This document discusses non-projected three-dimensional educational aids. It defines objects, specimens, models, mock-ups, moulages, dioramas and puppets as types of three-dimensional aids. Models are further classified as solid and simplified, cross-section, working, sand and scale models. The document outlines advantages like concreteness and disadvantages like expense and storage needs for various three-dimensional aids. It provides instructions for preparing exhibits, puppets and other aids effectively.
This document discusses different types of teaching aids used in education, including models, exhibits, specimens, mock-ups, moulages, objects, and dioramas. It provides definitions and examples of each type. Some key points made are that models make learning direct and meaningful by representing things three-dimensionally, exhibits combine information with pleasure and foster creativity, and using real objects and specimens can help enhance students' observation and social skills. Both benefits and limitations of each teaching aid are presented.
A chart is a diagram, picture, or graph which is intended to make information easier to understand. If you chart an area of land, sea, or sky, or a feature in that area, you make a map of the area or show the feature in it. The main functions of a chart are to display data and invite further exploration of a topic. Charts are used in situations where a simple table won't adequately demonstrate important relationships or patterns between data points.
This document provides information about non-projected three-dimensional aids used in nursing education. It defines three-dimensional aids as models, objects, specimens, exhibits, mock-ups, moulages, dioramas and puppets. Various types of three-dimensional aids are described, including their purposes, materials used, advantages and disadvantages. Solid models, cross-section models, working models and scale models are examples of different types of models. Principles for effective use of these aids in teaching are also outlined.
The document discusses various types of projected visual aids used in education including slides, overhead projectors, video projectors, and LCD projectors. Slides are small transparent images that are projected onto a screen and can include photographs, diagrams, or laboratory images. Overhead projectors allow teachers to write or draw on transparencies while teaching. Video projectors can display video, images, or computer presentations on a screen. LCD projectors have become popular for meetings and classroom teaching due to their portability and ability to connect to computers.
This document discusses different types of three-dimensional aids used in education, including models, objects, specimens, and dioramas. It defines these terms and provides examples. Models are described as representations that show height, width and depth to depict real objects. Objects and specimens are actual real-world items used for instruction. Dioramas are three-dimensional arrangements that illustrate a central theme. The document discusses when and how these different three-dimensional aids can be used, materials for creating them, advantages like enhancing observation skills, and disadvantages like requiring maintenance.
An overhead projector projects enlarged images of transparencies onto a screen. It consists of a lamp, lens, and mirror that reflects the image on the transparency up towards the screen. The presenter can see the transparency and the audience sees the enlarged projected image. Overhead projectors were commonly used in classrooms but have declined in use due to the rise of digital projection technologies like PowerPoint that allow for more interactive presentations.
Non projected av aids - Charts, Poster, flash cardsJaice Mary Joy
Non-Projected AV Aids are aids that do not need the use of equipment for projection. These are the most widely used media in many isolated and rural areas around the world.
This document discusses different types of teaching aids used in education, including models, exhibits, specimens, mock-ups, moulages, objects, and dioramas. It provides definitions and examples of each type. Some key points made are that models make learning direct and meaningful by representing things three-dimensionally, exhibits combine information with pleasure and foster creativity, and using real objects and specimens can help enhance students' observation and social skills. Both benefits and limitations of each teaching aid are presented.
A chart is a diagram, picture, or graph which is intended to make information easier to understand. If you chart an area of land, sea, or sky, or a feature in that area, you make a map of the area or show the feature in it. The main functions of a chart are to display data and invite further exploration of a topic. Charts are used in situations where a simple table won't adequately demonstrate important relationships or patterns between data points.
This document provides information about non-projected three-dimensional aids used in nursing education. It defines three-dimensional aids as models, objects, specimens, exhibits, mock-ups, moulages, dioramas and puppets. Various types of three-dimensional aids are described, including their purposes, materials used, advantages and disadvantages. Solid models, cross-section models, working models and scale models are examples of different types of models. Principles for effective use of these aids in teaching are also outlined.
The document discusses various types of projected visual aids used in education including slides, overhead projectors, video projectors, and LCD projectors. Slides are small transparent images that are projected onto a screen and can include photographs, diagrams, or laboratory images. Overhead projectors allow teachers to write or draw on transparencies while teaching. Video projectors can display video, images, or computer presentations on a screen. LCD projectors have become popular for meetings and classroom teaching due to their portability and ability to connect to computers.
This document discusses different types of three-dimensional aids used in education, including models, objects, specimens, and dioramas. It defines these terms and provides examples. Models are described as representations that show height, width and depth to depict real objects. Objects and specimens are actual real-world items used for instruction. Dioramas are three-dimensional arrangements that illustrate a central theme. The document discusses when and how these different three-dimensional aids can be used, materials for creating them, advantages like enhancing observation skills, and disadvantages like requiring maintenance.
An overhead projector projects enlarged images of transparencies onto a screen. It consists of a lamp, lens, and mirror that reflects the image on the transparency up towards the screen. The presenter can see the transparency and the audience sees the enlarged projected image. Overhead projectors were commonly used in classrooms but have declined in use due to the rise of digital projection technologies like PowerPoint that allow for more interactive presentations.
Non projected av aids - Charts, Poster, flash cardsJaice Mary Joy
Non-Projected AV Aids are aids that do not need the use of equipment for projection. These are the most widely used media in many isolated and rural areas around the world.
