2. IMPROVISED
AIDS
Improvisation is the act of construction of
instructional materials from locally available
materials that can adequately replace or function in
place of the original material which otherwise may
be very expensive or in short supply or unavailable
(Eriba, 2011).
Improvisation therefore is not just an un pre-
conceived on the spot activity, improvisation is a
state of mind and it is a skill that lies at the heart of
good science teaching.
Improvisation is the art of using alternative
materials and resource to facilitate instruction
whenever there is a lack or shortage of some
specific first-hand teaching aids. The concept of
improvisation has become increasingly popular in
the discourse of scientific experiments.
3. Improvisation is an art of identifying, developing and using suitable materials in the absence of
the real one for effective teaching and learning of process.
Improvisation could mean making of instructional material or teaching aid by science teachers
where the original materials are not available or where there are available but not functional.
Improvisation is the local provision of an object or material to meet a particular need.
Improvisation is an art of sourcing for and providing substitute materials for the original ones
using what is locally available in the absence of standard materials usually aimed at meeting the
specific instructional objectives.
However, it has been observed that most science teachers are not creative enough to carry out
the process of improvisation.
4. The aids devised and made by a teacher or by
pupils in the school laboratory or workshop is
called improvised aids or homemade aids.
It is not always possible to purchase the aids
especially the costly ones from the market. Or
in certain other cases, suitable apparatus
needed for classrooms may not be readily
available.
In such situations a science teacher has to
fabricate some equipment for classroom and
laboratory use.
5. oA teacher with imagination and skill will be able to make several
useful appliances using locally available ordinary or scrap
materials.
oImprovisation in a country like India has great importance, as it
is difficult to afford all equipments necessary for classroom
teaching.
oIn addition, making of improvised aids has a great role in
developing scientific interest and attitude among the school
children.
oMany simple devices can be made from tin cans, cigar boxes,
packing cases, electric bulbs, scrap metals, screws, nails, wire,
cork, etc. These improvised aids have the special advantage of
the whole of the aids being open to observation in contrast to the
finished product available in the market
6. The degree of sophistication of the improvised materials will
be determined by what is to be taught and the objective of the
lesson. Knowledge of the learners’ academic background
would provide the teacher with insight to whether the
improvised materials would be appropriate to learn the task at
hand or not. It is also necessary to give consideration to the
durability of the improvised materials. A durable material on
a long-term basis reduces cost as well as saves time and
labour, In the cost advantage, it may be more beneficial to
acquire an already existing cheaper factory-made material
than to spend time and labour to embark on the improvisation
of such materials.
7. Improvisation serves the following purposes in the education
system:
1. Provision of opportunity for creativity: - Through improvisation the learner can be challenged to
develop something which may turn out to be an improvement of what originally intended.
2. Development of skill on the psychomotor domain as the learner practices. Improvisation may be
presented as a regular student’ activities.
3. Demonstration and illustration of principle which may otherwise be difficult to conceptualize.
This is capable of aiding understanding and therefore makes for effectiveness in the cognitive
domain
4. Provision of alternative to unavailable equipment so that effectiveness may still be attained. This
is very important as it provides continuity in the planned activities. If lack of equipment is allowed
to disrupt planned science programme, interest in science teaching and learning may be adversely
affected
8. 5. IMPROVISATION REDUCES
THE MONEY SPENT ON THE
PURCHASE OF EQUIPMENT IN
EDUCATIONAL INSTITUTIONS;
6. ENSURES THE REALIZATION
OF LESSON OBJECTIVES;
7. IMPROVISATION HELPS IN
SOLVING THE PROBLEM OF
LACK OF EQUIPMENT IN
EDUCATIONAL INSTITUTIONS;
8. IT GIVES ROOM FOR A
TEACHER TO DEMONSTRATE
HIS CREATIVE SKILLS;
9. IT GIVES ROOM FOR THE USE
OF CHEAP LOCAL MATERIALS
AS ALTERNATIVES TO THE
EXPENSIVE FOREIGN ONES;
9. 10.Improvisation encourages students towards the
development of creative abilities;
11. Improvisation provides ways to strengthen enquiry,
discovery and investigative method in sciences
12. It provides a frame of reference on which students can
key their attention during classroom activities.
