EO 104.07– EMPLOY VISUAL AND PRESENTATION AIDS
USING A WHITEBOARD / CHALKBOARD
With the increased accessibility to whiteboards, chalkboards are being used less. Whiteboards have
become popular as they use markers rather than chalk thereby eliminating dust. If an instructor does not
have access to a whiteboard, having a chalk holder or taping the chalk will minimize the dust and
breakage.
ADVANTAGES OF THE WHITEBOARD / CHALKBOARD
The benefits of using a whiteboard / chalkboard during a period of instruction are:
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They are highly flexible to use. They can be used to display the orientation board and main
teaching points of the lesson. Also, most boards are easy to move and come in various sizes.
They can be prepared before a lesson. It the board is prepared ahead of time the instructor can
capture the interest of the trainees as they enter the classroom. Writing information on the board
while the trainees wait will lose the attention of the group right from the start of the lesson.
Using a chalkboard / whiteboard is relatively inexpensive. Most corps / squadrons operate on a
small budget, so a whiteboard / chalkboard is ideal for instructional purposes.
They are very easy to use. It does not require a great deal of expertise to prepare or use a
chalkboard / whiteboard. However, instructors should practice writing on a board so the trainees
can easily see and read the material.
DISADVANTAGES OF THE WHITEBOARD / CHALKBOARD
An instructor should be aware of some of the disadvantages of using a whiteboard / chalkboard. Some
points to consider are:
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Illustrations are two-dimensional. When trying to illustrate an object that trainees will have to
use, such as a compass, sailboat, or a plane, a lot of detail can be lost. Most times the length of
the object is displayed but the width is lost. In this instance, it is better to use the actual object
rather than relying on pictures on the board.
Whiteboards / chalkboards are limited in their use. They do not allow for much creativity in
expressing points to the trainees. An instructor can only use colours or hand drawn pictures to
convey a teaching point. Old material must be erased to add new teaching points. Having to
write new teaching points on the board does not allow for easy transition and smooth flow. The
attention of the trainees will be lost each time the instructor is erasing and writing material.
The instructor must turn their back to the trainees. When an instructor turns their back to the
class, it invites trainees to start talking amongst themselves. Interest is lost and the instructor must
re-establish control over the class when they are ready to teach again.
The instructor requires good writing skills. If an instructor's handwriting is not very neat, the
trainees focus on trying to decipher the text on the board rather than the teaching points being
presented by the instructor.
EFFECTIVE USE OF THE WHITEBOARD / CHALKBOARD
The following are effective ways to use a whiteboard / chalkboard when delivering a period of instruction:
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Have an eraser that works well. It is hard for trainees to read what is on the board if there is a
smear left behind by the old material.
Ensure all trainees can see the board. Prior to a period of instruction, the instructor should
check the visibility of the board from different areas in the classroom to ensure that all trainees will
be able to see the material.
Instructors should stay out of the way of the board. Some trainees will want to write down the
information on the board. If the instructor is in the way, trainees will try to look around the
instructor to get the information. This is very disruptive to the presentation of the material and
some may miss the instructor’s explanation of the points on the board.
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Use big letters and print neatly. If the material is not visible the trainees will interrupt the lesson
with questions about what is written on the board.
Write only important information on the board. The material on the board should be relevant to
the trainees and linked to the lesson objective.
The instructor should verbalize the information before writing it on the board. The trainees will
be able to absorb some of the information prior to writing it down and should not have difficulty
understanding it.
Show relationships between items by using arrows, circles, etc. The instructor should
visually link related material. This creates a visual connection for the trainees with the subject and
will support the instructor’s explanations. The instructor should also keep blank space around
items for easier readability.
USING A FLIP CHART
The flip chart is very easy to use and is an effective visual aid. Instructors may find it effective to use a flip
chart at some point in their lesson, particularly during guided discussions, case studies and group work.
ADVANTAGES OF USING A FLIP CHART
There are many benefits to using a flip chart, to include:
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They are portable. When working at the corps / squadron or a summer training centre, an
instructor will be required to transport their visual aids from their preparation area to the
classroom. Since flip charts are light and easy to manage, they are ideal to use.
Flip charts are inexpensive. Where most corps / squadrons are working with a small budget, it is
often hard to develop elaborate visual aids. Flip charts, when used properly, help ensure training
objectives are met while still allowing the corps / squadron to remain within budget.
Flip charts can be prepared in advance thus allowing for better instructor preparation.
They are highly flexible to use. Flip charts can be used throughout the entire lesson and allow for
easy transition from point to point.
Allow for spontaneity during the lesson. When instructing a lesson, there are times when the
instructor does not always reach the trainees. By using a flip chart the instructor can explain
material that is difficult for the trainees to understand by drawing out the ideas or concepts. It is
also useful for displaying additional information or on the spot changes.