This document discusses role play as an educational technique for teaching and learning. Role play involves learners spontaneously acting out problems or situations and analyzing their enactment. It has several purposes, including conveying information, developing skills, and increasing understanding of other perspectives. The key steps in role play are selecting roles, setting the scene, enactment, discussion and evaluation. Role play helps students develop communication skills, sensitivity, group problem solving abilities, and ability to observe situations. The teacher guides role play without direct instruction and uses it to provide specific teaching and correct errors.
The document discusses the use of instructional media in teaching and learning. It defines instructional media as physical tools that teachers can use to facilitate learning. Some key benefits of instructional media mentioned include increasing learner motivation and understanding, improving retention of information, and making the teaching process more engaging. The document also categorizes different types of instructional media such as audio, visual, and audiovisual materials. Specific examples of media discussed include chalkboards, bulletin boards, illustrations, flashcards, posters, and diagrams.
The document discusses projected audiovisual aids used in education. It begins by defining audiovisual aids and classifying them into non-projected and projected aids. It then describes various types of projected aids like opaque projectors, slides, overhead projectors, film strips, and power point presentations. The values, characteristics, functions, and importance of projected aids are outlined. Examples and instructions for using different projected aids like opaque projectors, slides, overhead projectors, and film strips are provided. The conclusion emphasizes that projected aids are useful teaching tools that can engage students and enhance the learning process.
This document defines audio-visual aids as any device that can make learning more concrete, realistic, and dynamic. It lists the purposes of AV aids as motivating students, capturing attention, providing variety and realism, and reinforcing learning. AV aids are classified as projected (using hardware like projectors and software like films) or non-projected (including graphs, models, and printed materials). The document discusses principles for selecting, preparing, presenting, and evaluating AV aids and notes their advantages in promoting permanent learning and meeting student needs, while acknowledging limitations like financial costs and lack of electricity.
The document discusses various types of projected audiovisual aids used in education, including their advantages and proper use. It describes slide projectors and how to prepare and present slide shows. Filmstrips are discussed as well as overhead projectors. Guidelines are provided for using different projected aids safely and effectively in teaching. Projected aids can engage students, enhance lessons, and bring distant concepts into the classroom.
The document discusses puppets, defining them as manipulative dolls controlled by puppeteers. It provides a history of puppetry originating 4000 years ago in India. It then describes different types of puppets like hand puppets, rod puppets, finger puppets and shadow puppets. The document also covers the purposes of puppetry in education, the principles of creating puppet shows, their uses in developing skills and self-expression, and the advantages and disadvantages of using puppets.
This document discusses non-projected audiovisual aids. It defines audiovisual aids as tools that stimulate learning through sight and sound. Non-projected aids include charts, diagrams, posters, flashcards, graphs, maps, cartoons, newspapers, comic strips, puppets, display boards, and models. Various types of each are described, such as bar graphs, pie charts, political maps, and solid models. Examples and uses of different non-projected audiovisual aids are provided.
Process recording is a method where students record all verbal and non-verbal communications during a patient interview. It has four parts: verbatim dialogue, feelings and reactions, observations and analysis, and final comments. The verbatim dialogue provides a clear picture of the student-patient exchange. Feelings and reactions demonstrate the student's affective responses. Observations and analysis allow students to critically think about the patient's words and behavior. Final comments provide feedback from the clinical instructor. The purpose is to help students conceptualize activities, improve writing and self-awareness, and identify strengths and weaknesses. Advantages include differentiating thoughts and feelings, while disadvantages include time consumption for instructors.
Audio-visual aids are any devices that use both sight and sound to enhance the learning experience. They have been used for thousands of years, from human voices to modern technologies like films and television. Audio-visual aids improve teaching effectiveness, make learning more interesting and profitable, and help foster knowledge. They come in many forms, including projected materials like films and non-projected materials like graphs. Effective use of audio-visual aids engages students and leads to better understanding and retention of concepts.
Nursing rounds are meetings where nurses discuss patient care to improve outcomes. They have several purposes: to acquaint nurses with new patients, demonstrate procedures, illustrate skilled care, and teach about diseases and treatments. During rounds, the instructor briefs the nursing care of a selected patient while nurses and students observe and discuss care. Rounds ensure student autonomy, provide feedback, and help develop skills. They motivate risk assessment and case management learning. While rounds benefit teaching, disadvantages include potential patient discomfort overheard discussions and insufficient information limiting results.
Clinical teaching involves individualized or group teaching of nursing students in clinical areas. It aims to bridge the gap between theoretical and clinical education. Various methods of clinical teaching are discussed, including bedside clinics, nursing care conferences, nursing rounds, and nursing care studies. Effective clinical teaching requires identifying barriers to learning, considering learning styles, collaborative planning, and creating a supportive learning environment. Evaluation of clinical teaching should be documented, valid, reliable, objective, comprehensive, and useful.
A chalkboard is a slightly abrasive writing surface made of wood, ply, hardboard, cement, ground glass, asbestos, slate, plastic, etc. with green or bluish green paint on it.
The ordinary chalkboard held by easel
A portable and adjustable blackboard put on a wooden easel
It is used to take open classes
The roller type chalkboard with a mat surface
It is made of thick canvas wrapped on a roller
The magnetic board
These are used to make 3 dimensional demonstration
The board is made up of steel on which the magnets can be fixed.
Black ceramic unbreakable board
It is framed with aluminum or teak wood frame.
It is used for chalk piece writing.