13. It enables teacher to think of cheaper, better and
faster methods of making teaching learning process easier
for students;
14.Improvisation affords students the opportunity of
becoming familiar with resources in their environment.
11. TextBook
In the teaching- learning processes, the textbook
occupies and important place. Textbooks are the most
widely used of all instructional materials.
A good textbook can even replace classroom teaching.
A textbook is an economical device for teachers and
students as it gives direction and saves time and energy.
The science textbook should aim at aiding the pupils in
the development of their personalities, in developing
open mindedness, developing appreciation and
understanding of nature and not merely stuffing their
minds with facts.
12. Characteristics of a
Good Science TextBook
1. The author: A good text book
is judged at face, by the author,
his qualifications and
experience. Only such persons
who have experience of teaching
the subject should be allowed to
become authors of school
science text books. Such authors
can understand the actual
learning situations.
13. 2.
Mechanical
features of
the textbook
a) The print and paper used, and the binding of the
textbook should be attractive. It should be hard and
durable. The printing should be clear, legible and
appropriately spaced.
c)The book should be well-illustrated with diagrams,
sketches and pictures. The subject matter its nature
and organization.
d)The size of the point, the language and
experiments discussed should suit the age of the
child and standard of the child.
14. 3. The
Subject matter
Care should be used to see that it is related with the other
subjects. During treatment of subject matter, numerical
examples should find place where necessary.
The subject matter should be developed as far as possible in
Psychological sequence. Care must be taken of the mental
growth and interest of pupils.
The subject matter should cover the whole syllabus
15. Each chapter should begin with a brief introduction and end with a
summary.
Each chapter should contain assignments at the end.
Each text book should be accompanied by a laboratory manual and
pupil’s work book.
It must be supplemented by a Teacher’s Hand Book
Each text-book should contain detailed Table of Contents and an index.
Examples in the text book should be given from local environment and
from life experience
Heading and sub-headings are given in bold letters.
16. The English equivalents
of the terms should be
always given in
brackets.
The language of the
book should be simple,
clear, lucid, scientific
and precise.
The text book should
give suggestions for
improving scientific
apparatus.
The text book should
satisfy the objectives of
science teaching
There should be
consistency of the
subject-matter
Controversial topics
should be treated
impartially
17. Use of the
Textbooks
It is used as a ready source of authoritative information.
A source of factual material in the preparation of assignments.
To provide motivation by attractive presentation and self testing
exercises.
A handy source of illustrations of superior teaching value which serve as
visual aid for the understanding of facts and principles.
To supply stimulating exercises, numerical problems and other devices
which would serve as a means of applying the knowledge again.
To help the pupils improving the subjects systematic and fixing it in
memory.
To give the biographical and historical reading material to realize the
cultural value.
18. VOGEL’S CRITERIA
Louis F Vogel developed an evaluation scale to assess the
quality of a textbook known as ‘Vogel’s spot check evaluation
scale’. It is in the form of a score card with a number of items.
On this score card, each item has been assigned a maximum
value of two points. The value of each item under each head is
summed up to get the partial score. The partial scores of each
head are then counted and the overall value is written against
the space for partial score.
19. VOGEL’S SPOT CHECK TEXT BOOK
EVALUATION SCALE
Text book ………………………………..
Author……………………………………
Publisher………………………………....
Copy right year………………………….
Score…………………………………….
