactive projectors will fall short in delivering learning impact if they break down.
In India, erratic power cuts and ‘dust’ are two big reasons for projector breakdown.
Did ‘dust’ surprise you?
Yes, ‘dust’ is not only a health hazard, but also a ‘projector breakdown’ hazard.
Dust accumulation on internal parts causes image blemish, thermal issue
(heating), signal detection failure, brightness and colour decay.
Dust accumulation on colour wheel sensor causes flickering, abnormal colour and
shutdown.
Such projector breakdowns increase the risk of classroom disruptions thereby
compromising student learning outcomes. Dust could compromise the learning
gains that could arise from the use of interactive classroom projectors.
COMPUTERS AS AID TO TEACHING
Computer is an electronic device that manipulates information, or data. The functions of
a computer typically include the following tasks: taking data, processing it, returning
results, and storing it. To help computer systems perform these functions, computer
devices can be classified as input devices, processing devices, output devices, and
storage devices, respectively.
Hardware refers to the physical and visible components of the system
An input device is any hardware device that sends data to a computer, allowing you to
interact with and control it. 1) Keyboard · 2) Mouse · 3) Scanner · 4) Joystick · 5) Light
Pen · 6) Digitizer · 7) Microphone · 8) Magnetic Ink Character Recognition (MICR).
An output device is a piece of computer hardware that receives data from a computer
and then translates that data into another form. Examples include monitors, printers,
speakers, headphones, projectors, GPS devices, optical mark readers, and braille
readers.
Processing devices are the components responsible for the processing of information
within the computer system. This includes devices such as the CPU, memory and
motherboard.
Storage devices are components which allow data to be stored within a computer
system. There are two types of storage devices used with computers: a primary storage
device, such as RAM, and a secondary storage device, such as a hard drive. Secondary
storage can be removable, internal, or external.
Hardware
Peripheral Hardware Device
Software refers to a set of instructions which enable the hardware to perform a specific
set of tasks. Software comprises the entire set of programs, procedures, and routines
associated with the operation of a computer system.
3 TYPES OF SOFTWARE
There are different types of software that can run on a computer:
 System Software - is a type of computer program that is designed to run a
computer's hardware and application programs. If we think of the computer system
as a layered model, the system software is the interface between the hardware
and user applications. The operating system is the best-known example of system
software. Examples of system software include operating systems (OS) like
macOS, Linux, Android and Microsoft Windows, computational science software,
game engines, search engines, industrial automation, and software as a service
applications.
 Utility Software helps users configure, analyze, optimize and maintain a
computer. This software normally consists of small programs which are thought of
as part of the operating system (OS) as they often come built in with the OS.
Antivirus, file management, and compression tools are some examples of utility
software.
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Application Software is a kind of software that performs specific functions for the
end user by interacting directly with it. The sole purpose of application software is
to aid the user in doing specified tasks. Examples of application software include
productivity tools like Microsoft Office and Adobe Creative Cloud, antivirus
software, web browsers, media players.
Computer-managed instruction is an instructional strategy whereby students are
directed to a variety of learning resources in order to achieve the prescribed behavioral
objectives. Student progress can be monitored, learning needs diagnosed, and additional
learning materials can be recommended. Computer-managed instruction functions can
include a management administration system designed to
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Track student performance over time.
Provide information concerning performance trends.
Record individual and group performance data.
Schedule students, training, resources, and provide support for other training
management functions.
Computer-managed instruction functions may be used with CBI, or CAI
Computer-assisted instruction (CAI) is an interactive instructional technique whereby
a computer is used to present the instructional material and monitor the learning that
takes place. CAI uses a combination of text, graphics, sound and video in enhancing the
learning process. Examples of CAI applications include guided drill and practice
exercises, computer visualization of complex objects, and computer-facilitated
communication between students and teachers. CAI is interactive in that it involves twoway communication between a learner and a computer system. In some lessons the
computer poses questions, the learner responds, and the computer presents feedback.
In other lessons, the user initiates the interaction and the computer responds.