Black or green glass chalkboard
Lobby stand board
It I useful in lobby
The alphabets and figures are changeable
It is lightweight and easy to carry
Exhibition board
It can be folded and expanded easily
It is of 2 panels, 3 panels, and 4 panels
Papers and pamphlets can be fixed with pins
Double side stand board
It has white board for marker writing on one side and blackboard for chalk piece writing on another side.
Tariff board
It is useful for hanging price list, reception etc.
It is used to welcome delegates to a conference and marriage
Paging board
It has 2 sides, 1 side with marker pen writing and other side with interchangeable letters
It is used to receive the VIP’s at public places
Write and wipe off white board
Marker pen can be used for writing and it can be erased easily with duster of cloth pieces.
Informative notice board
It is framed with aluminum frame and notices can be fixed with pins.
Grounded glass board
It is the ideal board for the modern classroom, which is made in a variety of colors
There is no coating of any material on the writing surface to wear out.
The writing surface will be ground glass, whose thickness will depend upon the size of the board.
The document discusses the topic of demonstrations in teaching. It defines a demonstration as a method of teaching that combines exhibition and explanation to illustrate a procedure or experiment. It lists the objectives of a demonstration such as defining demonstration, describing the stages of demonstration, and understanding the role of the demonstrator. The document outlines the uses, characteristics, types, advantages and disadvantages of demonstrations. It provides details on the stages of a demonstration and the dos and don'ts for the demonstrator. The conclusion summarizes the key points covered.
This document provides an overview of different types of graphic aids that can be used for teaching, including chalkboards, charts, graphs, posters, flash cards, flannel boards, bulletin boards, cartoons, and maps. It describes each type of graphic aid, providing details on what they are, how they are used, and guidelines for creating and using them effectively. The goal of graphic aids is to attract students' attention and help convey information visually to stimulate interest and enrich the learning process.
This document discusses various audio-visual aids used to display information in educational settings. It describes different types of display boards including chalk boards, white boards, bulletin boards, flannel boards, magnetic boards, and peg boards. For each type of board, it provides details on how they are constructed and used to facilitate teaching and learning. The document emphasizes that display boards are effective for presenting information to students in an organized, visual manner and for supplementing instruction alongside other teaching methods.
Note on Evaluation and Assessment in Nursing Education (Part - 01)Babitha Devu
The document discusses evaluation and assessment in nursing education. It defines evaluation as a process of making judgments to establish goals and determine if they are being achieved. Assessment focuses on individual learners and learning outcomes. The purposes of evaluation in nursing include determining students' knowledge, clinical performance, strengths and weaknesses to guide learning. Formative evaluation monitors student progress, while summative evaluation determines if learning objectives were met at the end of a course. Criterion-referenced and norm-referenced evaluation are described. Principles of evaluation include determining objectives in advance and using various techniques.
Printed aids combine words, pictures, and diagrams to convey accurate and clear information. It can be read at any available time and can be kept for record.
This document discusses various types of projected audiovisual aids used in teaching. It describes opaque projectors, slide projectors, and overhead projectors. For each type of projector, it provides details on how to operate the equipment, prepare content for projection, and care for the materials and devices. The advantages of projected aids are that they allow visual content to be enlarged for viewing by many students simultaneously in a way that engages their senses of sight and hearing during the learning process. Proper use of these tools enhances teaching effectiveness.
This document discusses educational evaluation, including its meaning, definition, principles, purposes, scope, and assessment methods. It provides definitions of evaluation as ascertaining value through careful appraisal of the teaching-learning process. The principles of evaluation emphasize developing adequate techniques to assess student growth and putting the individual learner at the center. Key assessment methods discussed are essay questions, short answer questions, and multiple choice questions, along with observational checklists.
A bedside clinic involves a clinical teacher and learners examining a patient together at the bedside to elicit physical signs, discuss diagnoses and treatment plans. It serves several purposes for nursing students, including portraying a patient's nursing problems and care plan, improving care quality, developing students' observation and problem-solving skills. The bedside clinic process involves introduction, discussion, and evaluation phases. It provides advantages like allowing students to extensively prepare for and review clinical practice, but also has disadvantages like potential encumbrance of patients and lack of standardization.
This document discusses different types of 3D instructional materials that can be used in the classroom. It describes objects and specimens, models and mock-ups, dioramas, puppets, and resource persons. Objects and specimens provide direct experiences with real items, while models and mock-ups show internal structures and functions through scaled replicas. Dioramas create miniature scenes to depict ideas. Puppets engage students through role-playing. Resource persons bring expertise from outside the classroom. These 3D materials make lessons more concrete and aid understanding, but also have limitations like cost, storage needs, and preparation time.
The document discusses various learning strategies including dramatization, demonstration methods, learning laboratories, and direct experiences. Dramatization involves role playing, puppetry, and other forms of interactive theater to actively engage students. Demonstration methods show students how to do something while emphasizing key points. Learning laboratories provide hands-on learning in science, computer, and language facilities. Direct experiences use field trips, community activities, and guest speakers to immerse students in real-world learning outside the classroom.
This document discusses role play as an educational technique for teaching and learning. Role play involves learners spontaneously acting out problems or situations and analyzing their enactment. It has several purposes, including conveying information, developing skills, and increasing understanding of other perspectives. The key steps in role play are selecting roles, setting the scene, enactment, discussion and evaluation. Role play helps students develop communication skills, sensitivity, group problem solving abilities, and ability to observe situations. The teacher guides role play without direct instruction and uses it to provide specific teaching and correct errors.