20. Attributes Score
AUTHOR
1. Experience of the author ( )
2. Academic Degree ( )
3. Expert assistance in making of the book ( )
4. Positive view point of the author ( )
ORGANIZATION
1. Presence of a central theme ( )
2. Organized into units based on some valid criteria ( )
3. Proper connection with previous knowledge ( )
4. Organization of end-chapter-questions ( )
21. CONTENT
1. Coverage of all topics ( )
2. Cross-referencing topics ( )
3. Historical development of topics ( )
4. Recent developments are dealt with ( )
5. Importance to social significance ( )
PRESENTATION OF MATERIAL
1. Use of inductive approach ( )
2. Importance to the scientific method ( )
3. Interesting style of presentation ( )
4. Scientific terms are emphasized ( )
5. Important principles are emphasized ( )
22. ACCURACY
1. Items match the index correctly ( )
2. Scientific correctness ( )
3. Teleological expressions are to be avoided ( )
4. Personification is avoided ( )
5. No ambiguity ( )
READABILITY
1. Lengthy sentences are avoided ( )
2. Complex sentences are minimally used ( )
3. References and citations are made adequately ( )
4. Principles are explained at application level ( )
5. Affixes are used less ( )
23. ADAPTABILITY
1. Suitable to low, average and brilliant students ( )
2. Equally suitable to rural and urban students ( )
3. Textbook is organized in sections that can be readily omitted ( )
4. Controversial subjects are treated impartially ( )
5. Address community needs ( )
TEACHING AIDS
1. Adequate summary, questions and problems ( )
2. References are clearly provided ( )
3. Appendix is used ( )
4. Teacher’s manual is used ( )
5. An annotated and updated film list is provided ( )
24. ILLUSTRATIONS
1. Modern illustrations ( )
2. Photos are clear ( )
3. Line-cuts are labelled ( )
4. Figures are connected with text ( )
5. Legends under figures are proper ( )
APPEARANCE
1. Attractive cover ( )
2. Size of the book is handy ( )
3. Lay out of illustrations are pleasing ( )
4. Page design is not crowded ( )
5. Font size helps easy reading ( )
25. Fog Index
One of the early indices that have been
used for years to assess readability of any
text is fog index or clarity index. It is an
indicator of the clarity of any text. Using a
formula, it determines how difficult or
foggy the passage is.
However, fog index is not an index of how
good the writing is. It is a proven method
of analysing any written material to judge
its crispness and readability. There are also
several other models popularly used to
assess the readability of any text. The
Flesch Kincaid model is increasingly
becoming popular due to its instant
calculation of several metrics.
26. Fog index, originally developed by Robert Gunning,
along with subsequent modifications, is considered the
most reliable method for determining how difficult or
easy a passage is to read and understand. The ideal fog
index of a passage is between 8 and 9. A passage with a
fog index higher than 15 requires a rewrite to bring the
index down and improve the clarity.
The method to calculate fog index or clarity index, also
referred to as Gunning fog score index is mechanical
and objective and works step by step. When using
these steps, one must choose a sample that contains at
least one hundred words to be statistically relevant.
These steps are outlined here.
27. Formula of Fog Index or Clarity Index:
STEP 1: COUNT THE TOTAL
NUMBER OF WORDS IN
THE PASSAGE.
STEP 2: COUNT THE NUMBER OF
SENTENCES IN THE
PASSAGE.
28. Step 3:
Count the average number of words in each sentence (by dividing
the number of words by the number of sentences). For example, a
100-word passage comprising 10 sentences would have an
average sentence length of 100/10 or 10 words).
Step 4:
Count the number of words having three syllables or more in the
passage.
29. While calculating, do not add the following:
a. Words that are capitalized (such as proper nouns, e.g..
Bangalore, Minneapolis, Jawaharlal, etc.)
b. Words that are a combination of short easy words such
as undertake, bookkeeping, anyone and multinational.
c. Verb forms whose number of syllables have increased by
by the addition of -ed, -es or -ing) such as credited.
30. Step 5:
Add the last two numbers (derived in steps 3 and 4 above).
Step 6:
Take four-tenths of this total.
The final result determines the fog index or clarity index. Here, like golf, low scores are desirable and
imply high clarity (or less foggy) English.
31. The fog index formula is as follows:
0.4 ((words/sentence) + 100 (complex words/words))
Further improvement in the fog index is possible by
rewriting the text completely. The essence of the subject
is however retained. In addition to the fog index, Flesch
Kincaid reading ease, SMOG index, Coleman Liau index,
Automated readability index are some of the other
popular readability indices.
32. Workbook
A workbook is a supplement to the science textbook.
There are several functions for a workbook in the
learning process. Workbooks are usually organised in the
same order that the textbooks follow. It provides different
types of activities. These activities include: forms
(proforma) for reporting data, diagrams to be labelled,
blank spaces for drawing diagrams, suggestions for
supplementary work, study guides for preparing
assignments and self-testing devices.
