Using Visual Aids & Manipulatives in EFL

41,274 views
40,811 views

Published on

Published in: Education
6 Comments
34 Likes
Statistics
Notes
No Downloads
Views
Total views
41,274
On SlideShare
0
From Embeds
0
Number of Embeds
15
Actions
Shares
0
Downloads
0
Comments
6
Likes
34
Embeds 0
No embeds

No notes for slide
  • Using Visual Aids & Manipulatives in EFL

    1. 1. Using Visual Aids & Manipulatives Erin Lowry Senior English Language Fellow Centro Colombo Americano Manizales December 1, 2008
    2. 2. Overview of Workshop • To familiarize teachers with a range of simple visual aids and manipulatives that are available • To show teachers how to make their own visual aids • To show teachers how to use visual aids and manipulatives effectively
    3. 3. USING VISUAL AIDS What are visual aids? How can they help us teach and our students learn? When can you use visual aids?
    4. 4. Visual Aids You’ve Used… Yourself Blackboard Real Objects Flashcards Pictures Charts Others
    5. 5. Why Use Visual Aids? • To help present a topic • As part of language practice • When reviewing language that was presented earlier
    6. 6. What are Manipulatives? • Objects that can be touched or moved by students to reinforce a concept • A way that students can physically interact with their learning.
    7. 7. Why Use Manipulatives? • 1. Manipulatives help reach students whose learning styles are often ignored, i.e. kinesthetic, tactile.
    8. 8. Why Use Manipulatives? • 2. Manipulatives empower students to process and organize information at their own pace.
    9. 9. Why Use Manipulatives? • 3. Manipulatives add “novelty” to the classroom & get the students’ attention.
    10. 10. Why Use Manipulatives? 4. Manipulatives can be used in a variety of ways: -introduce -process -review -recall -organize
    11. 11. Using Real Objects • Allows language learners to see, hear, and in some cases touch the objects • Good for teaching: – Vocabulary – Specific grammar points – Drills – Speaking activities – And more…
    12. 12. Using Flashcards • Memory activities • Drilling activities • Identification activities • TPR activities
    13. 13. Tips for Making Flashcards • They should be large enough • Pictures should be clear • Should be made so that they can be used again and again
    14. 14. Sorts • By sound – Vowel / consonant – Initial, middle, end • By pattern • By sight
    15. 15. 8 Types of Sorts • Picture sorts • Word sorts • Word hunts • Closed sorts • Open sorts • Blind sorts • Writing sorts • Speed sorts
    16. 16. Picture Files
    17. 17. Using Charts • To display more complex visual information, like a series of pictures that tell a story • To organize tables of structures or related vocabulary (like verb forms) • To diagram how something works
    18. 18. Using Videos • Advantages: - Ideal for all group types • Disadvantages: - Requires special equipment - Not ideal for discussion and interaction - Requires accurate cueing
    19. 19. Using Overhead Transparencies • Advantages: – Good for large groups – Easy to create – Easy to transport – Ideal for interacting with groups – Easy to update • Disadvantages: – Not long lasting; wear out with age
    20. 20. Big Books
    21. 21. Picture Books
    22. 22. Types of Manipulatives Task Cards
    23. 23. • Card divided into 2 pieces with a design cut- out • Students match one part with the other • Best for information that has a 1-to-1 relationship
    24. 24. Types of Manipulatives Puzzle Pieces
    25. 25. • A blank puzzle where information is written on each piece • Students put the puzzle together • Best for information in a sequence
    26. 26. Types of Manipulatives Sequence Strips
    27. 27. Sequence Strips • Information is written on strips of paper • Students put the strips in the correct order • Best for information in a sequence
    28. 28. From Marjane Satrapi’s Persepolis
    29. 29. Other Examples
    30. 30. Graphic Organizers • Common language classroom g.o. functions – Describing – Comparing and contrasting – Classifying – Sequencing – Cause and effect – Decision Making • Common designs – Cluster/Word Web – Describing Wheel – Fact and Opinion – Five W's Chart – KWL/KWHL Chart – Sequence Chart – Spider Map – Tree Chart – Venn Diagram
    31. 31. USING THE BOARD
    32. 32. How Could it be Organized?
    33. 33. Using the Board • The board is one of the most useful visual aids • No special preparation, always available • Should be used to make things clearer to class & help focus attention
    34. 34. Basic Principles of Using the Board • Write clearly • Write in a straight line • Don’t hide the board • Talk as you write
    35. 35. Some Other Tips • Space the amount of content (don’t clutter your board too much) • Charts and tables help organize information • Write clearly, legibly and keep the font size reasonable • Give students time to copy • The blackboard can also be a part of the learning process
    36. 36. References • Corrales, K. (2008). Getting Your Hands on Learning: Manipulative Tools in Content ESL/EFL Instruction. Latin American Journal of CLIL. Retrieved November 21, 2008 from http://biblioteca.unisabana.edu.co/publicaciones/index.php/laclil/ • Doff, A. (2002). Teaching English: A Training Course for Teachers. Cambridge. • http://newteachersupport.suite101.com/article.cfm/using_th e_blackboard • http://www.usingenglish.com/weblog/archives/000228.html • http://iteslj.org/Techniques/Mumford-Relia.html • http://www.teachingenglish.org.uk/think/articles/graphic-organise

    ×