The document discusses the use of instructional media in teaching and learning. It defines instructional media as physical tools that teachers can use to facilitate learning. Some key benefits of instructional media mentioned include increasing learner motivation and understanding, improving retention of information, and making the teaching process more engaging. The document also categorizes different types of instructional media such as audio, visual, and audiovisual materials. Specific examples of media discussed include chalkboards, bulletin boards, illustrations, flashcards, posters, and diagrams.
The document discusses projected audiovisual aids used in education. It begins by defining audiovisual aids and classifying them into non-projected and projected aids. It then describes various types of projected aids like opaque projectors, slides, overhead projectors, film strips, and power point presentations. The values, characteristics, functions, and importance of projected aids are outlined. Examples and instructions for using different projected aids like opaque projectors, slides, overhead projectors, and film strips are provided. The conclusion emphasizes that projected aids are useful teaching tools that can engage students and enhance the learning process.
This document defines audio-visual aids as any device that can make learning more concrete, realistic, and dynamic. It lists the purposes of AV aids as motivating students, capturing attention, providing variety and realism, and reinforcing learning. AV aids are classified as projected (using hardware like projectors and software like films) or non-projected (including graphs, models, and printed materials). The document discusses principles for selecting, preparing, presenting, and evaluating AV aids and notes their advantages in promoting permanent learning and meeting student needs, while acknowledging limitations like financial costs and lack of electricity.
The document discusses various types of projected audiovisual aids used in education, including their advantages and proper use. It describes slide projectors and how to prepare and present slide shows. Filmstrips are discussed as well as overhead projectors. Guidelines are provided for using different projected aids safely and effectively in teaching. Projected aids can engage students, enhance lessons, and bring distant concepts into the classroom.
The document discusses puppets, defining them as manipulative dolls controlled by puppeteers. It provides a history of puppetry originating 4000 years ago in India. It then describes different types of puppets like hand puppets, rod puppets, finger puppets and shadow puppets. The document also covers the purposes of puppetry in education, the principles of creating puppet shows, their uses in developing skills and self-expression, and the advantages and disadvantages of using puppets.
This document discusses non-projected audiovisual aids. It defines audiovisual aids as tools that stimulate learning through sight and sound. Non-projected aids include charts, diagrams, posters, flashcards, graphs, maps, cartoons, newspapers, comic strips, puppets, display boards, and models. Various types of each are described, such as bar graphs, pie charts, political maps, and solid models. Examples and uses of different non-projected audiovisual aids are provided.
Process recording is a method where students record all verbal and non-verbal communications during a patient interview. It has four parts: verbatim dialogue, feelings and reactions, observations and analysis, and final comments. The verbatim dialogue provides a clear picture of the student-patient exchange. Feelings and reactions demonstrate the student's affective responses. Observations and analysis allow students to critically think about the patient's words and behavior. Final comments provide feedback from the clinical instructor. The purpose is to help students conceptualize activities, improve writing and self-awareness, and identify strengths and weaknesses. Advantages include differentiating thoughts and feelings, while disadvantages include time consumption for instructors.
Audio-visual aids are any devices that use both sight and sound to enhance the learning experience. They have been used for thousands of years, from human voices to modern technologies like films and television. Audio-visual aids improve teaching effectiveness, make learning more interesting and profitable, and help foster knowledge. They come in many forms, including projected materials like films and non-projected materials like graphs. Effective use of audio-visual aids engages students and leads to better understanding and retention of concepts.
Nursing rounds are meetings where nurses discuss patient care to improve outcomes. They have several purposes: to acquaint nurses with new patients, demonstrate procedures, illustrate skilled care, and teach about diseases and treatments. During rounds, the instructor briefs the nursing care of a selected patient while nurses and students observe and discuss care. Rounds ensure student autonomy, provide feedback, and help develop skills. They motivate risk assessment and case management learning. While rounds benefit teaching, disadvantages include potential patient discomfort overheard discussions and insufficient information limiting results.
Clinical teaching involves individualized or group teaching of nursing students in clinical areas. It aims to bridge the gap between theoretical and clinical education. Various methods of clinical teaching are discussed, including bedside clinics, nursing care conferences, nursing rounds, and nursing care studies. Effective clinical teaching requires identifying barriers to learning, considering learning styles, collaborative planning, and creating a supportive learning environment. Evaluation of clinical teaching should be documented, valid, reliable, objective, comprehensive, and useful.
A chalkboard is a slightly abrasive writing surface made of wood, ply, hardboard, cement, ground glass, asbestos, slate, plastic, etc. with green or bluish green paint on it.
The ordinary chalkboard held by easel
A portable and adjustable blackboard put on a wooden easel
It is used to take open classes
The roller type chalkboard with a mat surface
It is made of thick canvas wrapped on a roller
The magnetic board
These are used to make 3 dimensional demonstration
The board is made up of steel on which the magnets can be fixed.
Black ceramic unbreakable board
It is framed with aluminum or teak wood frame.
It is used for chalk piece writing.
Black or green glass chalkboard
Lobby stand board
It I useful in lobby
The alphabets and figures are changeable
It is lightweight and easy to carry
Exhibition board
It can be folded and expanded easily
It is of 2 panels, 3 panels, and 4 panels
Papers and pamphlets can be fixed with pins
Double side stand board
It has white board for marker writing on one side and blackboard for chalk piece writing on another side.