33. The self-testing items included in the workbook are:
multiple-choice items, fill in the blank items, matching
type items, short note question and problems of various
kind.
Workbook minimises the work-load of teachers in
preparing worksheets, assignments and laboratory
experiments. Also, the test items help in the task of
evaluation.
Since the workbook is prepared by a group of teachers,
the test items will be of better quality.
34. Advantages of
workbook
1. It promotes self-
learning and self-
assessment
2. It gives practise in
what pupils have learnt
in the class and thereby
reinforces learning
3. It promotes scientific
thinking
4. It makes learning
more structured
5. It provides for
systematic practice of
skills
6. It helps in revision of
topics included in the
textbooks
36. Teachers’
Handbook
“It is a ready reference material for the
teacher to supplement his classroom
teaching”.
It contains summaries of chapters in the textbook,
conceptual development of topics, statement of
objectives to be realised, explanation of significant
terms, facts, concepts, principles, etc., learning
experiences to be provided, precautions to be taken
while demonstrations, activities appropriate to each
topic, evaluation tools, assignments for pupils and
suggested reading materials for the teacher and
37. Advantages teachers’handbook
1. It equips the teacher
with sufficient knowledge
about what is to be taught
2. The problem of finding
out suitable learning
experiences and activities
for teaching different
lessons is easily solved
3. It helps the teacher to
adopt appropriate
methods to teach every
topic
4. It helps the teacher in
the planning and
execution of different
tasks involved in teaching
5. It makes the work of
the teacher easier
38. Reference
Books
Reference books are used to supplement knowledge gained
in the classroom and to acquire new knowledge (Das, 1985).
Reference books provide a means for self-improvement.
These include dictionaries, yearbooks, government reports,
journals, encyclopaedia of science, etc. They are authentic
and reliable sources of information.
Authors of the reference books will be persons who have
made original contributions in the field. The students must
be given special training in the use of reference books.
The teacher should ensure that the suggested reference
materials are easily comprehensible, readily available and
appropriate for the age levels of the pupils.
The teacher should be familiar with these materials in
advance to suggest them to his/her students.
39. Advantages of
reference books
a. It supplements the classroom learning
b. It facilitates pupils’ self-study habits and spirit of self-
effort
c. It helps the pupils to workout assignments
d. It stimulates scientific thinking and inculcates
elements of scientific attitude
e. It leads students to new vistas of knowledge
40. Supplementary
Readers
Supplementary readers will introduce students to new materials
and meet their varied needs and interests (Washton, 1961). They
refer to literature other than the prescribed textbooks or
reference books but furnish additional details on science topics.
These include books on different aspects of science, newspaper
supplements, magazine articles, brochures, etc. The interested
learners can utilise a number of supplementary books to deepen
their subject competencies.
Good supplementary reading in science will serve to stimulate
additional reading in the same or related topic. This can develop
initiative and self-direction in the learners.
Teachers should encourage their students in reading
supplementary materials, by helping in proper selection of
materials that are challenging to the learners.
41. Advantages of supplementary
readers
a. It helps to develop the intellectual potentialities,
deepens scientific interests, and cultivates the traits of
scientific attitude
b. It supplements and integrates classroom learning
c. It inculcates self-study habits and promotes
independent reading
d. It strengthens linguistic ability and develops literary
tastes
42. Source Book
A sourcebook is a collection of writings on a subject that is intended to be a basic
introduction to the topic.
It is an original writing, as a document, record, or diary, that supplies
an authoritative basis for future writing, study, evaluation, etc. It is a volume containing a
small collection of such writings, usually on a specific subject, used in research.
Sourcebook is used to describe many different kinds of books such as collection of core
articles, bibliographies, biographies, directories and so on.
43. Learning Aids
A learning aid is something intended to
enhance learning and retention by the
learner. They may include, but are not
limited to: written materials, visualizations,
charts, diagrams, processes, strategies, or
any other appropriate item.
Learning aids aim to promote learning in
students. Apart from the traditional textual
structure, different types of aids such as
video, audio, and hands on tools etc. are
used to help students in increasing their
learning experience.
