Bulletin board
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A bulletin board is an instructional tool that can supplement learning when used properly. It provides a surface for posting messages or information to reinforce instructional goals, communicate essential classroom information to students, and include and monitor student work and progress. An effective bulletin board should have a unified theme, avoid overcrowding, and be visually appealing through balanced use of color, images, and spacing. Teachers can use bulletin boards to display materials related to the current unit of study, classroom rules and schedules, student work, and seasonal decorations.
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The Bulletin Board
The document discusses the use of bulletin boards in classrooms. It defines bulletin boards as a medium for displaying materials. It describes different types of bulletin boards, such as sharing, decorative, conceptual and interactive boards. Principles of effective boards include being interactive and allowing student ownership. Advantages are that boards build interest and motivate students, while disadvantages include potential distraction and clutter. The document provides ideas for board content and materials to create useful and engaging instructional tools.
Bulletin Board
Whether school and college life everyone's encounter the two boards. First black board or white board and second bulletin board. Here some knowledge about bulletin and bulletin boards.
Bulletin board-presentation-by knaix
Bulletin boards serve several purposes such as providing information to communities, motivating readers, and displaying artwork. They come in different types like chalkboards, pinboards, and magnetic boards. Regardless of type, boards should be longer than wide with a dark, dull background. They aim to motivate learners, give initial impressions, broaden sensory experience, intensify impressions, provide information, supplement instructions, and save time. Suggested guidance includes having boards near offices and classrooms, dating materials, and changing displays frequently while encouraging student contributions and ensuring all read notices.
Programmed Instruction
Programmed instruction is a method of self-instruction that uses machines or specially prepared books to teach information in a step-by-step manner. It breaks subject matter into small frames and sequences them to present material in small pieces while requiring frequent student response. This allows students to learn at their own pace with immediate feedback on their answers. There are two main types: linear programming which presents frames in a straight line, and branching programming which allows students to take different paths through remedial frames depending on whether their answers are right or wrong. Programmed instruction aims to control learning conditions, promote self-paced learning, and continuously evaluate students.
Advantages & disadvantages chalkboard,overhead projector.
This document compares and contrasts chalkboards and overhead projectors as instructional tools. Chalkboards are inexpensive but writings cannot be saved. Overhead projectors allow presentations to be reused and show motions, but they are more expensive, bulky, and require power. Both have advantages - chalkboards for writing and erasing easily, overhead projectors for visualizing presentations - but overhead projectors are considered a better medium overall as they facilitate face-to-face contact and focusing audiences through projected materials.
Chalkboard
This document discusses different types of chalkboards and their effective use. It describes 14 types of chalkboards including the ordinary chalkboard held by an easel, roller type chalkboard, magnetic board, black ceramic board, glass chalkboard, lobby stand board, exhibition board, double side stand board, tariff board, paging board, perforated board, write and wipe whiteboard, notice board, and grounded glass board. It provides characteristics of a good chalkboard, guidelines for using chalkboards, advantages, limitations, and tips for effective chalkboard use. The document also includes a research article comparing the impact of PowerPoint vs. chalkboard in teaching, finding that using both methods together is most effective.
instructional Module
Modular teaching involves self-contained instructional units that each focus on a specific set of learning objectives. A module has clear goals and utilizes varied media and active learning. It includes components like an introduction, objectives, learning activities, and formative assessments. Modular instruction allows for individualized learning and establishes alternative assessment systems. While time-consuming, modular teaching can be effective and appropriate for mature students, especially in subjects like science and technology.
Dale's Cone of Experience
The Cone of Experience is a model that arranges learning experiences from concrete to abstract, with direct experiences like field trips at the bottom and verbal symbols like written words at the top. It was introduced by Edgar Dale in 1946 to show the progression of learning. The cone is not intended to represent degrees of difficulty, but rather degrees of abstraction. When teaching, the goal is to strike a balance between concrete and abstract experiences and not rely too heavily on either, in order to develop students' conceptual understanding and higher-order thinking skills.
Recommended
The Bulletin Board
The document discusses the use of bulletin boards in classrooms. It defines bulletin boards as a medium for displaying materials. It describes different types of bulletin boards, such as sharing, decorative, conceptual and interactive boards. Principles of effective boards include being interactive and allowing student ownership. Advantages are that boards build interest and motivate students, while disadvantages include potential distraction and clutter. The document provides ideas for board content and materials to create useful and engaging instructional tools.
Bulletin Board
Whether school and college life everyone's encounter the two boards. First black board or white board and second bulletin board. Here some knowledge about bulletin and bulletin boards.
Bulletin board-presentation-by knaix
Bulletin boards serve several purposes such as providing information to communities, motivating readers, and displaying artwork. They come in different types like chalkboards, pinboards, and magnetic boards. Regardless of type, boards should be longer than wide with a dark, dull background. They aim to motivate learners, give initial impressions, broaden sensory experience, intensify impressions, provide information, supplement instructions, and save time. Suggested guidance includes having boards near offices and classrooms, dating materials, and changing displays frequently while encouraging student contributions and ensuring all read notices.
Programmed Instruction
Programmed instruction is a method of self-instruction that uses machines or specially prepared books to teach information in a step-by-step manner. It breaks subject matter into small frames and sequences them to present material in small pieces while requiring frequent student response. This allows students to learn at their own pace with immediate feedback on their answers. There are two main types: linear programming which presents frames in a straight line, and branching programming which allows students to take different paths through remedial frames depending on whether their answers are right or wrong. Programmed instruction aims to control learning conditions, promote self-paced learning, and continuously evaluate students.
