Lesson 12

The Power of Film, Video and TV in the Classroom

          The Film, the video and the tv are indeed very powerful. Dale (1969) says, they can:

·Transmit a wide range of audio – visual materials, including still pictures, film, objects, specimens and drama.

·Bring models of excellence to the viewer. – We can see and hear the excellence scientist like John Glenn, the excellent speakers the master teachers who lecture and demonstrate a teaching method for professional and development of teachers.

·Bring the world of reality to the home and to the classroom through “live” broadcast or a mediated through film or videotape.

·Make us see and hear for ourselves world events as they happen. 

·Be the most believable source

·Make some program understandable and appealing to a wide variety of age and educational levels.

·Become a great equalizer of educational opportunity because programs can be presented over national and regional networks.

·Provide us with sounds and sights not easily available even to the viewer of a real event through a long shot, close ups, zoom shots, magnification and split screen made possible by the tv camera

·Can give opportunities to teachers to view themselves while they teach for purposes of self-improvement – Teacher can’t view themselves while they teach but with videocam and tv they can view themselves while they teach after.

·Can be both instructive and enjoyable.

While the film, video and tv can do so much, they have their own limitations, too.

·Television and Film our one-way communication device.

·The small screen size puts television at a disadvantage when compared with the possible size of projected motion pictures.

·Excessive tv viewing works against the development of the child’s ability to visualize and to be creative and imaginative, skills that are needed in problem solving.

·There is much violence in tv. This is the irrefutable conclusion, “viewing violence increases violence”.

Basic Procedure in the Use of TV as s supplementary Enrichment

            For enrichment of the lesson with the use of tv, we have to do the following:

-Prepare the classroom,

-Darken the room. Remember that complete darkness is not advisable for tv viewing. Your students may need to take down notes while viewing.

-The students should not be seated too near nor too far from the tv. No student should be farther from the set than the number of feet that the picture represents in inches. A 24-inch set means no students farther than 24 feet from the set. (Dale, 1969)

·  Pre-viewing activities

-Set goals and expectations.

-Link the tv lesson with past lesson and/or with your students’ experiences for integration and relevance.

-Set the rules while viewing.

-Put the film on viewing.

-Point out they key points they need to focus on.

·  Viewing

-Don’t interrupt viewing by inserting cautions and announcements you forgot to give during the previewing stage.

-Just make sure sights and sounds are clear.

·   Post-viewing

-To make them feel at ease begin by asking the following questions:

1) What do you like best in the film?

2) What part of the film makes you wonder? Doubt?

3) Does the film remind of something or someone?

4) What questions are you asking about the film?

·Go to the questions you raised at the pre-viewing stage.

·Tackle a questions raised by students at the initial stage of the post-viewing discussion.

·Ask what the students learned. Find out how they can apply what they learned. Several techniques can be used for this purpose. A simple yet effective technique is the completion of unfinished sentence.

·Summarized what was learned.

Lesson 11

Making the most of Community Resources and Field Trips

The teachers, comments given above indicate failure of the field trips conducted. This is definitely the consequence of no planning or if ever there was, planning was done poorly.

            What procedure must we follow to avoid he failed study trips described above? Let’s plan.  

Planning a field trip includes these steps:

1) preliminary planning by the teacher

2) preplanning with others going on the trip, and

3) taking the field trip itself and

 4) post-field trip follow up activities.

For preliminary planning by the teachers, Brown (1969) proposes the following:

· Make preliminary contacts, a tour on final arrangements with the place to be visited.

· Make final arrangements with the school principal about the details of the trip: time, schedule, transportation arrangements, finances, and permission slips from parents.

· Make a tentative route mutually satisfactory arrangements with other teachers if the trip will conflict with their classes.

· Prepare preliminary list of questions or other materials which will be helpful in planning with the students.

Preplanning with students joining the trip

· Discuss the objectives of the trip and write them down.

· Prepare a list of questions to send ahead to the guide of the study trip.

· Define safety and behavior standards for the journey there and for the field trip site itself.

· Discuss and decide on ways to document the trip. Everyone is expected to take notes.

· List specific objects to be seen on their way to the site, on the site of the field trip and on their way home from the site.

· Discuss appropriate dress.

· Before the trip, use a variety of learning materials in order to give each student a background for the trip.
Taking the Field Trip

· Distribute route map of places to observed.