44. The main objectives of these tools to involve the students,
promote interaction, and promote faster learning and better
comprehension. Aids are the much better method for
learning because they relate textual matter with visual, audio
and videos, thus enhance the learning in a meaningful way.
How and what tool a teacher can choose to use learning aids
in a classroom can vary dramatically. It is necessary for a
teacher to be skilful and the ability to decide proper aid to
support his teaching. A professionally qualified science
teacher no matter how well trained, would unable to put his
ideas into practice if the school setting lacks the Teaching Aids
and materials necessary for him or her to translate his
competence into reality.
45. Need of Learning Aids
Learning aids help in retaining concepts more permanently for those
students who have the tendency to forget frequently.
Learning aids can motivate the student for learning and encourage them
to develop deep insights of the matter.
Students can easily learn and grasp the topic and the concept with the
help of these aids.
Learning aids increase the understanding level of students by creating the
proper image in the mind of students.
46. These are helpful for students in increasing their conceptual thinking.
These aids develop the environment of interest and a craving for learning inside them.
Learning aids help to increase the learning faster and accurate.
It has been seen that visual effects create learning of permanent nature rather than audio
effects.
Learning aids help the students learning through direct experience.
47. Learning/Teaching
aids can be further
classified as-
Traditional Aids:
Teaching/Learning using Books,
Periodicals, Blackboard/Chalkboard.
• Visual Aids: Adding knowledge through
Figure, chart, posters, model, graph or any
other type of graphics such as diagrams,
cartoon, info-graphs, cut-outs, bulletin
board, flannel board, globe, objects, picture,
picture, map etc.
48. Mechanical Aids:
Audio: teaching machine, Radio, tape recorder.
Visual: motion picture, Projector, epidiascope, filmstrips, etc.
Audio-Visual: Video, Cassettes, Films, television, etc.
Visual Material Aids: There are many types of charts that are also included in visual material aids
such as outline charts, tabular charts, flow charts and organization charts. Flip charts and flow charts
are also being used.
49. Types of
Teaching Aids
Aids can be classified into the different types. They may
be classified as:
Visual Aids: Any of various materials depending on the
sense of sight, as films, slides, photographs, etc., used as
aids in teaching. For example- flash cards, flannel board,
bulletin board, chalkboard, overhead projector, slides,
actual objects, models, pictures, charts, maps, etc.
Audio Aids: Audio aids mean students able to hearing
the study material without seeing messages. For
example- Radio, tape recorder, gramophone etc.
Audio-Visual Aids: Audio-Visual aids helpful to hear
the message and see the messages are called Audio-
Visual Aids. For example- film strips, television, film
projector etc.
50. Importance
of teaching
aids
Teaching aids produce a mental image for certain concept and
develop an interactive experience for learning inside them. It is
helpful for students to become more involved, they can easily
grasp the topic being taught. Teaching aids support the teaching
learning process.
The importance of teaching aids is explained as follows:
Clarification: Teaching aids are more beneficial for the teacher
to clarify the subject matter more easily. Students can easily
understand and generate a clear picture of the concept.
Classroom Live and active: Teaching aids play an important
role to make the classroom live and active. It avoids the students
to get monotonous and help them in persistently learning the
article.
51. Learning from Direct Experience: Students take the direct
experience of teaching aids. They do not need to presume the things
incorrectly; they can just learn by seeing the things.
Discouragement of Cramming: Teaching aids an effective tool for
those students who find cramming the material difficult without
understanding. A strong understanding makes the task of retention as
a smooth journey and the concept can be easily recalled when it is
needed.
Generate Motivation: Teaching aids motivate the students to
understand the study material. For instance- A concept-based
movie/film will attract more audience than a speech on the similar
topic.
Saves Time and Money: Teaching aids are helpful to save time,
money and energy of the tutors as well as students.
52. Teaching-
Learning
Resources
Resource plays a vital role in the teaching-learning process.
In education the meaning of resource is any device, object or machine
used by a teacher to clarify or enliven a subject.
It can also be viewed as material and equipment used in teaching
learning process. There are so many aspects of word “resource”.
At some place, it is taken as a source of supply and support or aid that
can be readily drawn upon.