Computer-based instruction, of which a common form is online or e-learning, uses the
computer as a tool to support learning. It can be used as an independent tool but is often
integrated with the Internet. CBL assists individuals in learning using multiple
representations of information for a specific educational purpose. Common innovative
realizations of CBL to improve teaching and learning are hypertext, simulations, and
microworlds.
Teacher Use of Computers in the Classroom
o Teachers use computers to record grades, calculate averages, manage
attendance and access data on student performance in online programs and
assessments.
o Teachers can incorporate technology into their lessons to keep students
engaged while appealing to a variety of learning styles.
o Can store lessons and other data for future use
o Can be used for online education & research.
o Use to update subject knowledge and teaching skills
Other Benefits of the Use of Computer to Students
o
o
o
o
It enhances creativity & thinking skills.
Provides efficient & better use of IT Technology.
Proves beneficial for career aspiration.
Improves research work & helps in communicating with different education
providers.
o Gives instant information on any topic in just a single click, & many more.
Disadvantages of Computer Use to Students
o Are distracting because they provide students with temptations like games,
videos or chats that can take them off task
o Over-reliance on technology
o May be misguided by the incorrect information
o Extinction of good handwriting and spelling skill.
o May use computers to imitate or cheat
Computers allow students to learn by doing rather than trying to absorb lines of
information from a textbook. They are also given the opportunity to learn by trial and
error, which allows them to see how things work rather than forcing them to trust what
the teacher says.
Computer Games
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Allow students to make decisions and see instant results to evaluate their
progress.
Allow students to interact with material and learn without realizing they are
learning.
Word Processing
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Instills a greater willingness to write and work because the computer feels less
like work.
Allows for greater legibility than handwriting.

Changes how students think about a sentence. Using bold, italics and other
emphasis tools they can creatively enhance a sentence and manipulate it for
better understanding.
Teacher Websites
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Message boards where students and teachers can have conversations and work
out difficult topics.
Teachers can post material that either goes with the lesson or more in depth so
that students who are interested can learn more about a particular subject.
Digital Textbooks
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Interactive reading supplemented by games and quizzes get students actively
involved in their reading.
Voice programs that read the material to the student can help them hear correct
pronunciation of new and difficult words and practice them in the same way that
foreign language software does.
Videos
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Visual learners benefit from hearing and seeing the information at the same time.
Allow for things to be said directly with intent instead of a teacher trying to get a
point over and over again.
Allow for detailed and organized explanation of topics with written outlines and
step by step instruction.
Videos are a set time which allows for better time management in the classroom.
Music
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Students can create music to interact with class topics and educate their
classmates.
Difficult subjects can be presented in music format to make it seem less
intimidating.
Video Conferencing
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Allow students to practice and improve their public speaking and presentation
skills.
Go on a virtual field trip to explore a museum, a zoo or bring an industry
professional to the classroom.
Visit another country or state to learn what other students are doing and
experiencing.
Podcasts
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Students can create audio clips to work out difficult topics and help educate their
peers.
Teachers can create unique podcasts to share with students on their personal
website.
Premade podcasts can be downloaded and shared with students to further
educate or tell them the same thing in a different way to maximize learning.
Wikis and Blogs
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Allow students to publish their ideas and stories as well as share them with
friends and family.
Encourage learning in an interactive way that feels less like traditional learning
and more like fun.
Showcase student work and achievements.
Social Media
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Twitter can help teach the rules and practice of probability.
Study current events in real time and share thoughts, comments and concerns.
Practice a new language with native speakers without the pressure of face to
face conversation.
Practice language and increase vocabulary.
Shy students may feel more open to conversing online than in a classroom.
Students can conduct research and surveys to learn and conduct research
projects.
Google Maps
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Teaches geography, your place in the world.
Street views can help students understand the culture and compare and contrast
their home with a foreign country.
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MULTIMEDIA APPROACH TO TEACHING
Multimedia content helps to vary and enhance the learning process, and leads to better
knowledge retention. Educational video can provide more opportunities for students to
engage with the content. Students around the world can learn from course content made
available through video. Multimedia approach is not restricted to a single type of learning
style. It can provide the support of a wide range of activities.