Tariff board
It is useful for hanging price list, reception etc.
It is used to welcome delegates to a conference and marriage
Paging board
It has 2 sides, 1 side with marker pen writing and other side with interchangeable letters
It is used to receive the VIP’s at public places
Write and wipe off white board
Marker pen can be used for writing and it can be erased easily with duster of cloth pieces.
Informative notice board
It is framed with aluminum frame and notices can be fixed with pins.
Grounded glass board
It is the ideal board for the modern classroom, which is made in a variety of colors
There is no coating of any material on the writing surface to wear out.
The writing surface will be ground glass, whose thickness will depend upon the size of the board.
The document discusses the topic of demonstrations in teaching. It defines a demonstration as a method of teaching that combines exhibition and explanation to illustrate a procedure or experiment. It lists the objectives of a demonstration such as defining demonstration, describing the stages of demonstration, and understanding the role of the demonstrator. The document outlines the uses, characteristics, types, advantages and disadvantages of demonstrations. It provides details on the stages of a demonstration and the dos and don'ts for the demonstrator. The conclusion summarizes the key points covered.
This document provides an overview of different types of graphic aids that can be used for teaching, including chalkboards, charts, graphs, posters, flash cards, flannel boards, bulletin boards, cartoons, and maps. It describes each type of graphic aid, providing details on what they are, how they are used, and guidelines for creating and using them effectively. The goal of graphic aids is to attract students' attention and help convey information visually to stimulate interest and enrich the learning process.
This document discusses various audio-visual aids used to display information in educational settings. It describes different types of display boards including chalk boards, white boards, bulletin boards, flannel boards, magnetic boards, and peg boards. For each type of board, it provides details on how they are constructed and used to facilitate teaching and learning. The document emphasizes that display boards are effective for presenting information to students in an organized, visual manner and for supplementing instruction alongside other teaching methods.
Note on Evaluation and Assessment in Nursing Education (Part - 01)Babitha Devu
The document discusses evaluation and assessment in nursing education. It defines evaluation as a process of making judgments to establish goals and determine if they are being achieved. Assessment focuses on individual learners and learning outcomes. The purposes of evaluation in nursing include determining students' knowledge, clinical performance, strengths and weaknesses to guide learning. Formative evaluation monitors student progress, while summative evaluation determines if learning objectives were met at the end of a course. Criterion-referenced and norm-referenced evaluation are described. Principles of evaluation include determining objectives in advance and using various techniques.
Printed aids combine words, pictures, and diagrams to convey accurate and clear information. It can be read at any available time and can be kept for record.
This document discusses various types of projected audiovisual aids used in teaching. It describes opaque projectors, slide projectors, and overhead projectors. For each type of projector, it provides details on how to operate the equipment, prepare content for projection, and care for the materials and devices. The advantages of projected aids are that they allow visual content to be enlarged for viewing by many students simultaneously in a way that engages their senses of sight and hearing during the learning process. Proper use of these tools enhances teaching effectiveness.
This document discusses educational evaluation, including its meaning, definition, principles, purposes, scope, and assessment methods. It provides definitions of evaluation as ascertaining value through careful appraisal of the teaching-learning process. The principles of evaluation emphasize developing adequate techniques to assess student growth and putting the individual learner at the center. Key assessment methods discussed are essay questions, short answer questions, and multiple choice questions, along with observational checklists.
A bedside clinic involves a clinical teacher and learners examining a patient together at the bedside to elicit physical signs, discuss diagnoses and treatment plans. It serves several purposes for nursing students, including portraying a patient's nursing problems and care plan, improving care quality, developing students' observation and problem-solving skills. The bedside clinic process involves introduction, discussion, and evaluation phases. It provides advantages like allowing students to extensively prepare for and review clinical practice, but also has disadvantages like potential encumbrance of patients and lack of standardization.
This document discusses different types of 3D instructional materials that can be used in the classroom. It describes objects and specimens, models and mock-ups, dioramas, puppets, and resource persons. Objects and specimens provide direct experiences with real items, while models and mock-ups show internal structures and functions through scaled replicas. Dioramas create miniature scenes to depict ideas. Puppets engage students through role-playing. Resource persons bring expertise from outside the classroom. These 3D materials make lessons more concrete and aid understanding, but also have limitations like cost, storage needs, and preparation time.
The document discusses various learning strategies including dramatization, demonstration methods, learning laboratories, and direct experiences. Dramatization involves role playing, puppetry, and other forms of interactive theater to actively engage students. Demonstration methods show students how to do something while emphasizing key points. Learning laboratories provide hands-on learning in science, computer, and language facilities. Direct experiences use field trips, community activities, and guest speakers to immerse students in real-world learning outside the classroom.
This document discusses various types of 3D instructional materials that can be used as substitutes for real objects when bringing the actual items into the classroom is not practical or possible. These include specimens, objects, models, mock-ups, dioramas, puppets, simulations, and games. The 3D materials provide students with hands-on learning experiences and help them form more concrete concepts about things in accordance with Dale's Cone of Experience. Their purpose is to simulate real-life situations through edited copies of reality.
This document discusses multi-sensory approaches to teaching and learning. It defines multi-sensory as involving more than one sense and describes how Margaret Taylor Smith developed the Multi-Sensory Teaching Approach. It outlines the VAKT model involving visual, auditory, kinesthetic and tactile learning. It also discusses different types of learners - visual, auditory, tactile and kinesthetic - and how they learn best. Finally, it explains Dale's Cone of Experience which shows the relationship between different types of instructional resources and their effectiveness.