Easily seen by the trainees. Flip charts are most effective when instructing to a class of 15
trainees or less. Typically, the paper is white so most colours are visible on the paper. A way to
focus on a certain point on the flip chart is for an instructor to tape the pieces of paper over the
points they wish to reveal to the trainees later and remove them as they are going through the
lesson.
Flip charts are easy to store. An issue for most corps / squadrons is storage of resources and
materials.
Flip charts can be stored behind filing cabinets, under desks, on top of shelving units and so on. If
stored properly, flip charts can be reused at a later time. It is best to store them on a flat surface
or in a tube.
Can be placed on the wall for later review and reference. When delivering a period of
instruction that involves a guided discussion, having the teaching points posted on the wall allows
trainees to make reference to the material as they discuss the scenarios given to them. Leaving
the material posted after the lesson allows trainees to review the material when needed.
DISADVANTAGES OF USING A FLIP CHART
Like any other visual aid, flip charts have some disadvantages:
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Requires neat writing skills. When the material is not legible to the trainees, the instructor may
be interrupted throughout the lesson and asked to interpret the writing on the flip chart.
Instructor may have their back to the trainees. When an instructor is required to write
something on the flip chart, they will have their back to the trainees. This may affect the
instructor’s control of the class.
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Tendency to become messy. When writing ideas and concepts during a period of instruction, the
instructor should take the time to be neat. Trainees will also try to write quickly. When this
happens, both the instructor and trainees’ writing tends to become sloppy and illegible.
Tend to blow away when outdoors. It is beneficial at times for instructors to convey their
teaching points in an outdoor environment. When instructing outside, the class is open to
disturbances caused by weather, such as wind. A good way to avoid this is to tape each piece of
flip chart paper to the board or to a stationary object.
EFFECTIVE USE OF A FLIP CHART
There are effective ways to use a flip chart. An instructor can:
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Use many colours. Just like a whiteboard, colours will enhance the presentation of the material
being covered on the flip chart.
Print legibly. Important points can be lost if the instructor does not print legibly. When writing
points for the trainees, the instructor must take their time and use large print.
Keep it simple. When instructors are preparing their flip charts, some may have a tendency to
write more material than necessary on the visual aid. Instructors will want to be brief in their points
but comprehensive and use a maximum of one piece of flip chart paper for one teaching point.
USING OVERHEAD TRANSPARENCIES
In the past, having an overhead projector (OHP) was a rarity at most corps / squadrons. Now, most corps
/ squadrons and training centres have access to more than one OHP. Instructors can easily produce
quality transparencies with proper preparation. Many transparencies can be fed into an inkjet or laser
printer so text can be large and diagrams can be inserted to help validate teaching points.
ADVANTAGES OF USING AN OVERHEAD PROJECTOR AND TRANSPARENCIES
There are many advantages to using an OHP and transparencies, to include:
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It is in front of the class. Instructors should strive to aim the transparency to the front of the
class. To make sure overhead transparencies are easily seen, a white background (such as a
screen, bed sheet, or flip chart paper) should be used to project the images on. If the wall is a
dark colour or there are marks on it, it can impede the trainees' ability to read the material being
projected. By having the projector in front of the class, the instructor can better maintain control.
The trainees will be focusing on the text and images being projected and making notes. The
instructor can face the class and deliver the material to the trainees while adopting an appropriate
teaching stance.
There is no assistance required to run the OHP. Using an OHP involves simply having the
transparency prepared and turning the OHP on. Instructor must ensure that the projector is
working properly prior to use. Instructors will want to place the OHP on a table and have a smaller
table next to it to place the transparencies on.
Almost any large, clear image can be projected in a lighted room. Instructors must ensure
that there is enough space around text and images to ensure that the material can be easily seen.
Are easy to prepare. A transparency is very versatile for an instructor as they can hand write
material or print out images and text from a computer. Using a computer allows an instructor to
develop visual aids quickly and neatly. Slides should be printed on a plain piece of paper first in
order to see if the text is large enough. Also, when using a computer an instructor will need to
ensure the paper settings are set to transparency. Once the instructor has presented the material,
they should carefully store them so they can be used as a reference or for future periods of
instruction. Overhead transparencies should be stored in a sturdy box or a container.
Help keep the class alert. Trainees are stimulated by effective use of colour and images on
visual aids.
Can be used almost anywhere there is power. OHPs are very effective when delivering theory
lessons. Most of these lessons take place in an indoor environment and most rooms are equipped
with power. An instructor may need an extension cord to ensure they can access the power from
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anywhere in the room. It is wise to tape the extension cord to the floor to avoid anyone tripping
over it.
Are reusable. If stored properly, such as in plastic protectors, transparencies can be reused.