Multimedia learning describes learning through the use of pictures and words. Examples
of multimedia learning include watching a PowerPoint presentation, watching a prerecorded lecture or reading a physics textbook.
Interactive multimedia weaves five basic types of media into the learning environment:
text, video, sound, graphics and animation. Since the mode of learning is interactive
and not linear, a student or teacher can choose what to investigate next.
Recent Trends in Multimedia
Multimedia: Meaning, Nature, Scope
@https://www.specialeducationnotes.co.in/C15unit3.htm
FLEXIBLE LEARNING TOOLS
is the type of learning that allows students to study while also focusing on extracurricular
activities, their passions, the family and being there for the family. It also reflects on the
choice of courses students take.
Flexible learning doesn’t necessarily have to be online or hybrid learning. It can be a
combination of both or one of them.
Flexible learning is education with no such concepts as time, place or pace.
Flexible learning has a direct impact on:
– The physical space
– The student groups
– The usage of time
– The learning pace
Characteristics of Flexible Learning
Flexibility in learning does not mean “whatever”. It also needs a certain degree of planning
and limits.
Balance
The main characteristic that flexible learning has is the balance – this balance between
school and life is vital, and it is what today’s society needs.
Accessibility
Accessibility offers students the possibility to go back and review the course any time they
need, to have unlimited access to resources that allow you to improve and fill in the gaps.
Personalization
A flexible learning environment allows students to have a personalized learning path.
Besides offering them the possibility of choosing their courses, it also implies that “the
school adapts the use of resources such as staff, space, and time to best support
personalization.”
The Importance of Flexibility in Education
Education needs to keep up with what today’s society needs. And young people are an
essential part of today’s society. Making sure the education system is ready to embrace
the needs of today’s young people is the key to a successful education. For some
education facilities, remote learning has been a reality for many years, and the COVID –
19 situation just made it a necessity and not a choice.
“If a child can’t learn the way we teach, maybe we should teach the way they learn.”
Estrada Ignacio
Benefits for Students
More than the flexibility of the physical space where children can choose between online
and physical learning environments, flexible learning also makes time flexible. Students
are offered flexible learning time in various schools, shortened studying time, and added
a new activity. Sometimes this activity connects one activity to the next one, and
sometimes it emphasizes something you need to strengthen, while sometimes, it just
means a relaxing time to focus on the next class.
“If children feel safe, they can take risks, ask questions, make mistakes, learn to trust,
share their feelings, and grow.” Alfie Kohn
Benefits for Teachers
A flexible learning environment means a heavy – responsibility for teachers. However,
besides this, it can also work towards developing teachers and making them feel a bigger
fulfilment of their work while seeing students be more engaged in the classroom.
Flexibility allows teachers to work in an environment where they can collaborate with their
peers more; they can have a closer relationship with students and understand their needs.
They can see each student’s growth.
A flexible learning environment for teachers also comes with ease of mind for their classes
and encourages them to give their best.
Teachers also have the choice of time as far as flexible learning is concerned; they can
also use different methods for learning. They are not obliged to stick to the curriculum.
They can use their imagination for the classes, making each class personalized according
to the students that sit at them.
Flexible Learning Examples
Flexible learning comes with many benefits but also many challenges. Weighing in the
benefits and challenges, you should decide if it is the proper learning for you. However,
“where there is a will, there is a way.”
Humans have always been good at adapting.
Flexible Thinking Activities
A flexible curriculum “is open, versatile and responsive to an evolving student population,
and to changes in circumstances that may require adaptations to the timetable or delivery
format to accommodate student availability, for instance, blended learning.” (Promoting
equality of opportunity through flexible learning, University of Birmingham inclusive
learning environment profile,
http://flexiblelearningsep.pbworks.com/w/page/93674297/Birmingham%20University )
Flexible Learning Environments
The truth is that the more flexible a learning environment is, the higher the engagement
rate of the students. However, the flexible learning environments put at the student’s
disposal need to consider the student’s capacity to adapt and focus.