The document describes Edgar Dale's Cone of Experience, which is a model developed in 1946 to show how people retain information based on the type of learning experience. At the bottom of the cone are the most engaging experiences like direct experiences, while at the top are the least engaging like verbal symbols. The cone demonstrates that people retain 10% of what they read but 90% of what they say as they do an activity. Instructors can use the cone to select activities that are hands-on and involve multiple senses to maximize student learning retention.
The document discusses multi-sensory approaches to learning. It describes how multi-sensory learning involves using multiple senses like visual, auditory, kinesthetic and tactile. It provides examples of visual, auditory, tactile and kinesthetic learners and activities that appeal to each type. The document also discusses Dale's Cone of Experience which illustrates how different types of instructional methods and media can impact learning, ranging from more abstract verbal symbols to more concrete direct experiences.
The document discusses multi-sensory approaches to learning. It describes how multi-sensory learning involves using multiple senses like visual, auditory, kinesthetic and tactile. It provides examples of visual, auditory, tactile and kinesthetic learners and activities that appeal to each type. The document also discusses Dale's Cone of Experience which illustrates how different types of instructional methods and media can impact learning, ranging from more abstract verbal symbols to more concrete direct experiences.
puppets...ks...One of the old and popular art in Indian villages is puppetry...KiranSharma1050
One of the old and popular art in Indian villages is puppetry. Puppetry is an education cum entertaining aid where puppets are manipulated by the performer.
3D instructional materials like puppets, objects, models and dioramas are useful for teaching when real items cannot be brought into the classroom, as they allow students to directly experience and interact with representations. Educational theorists like Piaget, Montessori and Bunner advocated for instruction using real or simulated concrete objects. Common 3D materials include puppets, which can develop creativity, objects/specimens, models in various forms, dioramas and resource people with special expertise. The advantages are that these materials are less abstract and attract student attention while allowing hands-on examination and operation.
The document discusses visual media used in education, including definitions, purposes, categories and basic elements of visuals. It covers non-projected visuals such as real objects, models, pictures and graphics, as well as projected visuals like overhead projectors, slide projectors and LCD displays. Guidelines are provided for designing instructional visuals across various media.
This document summarizes Edgar Dale's Cone of Experience, which illustrates that learners retain more information through hands-on experience compared to passive learning methods. At the bottom of the cone is direct purposeful experience, where learners retain 90% of information. Moving up the cone, retention rates decrease for methods like demonstrations (70%), exhibits (50%), and verbal symbols (10%) which provide the least engagement. The cone is a tool to help instructors choose activities that maximize learner retention by incorporating multiple senses and keeping learners close to real-world experiences.
This document discusses various types of contrived experiences, models, and dramatized experiences that can be used for teaching purposes. It describes contrived experiences as edited versions of reality used as substitutes for real things in the classroom. Models are described as reproductions of real things in various scales. Dramatized experiences include plays, pageants, pantomimes, tableaus, puppets, and role playing, which can attract and engage students. These techniques are used to overcome limitations, edit reality, understand abstractions, and motivate learners.
This document discusses using contrived experiences like models, mock ups, specimens and objects as substitutes for real things in the classroom. It explains that these contrived experiences help overcome limitations of space and time, difficulties of size, and help learners understand abstractions. Games are also discussed as being used to practice or refine knowledge, identify gaps, review concepts, and develop new relationships among principles. The document provides examples of intelligence tasks and questions to evaluate whether a contrived experience is necessary and accurately represents important details.
Teaching aids help facilitate effective teaching and learning. They include audio-visual materials, technology, and other instructional resources. Properly utilized, they can help teachers clearly communicate concepts, encourage student interaction, and achieve learning objectives. Teaching aids can be categorized as projected aids like films and slides, non-projected aids like maps and models, or activity aids involving demonstrations, field trips, and hands-on learning. When incorporated appropriately, they enhance learning by appealing to multiple senses and fostering retention of lessons.
The Cone of Experience is a model that arranges different types of learning experiences from most hands-on at the bottom to most abstract at the top. Experiences become more abstract the higher they are in the cone. The types of experiences range from direct experiences like seeing and doing, to symbolic representations like words, diagrams, and charts. Jerome Bruner's three-tiered model of learning also presents a progression from active/enactive experiences to more illustrative/iconic experiences and finally symbolic representations. The degree of abstraction, not difficulty, increases as one moves up the cone.
Edgar Dale developed the Cone of Experience, which shows different levels of learning experiences from concrete to abstract. At the base are direct experiences like demonstrations and field trips, followed by increasingly symbolic representations like audiovisual materials, exhibits, and verbal symbols. The Cone suggests that students retain information best through hands-on experiences compared to more abstract forms of learning. Teachers can use it to select methods that match different content and keep students engaged.
This document discusses the use of contrived experiences in teaching. It defines contrived experiences as edited representations of reality that are used as substitutes for real experiences when bringing the real thing into the classroom is impractical or impossible. Examples include models, simulations, games, and role-playing activities. Contrived experiences allow teachers to focus on specific parts of a system or process and help students understand abstract concepts. They are evaluated based on factors like accuracy, simplicity, cost-effectiveness, and their ability to stimulate further learning. The overall document provides an overview of contrived experiences, examples of different types, their purposes in teaching, and standards for evaluating their effectiveness.