This word is also used as to refer to a capability or determination to
persevere and in the context of classrooms, resources can be defined as
physical demonstration aids, learners’ contextual understandings, teacher
subject expertise, and structured organization of materials, ideas and
activities.
53. Classroom as a
Resource
Anything what a teacher uses in classroom area to
make teaching-learning more successful is known as
classroom resource.
The most efficient and effective part of this process
is teacher who makes the environment more lively
and learning oriented.
A classroom is also a resource for teaching and
learning and a teacher can use his classroom like a
resource.
For a teacher dealing with learners in the classroom
is a really very difficult task because all are different
to each-other in some aspects.
54. Therefore, for a teacher it is very important that s/he
would include variety of learning resources during the
teaching, because adoption capability and preferences
of learners may be different.
To make his/her class learner friendly and convert it as a
resource room, teacher has to carry extra effort and this
depends on the competency of the teacher that how is
s/he going to convert his/her traditional classroom into
resourceful classroom.
55. Grubb (2008) classified the classroom resources into four
categories:
Simple Resources: These are the resources which are physical
objects and can be directly bought, adjusted and measured for
example- textbooks, blackboard, chalk and other technological
things. Along with this in simple category, other classroom
factors for example- teacher and learner ratio, teacher experience
and expertise, etc. are also included.
Compound Resources: Use of two or more than two resources
which are jointly necessary for better outcome, are included in
compound category as; class size reduction and adequate teacher
preparation or use of technology and expertise of teacher on them
etc.
56. Complex Resources: In this category Grubb (2008) has included
those resources which are not easily bought, measured or
adjusted for example- instructional approaches and teaching
philosophies.
Abstract Resources: Those resources that are difficult to discern
and measure, and often embedded in a web of relationships and
practices within a specified school as; internal teacher
accountability, distributed leadership roles etc.
57. Community
as a
Learning
Resource
Community-based learning helps learners in
building a sense of connection to their
communities. After family, society and
community plays a very significant role for
informal education. The role of community is
very important for the child because it helps in
shaping the behaviour of child. Community or
society can play also an important role in
formal education.
58. Community is not just an agency of informal
education but it also works as learning resource
for a learner. This resource is free and
inexpensive. But sometime teachers ignore this
resource due to various reasons/prejudices. It is
also true that using community as resource is a
very challenging task but a skilled teacher can
do this.
59. We can
utilize
community
as a learning
resource in
following
manner:
Guidance Services: Community members can give guidance
services to learners. Older members of community, expert of
different area can help learners by their valuable guidance.
Lecture of Guests: In the schools, experts of different area can
be invited for delivering lectures and presentation. These guests
may be expert of any area as social worker, mathematician,
doctor, scientist, social scientist, sport person etc. With the
collaboration of a local organization or group an educational
institution may provide additional learning experiences in the
school premises such as; a scientific institution can help the
school develop a robotics program or in making of low budget
household equipments. Like this, learners are getting information
within the school and community resources and authorities are
being used to enhance the learning experiences of learners.
60. Community Participation: In this approach, learners
would learn, at least in part, by actively participating in
their community.
Citizen Action: Learners not only learn from and in
their community, but they also apply what they are
learning from this resource. Learners can influence, or
return to the community in some meaningful way.
Instructional Connections: In this form of
community-based teaching and learning, a teacher
makes clear and purposeful relationship between the
content which has been taught in the classroom and
local issues and contexts.
61. Libraries: Public, private or community library may be used by the learners. In this condition
those reading material which are not available in school library can be utilized by the learners
learners in community or public library.
Nature Centres: Many of nature centres offer home schooling classes and resources, as well
as apprenticeship opportunities. Nature centres can be utilized as learning resource like this.
Museums & Historical Sites: Learners can visit a local museum for some content. Some
museums also offer online resources and materials for curious learners. Learners also may be
be benefitted by this.
62. Art Centres: Many community art centres offer classes for
young ones, youth and adults in handicrafts, drawing, art history
and visual and performing arts etc., and are often accommodate
home schooling groups also, which is beneficial for learners.