· Upon arriving at the destination, teacher should check the group and introduce the guide.

· Special effort should be made to ensure that:

- The trip keeps to the time schedule

- The students have the opportunity to obtain answers to questions

- The group participates courteously in the entire trip

- The guide sticks closely to the list of questions.

Evaluating Field Trip

            These are questions we can ask ourselves after the field trip to evaluate the field trip we just had.

· Could the same benefits be achieved by other materials? Was it worth the time, effort, and perhaps, extra money?

Were there any unexpected problems which could be foreseen another time? Were these due to guides, students, poor planning, or unexpected trip conditions?

Were new interests developed?

Should the trip be recommended to other classes studying similar topics?

Educational Benefits Derived from a Field Trip

            Field trips can be fun and educational when they are well executed. They offer us a number of educational benefits:

1. The acquisition of lasting concepts and change in attitudes are rooted on concrete and rich experiences.

2.  Field trip bring us to the world beyond the classroom.

3.  Filed trips have a wide range of application.

4. It can bring about a lot of realization which may lead to changes in attitudes and insights.

Disadvantages of Field Trips

            These educational benefits can compensate for the drawbacks of field trips, some of which are: 1) it is costly, 2) it involves logistics, 3) it is extravagant with time, and 4) contains of element of uncertainly.

Lesson 10

                              Demonstration in Teaching                         (Good demonstration is Good communication)

•In demonstration, you have to use both verbal and action communication for your learners to understand what you are talking and what you are showing to them. But, a good demonstrator must present or show how a specific thing is done while following it up with an explanation. It is best for your learners to see it in actual or to do it while showing it, for them to really understand it. To be a good demonstrator you have to make your demonstration lively and interesting to get the attention of your audience so that, they would be able to participate. Once they have been participated with the topic, you can probably say that you’re a good demonstrator because there is a communication between you and your audience.

DEMONSTRATION

  ·  Is showing how a thing is done emphasizing the salient merits, utility and efficiency of concept, a method or a process or an attitude.

   ·   Demonstration is a method of presentation of skill which shows a particular procedure is performed.
  ·  Demonstration increases interest of students and persuades them to adopt recommended practices.

    ·      A good demonstrator is an audio-visual presentation. It is not enough that the teacher talks. To be effective, his/her demonstration must be accompanied by some visuals.

Guiding principles that we must observe in using demonstration as a teaching-learning experience: Edgar Dale (1969)

   1. Establish rapport.

   2. Avoid the COIK fallacy (Clear Only If Known).

   3. Watch for key points.

Planning and Preparing for Demonstration Brown (1969)

1. What are our objectives?

2.How does your class stand with respect to these objectives?

3. Is there a better way to achieve your ends?

4. Do you have access to all necessary materials and equipment to make the demonstration?

5. Are you familiar with the sequence and content of the proposed demonstration?

6. Are the time limits realistic?

Several points to observe in the actual conduct of demonstration: Dale (1969)

1. Set the tone for good communication.
2. Keep your demonstration simple.

3. Do not wander from the main ideas.

4. Check to see if your demonstration is being understood.
5. Do not hurry your demonstration.
6. Do not drag out your demonstration.
7. Conclude with a summary. 
8. Hand out written materials at the conclusion.

What questions can you ask to evaluate your classroom demonstration? Dale (1969)
1.Was your demonstration adequately and skillfully prepared?
2.Did you follow the step-by-step plan?
3.Was the demonstration itself correct?
4.Did you keep checking to see that all your students were concentrating on what you were doing?
5.Could every person see and hear?
6.Did you help students do their own generalizing?
7.Did you take enough time to demonstrate the key points
8.Did you review and summarize the key points?
9.Did your students participate in what you were doing by asking thoughtful questions at the appropriate time?
10.Did your evaluation of student learning indicate that your demonstration achieved its purpose?

Lesson 9

Teaching with Dramatized Experiences

What is a dramatized experience?  

• A process of communication in which both participant and spectators are engaged.
• Is something that is stirring or affecting or moving.
• It is something that catches and holds our attention and has an emotional impact.