Storytelling is an effective teaching method that engages learners, organizes information, and facilitates remembering and understanding. It involves sharing stories to educate, preserve culture, and instill values. As a powerful pedagogical tool, storytelling opens minds and enhances the learning environment. The art of storytelling involves using language, vocalization, gestures, and movements to bring a story to life for an audience. It can promote language learning, creativity, culture, values, and public speaking skills, while making the classroom more communicative.
Edgar Dale introduced the Cone of Experience in 1946 to show the progression of learning experiences from concrete to abstract. The model includes different bands of experience ranging from direct experiences like tutoring children to more abstract representations like verbal symbols. Dale's research led to the concept of experiential learning, where learning is most effective when it engages multiple senses through hands-on activities. The cone illustrates that learners understand concepts best when they can experience them directly before moving to more abstract forms of instruction.
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1. Basic. Bsc Degree Course in Nursing
II year
Unit VII - Educational Media
Non- Projected- Three Dimensional
Aids
Mrs. G.Sumathi, Clinical Instructor
Jenny's college of Nursing, Trichy.
2. OBJECTIVE
Introduction about Non projected aids & 3 dimensional
aids.
Describe 3 dimensional aids.
Classification of 3 dimensional aids.
Explain in detail about the types of 3 dimensional aids.
Advantages and Disadvantages of 3 dimensional aids.
Principle to follow while prepare the 3dimensional aids.
3. INTRODUCTION FOR NON PROJECTED
AIDS
Non projected visual are those aids which are
used without any projection. So they translate
abstract ideas into a more realistic format. They
allow instruction to move from verbal
representation to more concrete level.
4. INTRODUCTION
Three Dimensional models are used with great
effectiveness as teaching aids. Concepts can be
much more readily understood when significant
relationships and ideas are simplified,
exaggerated, and presented as working models.
5. MEANING
A model is a three dimensional recognized
imitation of an object. A model may be same size
as the object it represents or it can be smaller or
large. It can be handle and seen from a number
of angles.
10. SPECIMEN
DEFINITION:
A specimen is a sample of real object or materials
taken from the natural setting. It is a simple that
show quality or structure.
11. Sources of Specimen And Objects
Local Markets.
Manufactures and Factories.
Discarded materials from house.
Plaster casts can be purchased.
12. POINTS TO BE REMEMBERED WHILE
USING SPECIMENS AND OBJECTS
Develop a purpose for using them.
Ask questions regarding student observations.
Clarify and detail about the structure of the
specimen or objects.
Provide opportunities for students to work with or to
manipulate.
13. ADVANTAGES OF OBJECTS AND
SPECIMENS
These are less abstract and more concrete.
It attracts learners attention.
Development of social skills and values
Make teaching lively.
Arouse interest in learning.
Students get a satisfaction while contributing
these to the school and teachers
14. DISADVANTAGES OF OBJECTS AND
SPECIMENS
Time consuming
Expensive
Space needed for storage
Maintenances should be done
Prone to possible damage
Some object have limitation in availability and
may not be easy to be found.
16. MEANING
• Models are concrete objects ,some of them are
larger than the real objects and some of them are
small replicas of objects which are too large to be
seen as a whole ,can be prepared
(R.sudha)
17. MODELS
DEFINITIONS
A model is a recognizable representation of a real
thing three dimensionally, that is height ,width and
depth is felt as reality.
- K. BASAVANTHAPPA
18. PURPOSES
When real objects are too small or too large to
bring into the classroom.
To prevent subject matter involving the past and
the future.
Physical inaccessibility.
Abstract construction.
To explain processes.
19. SITUATIONS WHERE MODELS CAN BE USED
The real thing is not available in that season or
far away from the educational institutions
The real thing may be too big to brought to school
Real thing may cause physical harm
Too expensive
Real thing may be invisible to human vision
28. POINTS TO BE REMEMBER WHILE
PREPARATION OF MODELS
Identifying the purpose of model preparations
Being knowledgeable about the model
collection of materials
Proper planning
Making with exact measurement
Pretesting the models
Mounting and labeling the models
29. ADVANTAGES OF MODELS
Models help in simulating a real situations.
The size can be adjusted as needed.
Stimulate interest and capture attention.
Models simplifies the complex subject.
Working models helps to explain the action in a
real situation.
Still models are easy to make with discarded
materials.
30. DISADVANTAGES OF MODELS
Models are costly to purchase
Needs more storage place
Useful for only small group teaching
Require skills and talents to prepare models
If models are built to scale. It could be time
consuming.
31. EXHIBIT
It is an arrangement of
communication media designed
to inform the observer about a
subject.
Educational exhibit offers in an
interesting and unique manner of
combining multiple media.
Exhibit can arrange in a big
gatherings.
32. ADVANTAGES
Exhibitions inspire students to make exhibits
It give a sense of accomplishment and
achievement.
It couple information with pleasure.
It foster creative among students.
34. MOCK-UPS
Are special types of models which are focused on
a specific part of a whole object and are workable.
It is intended to show the essential parts which
are made detachable.
35. MOULAGE
Mould can be made up of plastic material to
stimulate some life object.
Eg. Body which shows evidence of trauma
infection, disease, surgical intervention.
36. ADVANTAGES
It can avoid danger and loss of life.
Conditions can be varied and outcomes
investigated.
Critical situations can be investigated without
risk.
It is cost effective.
It can be slowed down to study behaviour more
closely.