Volunteering: Through volunteering, community can play a
significant role as a resource centre. Learners can learn so many
things by volunteering in community celebrations. They can learn
basic human values like, tolerance, fraternity, healthy
competition, cooperation, sympathy, empathy, helping others etc.
Learners can also participate in real world activities, skill and
knowledge building. Learners can also visit science centres,
aquaria, botanical gardens and zoos and can use these things as
resources.
63. Improvised Resources
• Improvised resources are very important and every teacher should be equipped with this.
•In present scenario improvisation has become crucial in teaching-learning process because the economic
situation makes the cost of facilities and equipment very high amidst decreasing or near lack of purchasing
power. Improvisation reveals that there are possibilities of alternatives to teaching and learning aids.
•It should therefore meet specific teaching and learning situation. Improvisation can be thought of as an “on
the spot” or “off the cuff” spontaneous activity.
64. •The skills of improvisation can apply to many different abilities or forms of communication and
expression across all artistic, scientific, physical, cognitive, academic and non-academic
disciplines.
•In order to effectively produce instructional materials from locally sourced materials, the teacher
must have adequate skills which are basic. They also must include the knowledge of the basic
principles and elements of design. An improviser is a resourceful, creative, and innovative both in
thoughts and results.
65. ICT and Multimedia as Learning
Resources
Information Communication Technologies (ICTs) and
various other means of multimedia are affecting our
educational system and now these are becoming popular
means for obtaining information.
Use of ICT includes a creative multimedia component as
a central part in teaching and learning.
ICT is an electronic means which is used for capturing,
processing, storing, communicating information.
66. In teaching and learning we use ICT in three
manners.
Input
• In input tools
visualise/document
camera, computers,
tablet, application
software can be included
Output
• In output sources
projector,
interactive
whiteboard,
monitor, TV can
be included
Others
• In others we can
include digital
camera, switcher,
digital recorder
etc.
67. Resource Mapping
Resource mapping is a system-building process
historically utilized by communities, organizations,
schools, and service centers to align resources, strategies,
and outcomes available (Crane & Mooney, 2005).
Resource mapping offers a method to link regional,
community, and school resources with an agreed upon
vision, organizational goals, specific strategies for
addressing problems, and expected outcomes so that youth
and families have access to the full array of services that
they need.
68. Graphically mapping resources helps to better organize
the heterogeneous resources and assets that are available
within a larger system into a standardized,
understandable, and centralized format.
As a result of resource mapping, community partners,
school staff, families, and youth have more flexibility,
autonomy, choice, and a better understanding of the
resources and services that are available within a school
and the larger community.
69. Successful resource mapping offers a clearer
understanding of how to link to services and programs
that can address child, adolescent, and family needs that
may be interfering with student achievement.
Resource mapping can also help to improve existing
school-community partnerships.
Many schools have partnerships with outside agencies
and community members – but may lack true
coordination and collaboration to insure integrated care.
70. Steps in Resource Mapping
PRE–PLANNING:
Identify a resource mapping team and schedule a meeting time.
It is beneficial to include a variety of individuals who have different roles
throughout the school.
This group can consist entirely of school staff, but ideally includes student
members and parents.
71. 2. MAP RESOURCES:
• Identify and organize resources by making a list or visual aid.
Tips for identifying programs and activities:
• Collect the full name of the program, a contact person, and
the population served.
• Keep track of how many students or families use and have
access to the program.
• Whenever possible, document how programs are accessed
and who they are coordinated by. Example: Group
counselling, referred by school psychologist etc.
72. • Using the resource map or list of resources,
start to observe and discuss any patterns or
gaps that we see.
• Data collected from student, staff, and parent
surveys may reveal school challenges areas,
which can inspire conversations about
programming and resources.
3. ANALYZE
RESOURCES:
73. 4. MAINTAIN YOUR MAP:
• Set up a plan to maintain and update
the resource map.
• Decide who will be responsible and
how frequently it will be updated (once
in year).
74. Strengths:
• Provides visual representation
of resources and their uses.
• Represents a good starting point
point for participatory problem
analysis and planning.
• Is easily understood and
implemented.
Limitations:
• Difficult to use as supporting
documentation in formal or
legal contexts.
• May contain a limited number
of information sets