DISADVANTAGES OF USING AN OVERHEAD PROJECTOR AND TRANSPARENCIES
Some disadvantages to using an OHP and transparencies are:
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Must have power. When deciding to use an OHP and transparencies, instructors must check for
the availability of power in the teaching environment.
Poorly prepared slides detract from learning. When an instructor has poor handwriting or uses
a poor font on a computer, the trainees will spend their time trying to decipher the information
rather than listening to the instructor and absorbing the material. An instructor should write big and
neatly, or if using a computer, use a large font and one that is commonly used in a book,
magazine or newspaper (ie, Times New Roman, Arial or Courier New). Furthermore, an instructor
will need to use items such as bullets or arrows to differentiate between teaching points.
EFFECTIVE USE OF AN OVERHEAD PROJECTOR AND TRANSPARENCIES
Effective ways to use OHPs and transparencies include:
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Write big. Although the image being projected from an OHP is larger than what is on the
transparency, it is important that instructors use large text. This will ensure that the trainees will be
able to see the material. Test ideas or practice with the OHP before instructing a lesson. When
an instructor is in front of the class, they may read off the actual transparency to set the trainees
up for the next teaching point. To ensure that the instructor can read the information on the
transparency, they can test it by placing the OHP on the floor. If the instructor can read from the
transparency, the text is large enough. An instructor may want to practice giving their presentation
using the visual aids to see how well they project. This will also help catch any spelling and
grammar mistakes.
Use colour, themes and graphics. When an instructor organizes their transparencies and
follows a consistent theme, they add to the smooth flow of the lesson. Also, trainees are
stimulated by the use of colours and graphics, creating interest in the material and instructor.
Highlight key ideas only. The material outlined on transparencies should invoke discussion and
participation, if appropriate. If there is too much information, it will limit communication between
the instructor and trainees. A good tip for instructors who wish to reveal points on a transparency
one at a time is to use sticky notes to keep points hidden.
Between transparencies, instructors may want to turn off the OHP and centre the new
transparency. However, this will make the bulb burn out quicker. Instructors should always have
an extra bulb on hand when using an OHP.
Instructors should only use five or fewer ideas per transparency. The fewer ideas or concepts on
a transparency, the easier it is for trainees to retain the information. Only expressing one teaching
point on a transparency is recommended unless presenting a list to support the material.
Instructors can point to the points as they are explaining concepts.
It is useful to combine both upper and lower case letters. When an instructor uses all upper
case letters, it is hard for trainees to read. Using highlights and underlining will help enhance main
teaching points. Instructors should avoid using too much highlighting or underlining because it can
also be overwhelming.
Effective use of space will help the trainees read the material. Instructors should only use the top
70% of the transparency to display information, because it is awkward to position the bottom of
the transparency on the OHP.
When dealing with complex ideas, an instructor should build into the concepts using only a few
transparencies. The transparency should start with general ideas and progressively build to the
complex concepts. Labelling, numbering, or identifying key points helps organize the concepts.
Re-write material taken from a book. Instructors should not copy and paste material onto a
transparency. They should tailor and summarize the material from the reference for their teaching
point and situation. Where timing is a factor, the material needs to be concise and to the point.
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Use icons and simple illustrations. At times, an instructor can be too eager to insert pictures
and diagrams into their transparencies that may be too complex for the trainees. In these
instances the trainees will be focused on trying to decipher the images rather than the message
the instructor is trying to convey.
Use post-it notes to tag transparencies. Instructors should place notes on the far edges or the
bottom of a transparency to label them for easy retrieval and organization. When developing
transparencies, instructors should aim to organize them according to the teaching points laid out
in the lesson specification.
USING SCALE MODELS
The best visual aid is the actual object. However, sometimes the actual object is too big, too small or not
available for an instructor to use. For example, when describing the parts of a plane, it is more effective to
use a scale model than having the trainees walk around and look at the actual plane (because it is too big
or inaccessible).
ADVANTAGES OF USING A SCALE MODEL
Some advantages of using scale models are:
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It is a three dimensional representation of the actual object. When trying to explain the details
and proportions of objects such as planes, boats or terrain, trainees can visually see specific
details of the item being explained by the instructor.
Trainees can manipulate parts and pieces without consequences of costly errors. If a trainee
damages a part on the model, it is not as costly as damaging a part on the actual object. Allowing
the trainees to touch and utilize parts will increase interest because they can see how the various
parts work or interact with each other.
Scale objects are easy to use. Scale objects are effective when an instructor is labelling parts or
showing how parts interact with each other. If an actual object is too big, the instructor will have
difficulties manoeuvring around the visual aid. If the actual object is too small, the detail may be
hard for trainees to see. Incorporating a scale model to enhance teaching points will keep trainees
involved in the lesson. However, an instructor will need to determine when to introduce the model
into the lesson. If it is not going to be used throughout the lesson, the instructor should hide the
model from the trainees as much as possible so focus can be placed on the instruction and not
the aid.