Formal Dramatized Experiences

1. Play- depicts life , character, or culture or a combination of all three.

2. Pageants- are usually community dramas that are based on local history, presented by local actors

Less Formal Dramatized Experiences

1. Pantomime- is the art of conveying a story through bodily movements only.

2. Tableau- is a picture-like scene composed of people against a background.

3. Puppets- a movable model of a person or animal used in entertainment and typically moved either by strings from above or by a hand inside it.

-unlike the regular stage play, can present ideas with extreme simplicity, without elaborate scenery or costume, yet effectively

Types of Puppets

a. The Marionette- are generally fashioned from wood and resembles a human body.

b. Shadow Puppet- flat black silhouette made from light weight cardboard and shown behind a screen.

c. Stick Puppet- as simple as a styrofoam ball head attached  to a stick, or a two-dimensional picture attached to a stick. 

d. Hand Puppet- most common type of puppet they are relatively simple to create.

e. Mouth Puppet- are distinguished from other puppets in that they have movable mouths, thus allowing the puppets to talk more realistically.

f. Rod Puppet- flat cut out figures tacked to a stick, with one or more movable parts, and operated from below the stage level by wire rods or slender sticks.

g. Glove-and-Finger Puppets- make used of gloves to which small costumed figure are attached.

  

Lesson 2

Technology: Boon or Bane?

Technology is in our hands. We can use it to build or destroy.

"Is Technology a Boon or Bane?"

Stated more simply is it: 

• A Blessing or a Curse?
• A Blessing or s Detriment to a person's development?

Technology is BOON

Technology is a blessing for man. With technology , there is a lot that we can do which we could not do then. 

With cellphones, webcam, you will be closer to someone miles and miles away.

Just think of many human lives saved because of speedy notifications via cellphones.

Just think of how your teaching and learning have become more novel, stimulating, exciting, fresh and engaging with the use of multimedia in the classroom.

With your TV, you can watch events as they happen all over the globe.

Technology is BANE 

When not used properly, technology becomes a detriment to learning and development.

   

It can destroy relationships.

Think of the husband who is glued to TV unmindful of his wife seeking his attention.

This may erode  marital relationship.

Think of the student who surfs the Internet for pornographic scenes.

He will have trouble with his development. 

In education, technology is bane when:

• The learner is made to accept as Gospel truth information they get from the Internet
• The learner surfs the Internet for pornography
• The learner has an uncritical mind on images floating on televisions and computers that represents modernity and process
• The TV makes the learner a mere spectator not an active participant in the drama of life
• The learner gets glued to his computer for computer- assisted instruction unmindful of the world and so fails to develop the ability to relate to others
• We use overuse and abuse TV or film viewing as a strategy to kill time.   

Is technology boon or bane to education? It depends on how we use technology. If we use it to help our students and teachers become caring, relating, thinking, reflecting and analyzing and feeling begins, then it is boon, a blessing. But if we abuse and misuse it and so contribute to our ruin and downfall and those of other persons, it becomes a bane.

Lesson 3

The Roles of Educational Technology in Learning

“Technology makes the world a new place”

Traditional role of technology:

•    Delivery vehicles for instructional lessons.

Traditional way:

• Technology serve as a teacher.

Constructivist role:

• Partners in the learning process.
• Technology is a learning tool to learn with, not from.

From a constructivist perspective, the following are the roles of technology in learning: [ Jonassen, et al 1990]

•  Learning to solve problems with technology.

1. Technology as tool to support knowledge construction:

•  For representing learners’ ideas, understandings and beliefs.
•  For producing organized, multimedia knowledge bases by learners.

2. Technology as information vehicles for exploring knowledge to support learning-by-constructing:

• For accessing needed  information.
•  For comparing perspectives, beliefs and world views.

3. Technology s context to support learning-by-doing:

• For representing and stimulating meaningful real-world problems, situations and context.
• For representing beliefs, perspectives, arguments and stories of others.
• For defining a safe, controllable problem space for student thinking.

4. Technology as a social medium to support learning by conversing:

• For collaborating with others
• For discussing, arguing, and building consensus among members of community.
• For supporting discourse among knowledge-building community.

5. Technology as intellectual partner (Jonassen 1996) to support learning-by-reflecting:

•   For helping others to articulate and represent what they know.
•   For reflecting on what they have learned and how they came to know it.
•   For supporting learners internal negotiations and meaning making.
•  For constructing personal representations of meaning for supporting mindful thinking.