Flexible Classrooms
A flexible classroom can help respond to the different needs of each student. It is the type
of class that help learners get the most of it. Each student has different learning abilities,
requirements, and interests; thus, responding to various needs as a teacher and
transforming a fixed approach to teaching into a flexible one makes the difference.
Flexible Online Learning
Flexible online classes are an excellent opportunity for active students that want to follow
their passions while also keeping up with their education.
It means:
– Virtual courses 100% are when school fits into a student’s schedule.
– Virtual synchronous courses mean some synchronous elements when students
virtually attend the classroom simultaneously on the same day each week.
– Virtual, hybrid courses allow students to choose between attending virtually or inperson in a dynamic connected classroom with a school member at a specific date and
time.
Flexible Teaching
Flexibility and Adaptability in Teaching
Planning the lessons is vital for the education system and the process itself. It means the
teacher is prepared with all the materials, has the information to share with students and
can set a timeframe for the course.
However, not every planned class goes accordingly. Students are unpredictable, and the
course path may not be exactly as planned. And this is a small part of what flexibility in
teaching means.
Some argue that this flexibility may not allow students to learn all about the subjects.
However, most believe that questions, engagement, and curiosities are a part of the
learning process and can have better results than any planned lesson. For this, teachers
should firstly have flexible methods of teaching.
Flexible Teaching Strategies
Flexible teaching does not mean there is no strategy attached to it. The subject and the
discussion are still at the teacher’s choice.
And the teacher cannot control the inquisitiveness young people have nowadays nor their
perception on the subject. Indulging in their curiosity is a great way to keep the class
under control while giving students a sense of freedom and subject choice.
Providing a flexible education does not mean a lack of interest or lower interest. On the
contrary, students will feel more engaged and interested in the topic if their opinions are
heard.
Flexible Teacher Qualities
Being a flexible teacher means having the capacity to respond to your student’s needs,
abilities and interests. While this is a difficult task to accomplish, the answer to success
is to be effective. This means taking on various responsibilities simultaneously and
responding to students ‘needs. While mastering this needs experience, each teacher has
been through the beginner’s levels and then the master one. There is no need to be afraid
to fail or have hard times at first, as all those are normal.
After some experience, you can start to deliver the expected course to your students.
Once experienced, as a teacher, you will inspire students. This means having such a high
level of intuition on the student’s needs that your abilities to read into their moods will
make flexible teaching easy.
Flexible Learning in School
Teachers and students the freedom of choice. While there is a course they base their
teaching on, teachers offer each student the possibility to be a part of the classroom take
on challenges and leadership roles. They listen to the student’s needs and respond to
them.
Students have access to a flexible learning environment. This means
– Learning when they want
– How they want
– As much as they want
– From wherever they are
– At their own pace
The flexible learning environment helps both students and families have a less stressful
life as it grants them the opportunity to continue their passions and follow their dreams.
“Personalized learning is a mindset and approach to teaching that focuses on meeting
each learner where they are and tailoring a curriculum that considers their interests, prior
knowledge and skill level, and pace. Such a demand on the teacher requires
sophisticated usage of technology in a combination of personalized, blended and online
learning.” (Personalized learning)
Adopting flexible learning comes with its challenges. It takes time, and one needs to have
patience and allow both teachers and students to adapt. So, expecting each teacher to
be equipped with all the necessary tools for this flexible learning environment is wrong.
SUMMARY:
Flexible education is that type of education where you do not have to worry about time,
place or pace as far as your studies are concerned.
A flexible education is an education that:
– Makes the most of the use of technology to provide remote or online study;
– Offers the chance of work-based learning and employer engagement;
– It gives the student the possibility of part-time education;
– Has both the accelerated or decelerated programs for students to choose from;
– Can adapt to distance, blended learning, online learning or hybrid learning.
