MEDIA

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MEDIA

  1. 1. MODULE DEVELOPING INSTRUCTIONAL MEDIA BY WIDIATMOKO EFL Teacher Trainer at CDELTEP CENTER FOR DEVELOPMENT AND EMPOWERMENT OF LANGUAGE TEACHERS AND EDUCATION PERSONNEL (CDELTEP) DIRECTORATE GENERAL FOR QUALITY IMPROVEMENT OF TEACHERS AND EDUCATION PERSONNEL MINISTRY OF NATIONAL EDUCATION JAKARTA 2010
  2. 2. INTRODUCTION The module entitled Developing Instructional Media provides the participants of the training with a series of activity which incorporates the accomplishment of teacher- made media uses and usages in the teaching and learning process for students at primary schools. This 4-hour training gives the participants insights, understanding, and awareness on the media used in the classroom. The media commonly named as visual aids and audio-visual aids. Both of the media can be gained from various sources. The cheapest one economically is the media called as visual aids. These media can be from the teacher himself, the blackboard or whiteboard, the real objects the teacher made, flashcards available, pictures or charts from the magazines, and many others. At the end of this 4-hour training, the participants are expected to be able to plan the activities in the classroom using the teacher-made media that are integrated with learning materials, and to provide the participants with opportunities to try producing and maximizing teacher-made media. 1
  3. 3. Warm-up Activity a. Identify media used in your class. • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. b. Tell briefly the advantages of the media used. • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. c. How can those media incorporate your teaching? • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. • ………………………………………………………………………………….. 2
  4. 4. Instructional Media in the Classroom 1. Using Visual Aids In this session, the participants will practice making their own flashcards and charts. Procedure a. Begin by establishing what is meant by ‘visual aids’ (pictures, objects, things for the participants to look at), and talk about why they are important. b. Ask the participants to look at the list of visual aids. Give time for them to identify those they are familiar with. Worksheet #1 1. Which of these visual aids have you (a). Yourself ___ used in your own teaching? (b). The blackboard ___ 2. How exactly have you used them? (c). Real objects ___ (d). Flashcards ___ (e). Pictures and charts ___ (f). Others: ___ Please note: a. ‘The teachers themselves’ means that the teacher can use gestures, facial expressions, and actions to help show the meaning of words and to illustrate situations. b. ‘The blackboard’ implies that the teacher can use it to draw pictures, diagrams, maps, etc. c. ‘Real objects’ means that the teacher can use things in the classroom and bring things into the class (food, clothes, containers, household objects, etc.) d. ‘Flashcards’ is the card or the cards with single pictures which can be held up by the participants. They can be used for presenting and practicing new words and structures. The participants can draw a picture on the flashcards, or stick on a picture from a magazine; flashcards can also be used to show words or numbers. e. ‘Charts’ is the larger sheet or sheets of card or paper with writing, pictures or diagrams, used for more extended presentation or practice. 2. Using Real Objects Real objects are the easiest kind of visual aid to use in class. Simple objects can be used not only for teaching vocabulary but also as prompts to practice structures and develop situations. Procedure a. Imagine that you have real objects available in your classroom. b. Ask the participants to look at the list of real objects. 3
  5. 5. Worksheet #2 1. Which ones could you use to (a). Prepositions of place: ___ practice the language in your class? (b). Tenses: ___ 2. How exactly have you used them? (c). ___ made of ___ (d). Expressions of color: ___ (e). Expressions of shape: ___ (f). Expressions of size: ___ Please note: a. Prepositions of place: e.g., ‘The pen is in the box’, etc. b. E.g., ‘The bag is made of leather’, etc. c. Tenses: e.g., ‘You’ve just had a shower’ (present perfect tense). d. Expressions of color: e.g., ‘The bicycle is long, thin, and round’, etc. 3. Using Flashcards Procedure a. Ask the participants to look at the sets of flashcards and hold up the ones you have made to show what they look like. b. Discuss what language items could be practiced using each set and get as many suggestions from the participants. c. Demonstrate how the other set of flashcards could be used to practice the past tense. Ask the participants to imagine that the language has already been presented. Worksheet #3 a. What did you do yesterday? (a). Show the first card: ___ b. (Drill: What did you do yesterday?; I (b). Show the second card: ___ went swimming; etc) (c). Show the third card: ___ (d). etc: ___ Please note: After demonstration, discuss the value of using flashcards for this kind of practice. 4
  6. 6. 4. Worksheets for Oral Practice Demonstration sheet Worksheet #4 What’s your favorite … … color? … song? … sport? … book? … radio program? … TV program? … etc. Ask your partner these questions. Write his/her answers on a piece of paper. Making Worksheets for Oral Practice a. Divide the participants into pairs and give each group several sheets of paper and a black pen. b. Ask them to look at lessons in the textbook that they have taught recently. c. Try out worksheet exercises and discuss how successfully they were. 5
  7. 7. Worksheet #5 a. Please observe various media distributed and do in-pairs (1) to mention characteristics of teacher-made media, (2) to tell what advantages are for teacher, (3) to tell what advantages are for learners, (4) what uses are in language skills, (5) what learning objectives are to achieve, and (6) what sources are from. Advantages Uses for Advantages Objectives Sources Characteristics for Language for Teacher to Achieve from Learners Skills • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • b. Please compare to other pairs. Add the information. Advantages Uses for Advantages Objectives Sources Characteristics for Language for Teacher to Achieve from Learners Skills • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 6
  8. 8. Practicing Media for Classroom Workshop a. Divide the participants into groups of three and give each group several media and a black pen. b. Imagine that they have taught recently. c. Discuss how successfully they were by answering the following questions. • Which one is easy to use? • Which one is as a constraint for learning? • Which one is appropriate for your teaching objectives? • What are the strengths? • What are the weaknesses? 7
  9. 9. Further Task • Choose resources provided and in-pairs make simple media appropriate to the learning objectives in your lesson plan. • Make a procedure to use one of media chosen when you plan teaching in your class (please incorporate with lesson plan). 8
  10. 10. Suggested Readings Cameron, Lyne. Teaching Languages to Young Learners. United Kingdom: Cambridge University Press, 2001. Doff, Adrian. Teach English: A Training Course for Teachers. Cambridge: CUP, 1998. Harmer. Jeremy. The Practice of Languge Teaching. Malaysia: Pearson Education Limited, 2002. Kramer, Daniel J. Using Songs in Teaching English Classroom. http://www.topenglishteaching.com. Philips, Sarah. Young Learners. China: Oxford University Press, 1993. Scott, Wandy A and Ytleberg, Lisbeth H. Teaching English to Children. New York: Longman, 1990. Wright, Andrew. Pictures for Language Learning. Cambridge: CUP, 1989. 9

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