37. DISADVANTAGES
Can be expensive and time consuming
Expensive to conduct simulation
Sometimes it is difficult to interpret the
simulation results.
Failure to identify objectives clearly up front.
Require good managerial input.
38. DIORAMA
The term diorama is a Greek origin which
means “to see through”.
A diorama is a three dimensional arrangements
of objects and models and cut outs to illustrate a
central theme or concepts
(R. Sudha)
Eg ;harvesting scene, planting trees scene
39.
40. ADVANTAGES OF DIORAMAS
Adds interest and meaning to the lesson
Develop social skills
Information with pleasure
Develop students creativity
Help us to connections to the real world
43. INTRODUCTION
A puppet is a manipulative doll dressed as a
character and the performer is a person termed
as puppeteer.
44. HISTORY OF PUPPETRY
Puppetry as an art from is believed to have its
roots in ancient cultures, more than 3000 years
old.
It is sometimes claimed that puppets were used
in the theater arts even before the advent of
human actors.
Evidences have show use of wooden puppets in
Egypt around 2000BC.
African ethnic groups are using puppets in ritual
dramas, in healing and hunting ceremonies till
now.
45. DEFINITION
Puppetry is an education cum entertaining aid in
which puppets manipulated by the performer is a
person termed as characters in a story to be
depicted.
46. PURPOSES OF PUPPETS
To motivate the
student.
To create
interest
To add sense of
humorPurposes
47. PRINCIPLES
Plays must be based on action rather than
words.
A puppet show should not have many
Characters (maximum 4).
Songs are speech from the back or recorded talk
are used.
The actual voices of men, women and children
can be limited.
There should be silent pauses in between the
dialogue.
48. USES OF PUPPETRY
It develops effective listening and looking skills.
It develops group co-operation.
It promotes creative ability.
It develops feeling of security and confidence.
It promotes self expression
It promotes developmental learning in language
and fine arts.
50. HAND & GLOVE PUPPETRY
A puppets made of a hollow head sewn or glued
to material that fits over the head, concealing the
fingers and thumb, which manipulate it.
51. FINGER PUPPETRY
It is controlled by one or more fingers
that occupy the interior of the puppets.
Finger puppets are generally very
simple, consisting of a sheath that the
person wearing the puppet (the
puppeteer) inserts either one or two
fingers.
53. ROD PUPPETRY
They are flat cut out figures tacked t a stick, with one
or more movable parts and operated from below the
stage level by wire rods or slender sticks.
This form of puppetry now is found in mostly in West
Bengal and Orissa.
54. SHADOW PUPPETRY
Shadow puppets are figures
that are placed between a light
and screen.
Moving them creates the
illusion of moving images on
the screen.
An experienced puppeteer can
make figures appear to walk,
talk, fight and dance.
It is a popular form of
entertainment in countries all
over the world.
55. MARIONETTE OR STRING PUPPETRY
A category of puppet controlled from above by
rods or strings suspended from a hand- held
control; the bodies may be made of wood, fabric,
paper, foam, rubber.
56. WATER DANCEING PUPPETRY
History:
It’s a tradition that dates back as far the 11th
century when it originated in the village of the
Red River Delta area of northern Vietnam.
Today’s Vietnamese water puppetry is a unique
variation on the ancient Asian puppet tradition.
57. DEFINITION
The puppets are made out of
wood and then lacquered.
The shoe are performed in a
waist – deep pool
A large bamboo rod supports
the puppets under the water
and is used by the
puppeteers, who are normally
hidden behind a screen to
control them.
58. PREPARATION FOR PUPPET PLAY
Prepare a script for the play.
The story should involve conversation between
the character, it should be humorous and
entertaining.
Each message, idea or point of view should be
introduced and developed in a logical order.
Have a commentator introduce the characters
and make comments on the points brought out
in the play
59. CONT….
Keep the story simple and suitable to the audience.
Prepare puppets in a different characters identified for
the play.
Have the puppeteers who will handle the puppets
practice the play until they are comfortable with their
puppets.
Finished the play with the commentator asking
questions to the audience such as ‘what do you think?
‘who do you think is right.
60. ADVANTAGES
They boost active participating among students.
Getting attentions.
Fascination of the inanimate objects
Enjoyable and spontaneous learning experiences.
Students become more creative.
61. DISADVANTAGES
Time consuming .
It is expensive.
It requires skill in preparation and in
presentation.
It need group co-operation and co-ordination
Seating arrangement is to be managed carefully.
62. CONCLUSION
Three dimensional aids are nearest to living
experience. Simple classification of these aids
are object, specimen, models, mock-up, diorama
and puppets. Three dimensional has become a
useful and potentially transformative tool in a
number of different fields, including medicine.
63. POST EVALUATION TEST
SHORT NOTES (5x2=10)
1. Explain the types of model.
2. Uses of puppets.
SHORT ANSWER (2X5=10)
Define object.
Advantages of Moulage.
Purposes of puppets.
Write two disadvantages of exhibit.
What is mean by diorama.
64. REFERENNS
B.T. basavantappas “A text book of Nursing
Education” first edition”, 2003,Jaypee Brothers
publication,NewDelhi
K.P Neeraja “A text book of Nursing Education” first
edition, 2003,Jaypee Brothers publication,NewDelhi
V2020eresource.org.
http://www.merriam-webster.
http://www.eg.bukne//.edu.
http://www.slideshare.net.
http://www.infoq.com.
http://www.wikipedia.org.