Whether used from the traditional or constructivist point of view, when used effectively, research indicates that technology not only "increases students' learning, understanding and achievement but also augments motivation to learn, encourages collaborative learning and supports the development of critical thinking and problem solving skills" (Schacter and Fagnano, 1999).

Lesson 4

Systematic Approach to Teaching

As depicted in the chart, the focus of systematic instructional planning is the learner. Instruction begins with the definition of instructional objectives that consider the learners’ needs, interests and readiness. On the basis of these objectives, the teacher selects the appropriate teaching methods to be used, and in turn, based on the teaching method selected, chooses also the appropriate learning experiences and appropriate materials, equipment and facilities. 

The use of learning materials, equipment and facilities necessitates assigning the appropriate personnel to assist the teacher and defining the role of any personnel involved in the preparation, setting and returning of these learning resources. The effective use of learning resources is dependent on the expertise of the teacher, the motivation level or responsiveness, and the involvement of the learners in the learning process. With the instructional objective of the mind, the teacher implements planned instruction with the use of the selected teaching method, learning activities, and learning materials with the help of other personnel whose role has been defined by the teacher.

Examples of learning activities that the teacher can choose from, depending on his/her instructional objective, nature of the lesson content, readiness of the students, are reading, writing, interviewing, reporting or doing presentation, discussing, thinking reflecting, dramatizing , visualizing, creating judging and evaluating.

Some examples of learning resources for instructional use are textbooks, workbooks, programmed materials, computer, television programs, video clips, flat pictures,slides and transparencies, maps, charts, cartoons, posters, models, mock ups, flannel board materials, chalkboard, real objects and the like.

After instruction, teacher evaluates the outcome of instruction. From the evaluation result, teacher comes to know if the instructional objective was attained. If the instructional objective was attained, teacher proceeds to the next lesson going through the same cycle once more. If instructional objective was not attained, then teacher diagnoses what was not learned and finds out why it was not learned in order to introduce a remedial measure for improve student’s performance and attainment of instructional objective. This way no learners will be left behind. 

Summary:

Systematic Approach to Teaching 

-A plan that emphasizes the parts may pay the cost of failing to consider the whole, and a plain that emphasizes the whole must pay the cost of failing get down to the real depth with respect to the parts -West Churchman.

What is systematic? 

Methodical in procedure or plan (systematic approach) 

Organize relating to or consisting of a system ted or formulated as a coherent body ideas or principle (systematic thought)

Efficient effective in class that marked by thoroughness and regularity (systematic efforts)

Systematic Approach to Teaching

The systems approach views the entire educational program as a system of closely interrelated parts.

It is an orchestrated learning pattern with all parts harmoniously integrated into the whole:

The school, the teacher the students, the objectives, the media, the materials, and assessment tools  and procedures. Such an approach integrates the older, more familiar methods and tools of instructions with the new ones Such as the computer.

• The focus of systematic instructional planning is the student.
• lt tells about the systematic approach to teaching in which the focus in the teaching is the student.

1. Define Objectives- Instruction begins with the definition of instructional objectives that consider the students' needs, interests and readiness.

2. Choose appropriate Methods- On the basis of these objectives the teacher selects the appropriate teaching method to be used.

3. Choose Appropriate Experience - In turn, based on the teaching method selected, the appropriate learning experiences an appropriate materials, equipment and facilities will also be selected .

4. Select Materials, Equipment and Facilities - The use of learning materials, equipment and facilities necessitates assigning the personnel to assists the teacher.

5. Assign Personnel Role- Defining the role of any personnel involved in the preparation, setting and returning of this learning resources would also help in the learning process.

6. Implement the Instruction- The instructional objectives in mind, the teacher implements planned instructions with the use of the selective teaching method, learning activities and learning materials with the help other whose role has been defined by the teacher.

7. Evaluate Outcomes- After instruction, teacher evaluates the outcome of instruction. From the evaluation results, teacher comes to know if the instructional objective was attained.

8. Refine the Process- If the instructional objective was attained, teacher proceeds to the next lesson going through the same cycle once more if instructional objective was not attained, then teacher diagnoses was not learned and finds out why it was not learned in order to introduced a remedial measure for improved student performance and attainment of instructional objectives.