Scale models create interest. When teaching youth, it is important for an instructor to establish
and maintain interest. Since most training occurs during the evening after the trainees have spent
their day in a classroom environment, the instructor can use visual aids to keep them stimulated
and interested in the teaching points.
Provide realism for trainees. Upon seeing a representation of something that they will potentially
see in its real form, trainees can make the connection from the classroom to the real world.
DISADVANTAGES OF SCALE MODELS
There are some drawbacks to using scale models. These include:
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Large groups will have difficulty getting hands-on time. When an instructor has a large group,
more models are required. This could be costly and take a lot of preparation time. In this case
using the actual object would be more effective (ie, a sailboat, canoe, or plane).
Cost can be too expensive. Corps / squadrons work with different training budgets, so buying
scale models is not an option for every corps / squadron. Instructors can be creative and use
other materials to help create scale models or if close to another corps / squadron, borrow any
models that may be useful.
Storage can be a problem. When corps / squadrons have little or no storage space, keeping
scale models can be a burden. A way to combat this problem is to store items at a volunteer’s
house or garage and when they are needed, transport them to the training location.
OTHER PRESENTATION AIDS
Instructors are not limited in what they can use to enhance their lessons. Computers and electronic
projection systems, software such as Power Point, sound systems, video, variable lighting and other aids
can be used to increase the effectiveness of the lesson.
COMPUTERS AND ELECTRONIC PROJECTION SYSTEMS
With increased accessibility to technology, more and more corps / squadrons are incorporating computers
and electronic projection systems into periods of instruction. These systems allow instructors to use video,
slide presentations and sounds to strengthen their instruction. Using these teaching aids can inhibit a
lesson rather than enhancing it, however (ie, experiencing technical difficulties). There is a tendency for
an instructor to rely on the technology to convey the teaching points. It is important to remember that the
purpose of visual aids is to enhance a presentation, not upstage it. Instructors may experience difficulty
when using these technologies. Switching to these types of devices during a class may not be easy and
most electronic devices need to warm up in order to work properly. Instructors should test and retest these
items before a lesson and practice incorporating them into the overall lesson plan.
SOFTWARE
Rika Simulator for marksmanship (detects the movement of the barrel after shooting rifle), Microsoft Flight
Simulator or Microsoft Office PowerPoint are some common software programs used in training and
instruction. If an instructor is using software they should be proficient in using the particular program so
that if required, they will be able to effectively coach a trainee to use it.
When using PowerPoint in a lesson, instructors can use various colours, pictures, diagrams, videos, and
music to enhance the teaching points. Instructors must be aware that using this program can be
overwhelming, however. Trainees may be too mesmerized by the graphics and coloured text to pay
attention to the lesson.
SOUND SYSTEMS
These types of teaching aids may be beneficial to auditory learners. Remember that auditory learners
obtain knowledge best through lectures, discussions, talking things through, and listening to what others
have to say, even through a sound system. At times, an instructor may want to incorporate a recording to
enhance a teaching point. For instance, if an instructor is giving instruction on proper radio procedure, it
may be beneficial for them to play a recorded example.
VARIABLE LIGHTING
Having the front of the room well lit will further enhance a period of instruction. Most corps / squadrons do
not have a choice in lighting due to the resources provided in the room, however. Instructors could use
inexpensive lamps to augment the lighting scheme in the room. This allows them to direct the trainees'
attention from one visual aid to another.
VIDEO
Video is an effective visual aid for many lessons and using video is not a difficult task for most instructors.
Instructors may want to use a video to present a realistic scenario to the trainees. For example, videos are
incorporated in the Positive Social Relations for Youth Program. Trainees can see examples of
harassment and abuse and be able to recognize them in their various environments. The attention of the
trainees is focused on the message being conveyed on the screen. Instructors must ensure that the
content of the video is relevant to the lesson. When using video, instructors will want to preview the
program in advance, introduce it and confirm by asking questions or guiding a discussion. There are some
drawbacks to using video. A portion of the lesson is conducted in darkness and at times the transition to
video is not smooth. The video replaces the instructor and does not allow for explanation of points. The
use of video also creates a fixed sequence to the lesson and does not allow for much deviation.
MOCK-UPS
A mock-up is normally a full-sized model built accurately to scale, but not necessarily as functional as the
actual equipment. They are used primarily for study, testing, or display. Mock-ups highlight or emphasize
certain elements of the lesson by removing some aspects of reality (ie, movement, smell and weather). An
instructor can increase participation in a lesson by using this teaching aid. However, this aid requires
detailed and consistent instruction. This may take away from the trainees' learning because they are
focusing on what the instructor is saying rather than the experience. A way to overcome this situation is
for the instructor to demonstrate how to use the mock-up while explaining as much detail as possible.