Flexible learning also means flexible students. As far as flexible learning is concerned, it
offers students the ability to have bigger freedom, express their ideas, and choose their
educational path and learning pace. All of these seem very attractive, but they also mean
that students also have a bigger responsibility for their future. So, flexible learning is
excellent as long as students understand that along with slightly bigger freedom of
learning, it comes to a bigger responsibility for their future that lies in their hands.
Backchannels
During a teaching session, you can provide a backchannel for students to discuss and
share notes. Think of the Twitter feed of a conference – they are usually at their most
active during the sessions and people tweet about what they have learnt. For your
teaching, you might not want something as open as Twitter but you can provide a number
of other tools, such as the ones I mention below. The backchannel is not limited to the
teaching session either. Students can continue to use the backchannel through the period
they are studying the topic and further into their studies.
BACKCHANNELS – FOR WRITERS, ARTISTS, AND READERS
https://backchannelsjournal.net
Canvas Discussions
Seminar discussions that you start in the seminar, can also be available for students to
contribute to online. One way of doing this is through the Canvas Discussion feature.
Because there is no automatic refresh of the page after another person posts, the best
way to use Canvas Discussions is after the teaching session. For the most engaging
discussions, ask provocative questions, which require personal reflection rather than
responses that are right or wrong. The best way to make it work is to be active in the
discussion yourself.
DISCUSSIONS IN CANVAS
https://canvas.rutgers.edu
Padlet
Padlet is the institutional online classroom “wall” where students and staff can share
text, audio or video comments, links and even drawings. I have seen it used in
classrooms, in groups or in solo tasks, to great effect. Depending on how you set the
wall up students can leave each other comments and “like” each other’s contributions.
Padlet could be used by students in the classroom and remote students at the same
time. The Padlet can also be made available to students to do asynchronously in the
students’ own time and the best way to do this is by embedding the Padlet within the
Canvas site. Remember to leave instructions for the task.
Polleverywhere
Polleverywhere is the institutional classroom response system. For those of you who don’t
know it, it allows you to ask questions of your students and for them to respond on their
devices (typically phones but could be a laptop). The student responses are collected by
the Polleverywhere system and can be displayed back to the students immediately. This
could be used by students in the classroom and remote students at the same time. It can
be embedded into your PowerPoint slides too. The teaching spaces on campus should
all have the Polleverywhere for PowerPoint plugin installed but it is worth checking before
you start your session. If you have one question or wish to use the Polleverywhere Survey
question types, the Polleverywhere can be left open and students can respond in their
own time. One way to do this would be to include a link question from your Online Study
Platform, also known as Canvas.
Shared Documents
Shared documents are online text, slides or spreadsheets, shared with your students.
The supported space at Sussex is Microsoft OneDrive, which opens documents in Office
365 applications. Another option is Google Drive and their related Apps. Sussex staff and
students have a terabyte of free space on OneDrive and unlimited space on Google Drive
if they log in using their Sussex username and password.
When you set work for students to complete in class, remote students can also contribute
to these shared documents which exist online. The contributions to the shared document
can be simultaneous but also can be asynchronous and people can contribute at their
own pace. You can link online documents from your Canvas page so everyone can
contribute.
Giving feedback
During face-to-face teaching sessions you naturally respond and give feedback to student
contributions to the session at the time. This can be more difficult when some of your
students are face-to-face and others are online. It can be even more time consuming
when some of your students are contributing to discussions or completing tasks during
the teaching session and others are doing it during the week. The key to making this work
is good communication. You should dedicate some time to responding to the online
students. If this is going to be later in the week then let them know when you will be doing
it. Also, try to activate students to give each other feedback before you do. Student peers
are fundamental to student engagement and learning. If you can use them to help each
other within either a collaborative or (light-heartedly) competitive environment, this will
increase their engagement, motivation and enjoyment for the topic you are teaching.
Flexible tools for teaching online and face-to-face
Posted on 13th September 2021 by Paolo Oprandi @
https://blogs.sussex.ac.uk/tel/2021/09/13/flexible-tools-for-teaching-online-and-face-toface/
https://spark.school/flexible-learning/ A Guide to Flexible Learning: Strategies, Tools and
More March 9, 2022