Advantages & disadvantages chalkboard,overhead projector.
This document compares and contrasts chalkboards and overhead projectors as instructional tools. Chalkboards are inexpensive but writings cannot be saved. Overhead projectors allow presentations to be reused and show motions, but they are more expensive, bulky, and require power. Both have advantages - chalkboards for writing and erasing easily, overhead projectors for visualizing presentations - but overhead projectors are considered a better medium overall as they facilitate face-to-face contact and focusing audiences through projected materials.
Chalkboard
This document discusses different types of chalkboards and their effective use. It describes 14 types of chalkboards including the ordinary chalkboard held by an easel, roller type chalkboard, magnetic board, black ceramic board, glass chalkboard, lobby stand board, exhibition board, double side stand board, tariff board, paging board, perforated board, write and wipe whiteboard, notice board, and grounded glass board. It provides characteristics of a good chalkboard, guidelines for using chalkboards, advantages, limitations, and tips for effective chalkboard use. The document also includes a research article comparing the impact of PowerPoint vs. chalkboard in teaching, finding that using both methods together is most effective.
instructional Module
Modular teaching involves self-contained instructional units that each focus on a specific set of learning objectives. A module has clear goals and utilizes varied media and active learning. It includes components like an introduction, objectives, learning activities, and formative assessments. Modular instruction allows for individualized learning and establishes alternative assessment systems. While time-consuming, modular teaching can be effective and appropriate for mature students, especially in subjects like science and technology.
Dale's Cone of Experience
The Cone of Experience is a model that arranges learning experiences from concrete to abstract, with direct experiences like field trips at the bottom and verbal symbols like written words at the top. It was introduced by Edgar Dale in 1946 to show the progression of learning. The cone is not intended to represent degrees of difficulty, but rather degrees of abstraction. When teaching, the goal is to strike a balance between concrete and abstract experiences and not rely too heavily on either, in order to develop students' conceptual understanding and higher-order thinking skills.
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The document discusses the demonstration method of teaching. It defines demonstration method as teaching a skill, concept or principle by showing how a process is done while students observe. The key aspects of demonstration method are:
- The teacher acts as a demonstrator who possesses technical know-how of the skill and explains the step-by-step procedures and underlying principles.
- Planning logical step-by-step points and proper equipment are essential for a successful demonstration.
- An effective demonstration follows three steps - introduction, development with the skill demonstration, and integration with student practice and evaluation.
- Demonstration method engages multiple senses, develops student interest and motivation, and helps achieve psychomotor learning objectives.
Non projected pictures
The document discusses non-projected pictures, which do not require projection equipment or power, such as study prints, charts, posters, maps, and photographs. It describes how these visual aids can be used to motivate students and present concepts symbolically. Guidelines are provided for selecting relevant and clear non-projected pictures that balance understandability with posing questions to challenge students.
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Flannel board
The document discusses flannel boards, which are visual display aids used for storytelling. A flannel board consists of a rigid surface covered with flannel or felt fabric that allows pictures and cards to be attached by gentle pressure. Flannel boards are used in education to convey ideas in an engaging way and add variety to classroom activities. They allow teachers to build up ideas step-by-step and provide information to students in an appealing manner. Flannel boards have advantages like being inexpensive and holding students' attention but require advance preparation and artistic ability to use effectively.
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Cone of Experience
Edgar Dale developed the Cone of Experience to show the relationship between how information is presented in instruction and learner outcomes. The Cone depicts a progression from concrete to abstract experiences, with the most engaging level being direct experiences and the least being symbolic representations. While often misinterpreted as a strict hierarchy, Dale intended the Cone to show that each experience level incorporates some level of abstract thinking and that movement between levels enhances learning.
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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.
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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.
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- It is commonly used for large classes in colleges and schools to quickly cover curricula. However, it is not ideal for realizing the goals of teaching science.
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- Advantages include low cost and covering content quickly
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The document discusses audio visual aids and their use in education. It defines audio visual aids according to various experts as devices that make the learning experience more concrete, realistic, and dynamic by appealing to multiple senses. Audio visual aids are classified into different types including audio aids, visual aids, and audiovisual aids. They have several advantages such as helping to capture attention, motivate learning, and provide realistic experiences. However, they must be used appropriately and as a supplement to teaching. Examples of commonly used audio visual aids discussed include overhead projectors, transparencies, and slide projectors.
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The document discusses the demonstration method of teaching. It defines demonstration method as teaching a skill, concept or principle by showing how a process is done while students observe. The key aspects of demonstration method are:
- The teacher acts as a demonstrator who possesses technical know-how of the skill and explains the step-by-step procedures and underlying principles.
- Planning logical step-by-step points and proper equipment are essential for a successful demonstration.
- An effective demonstration follows three steps - introduction, development with the skill demonstration, and integration with student practice and evaluation.
- Demonstration method engages multiple senses, develops student interest and motivation, and helps achieve psychomotor learning objectives.
Non projected pictures
The document discusses non-projected pictures, which do not require projection equipment or power, such as study prints, charts, posters, maps, and photographs. It describes how these visual aids can be used to motivate students and present concepts symbolically. Guidelines are provided for selecting relevant and clear non-projected pictures that balance understandability with posing questions to challenge students.
Assessment
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method of teaching
This document discusses various teaching methods including lectures, group discussions, seminars, symposiums, panel discussions, role plays, and projects. Group discussions involve an interchange of ideas between a teacher and students or among students. They typically have three stages: planning, active discussion, and evaluation. Seminars provide opportunities for advanced study and involve student preparation and presentation. Symposiums involve multiple speakers presenting on different aspects of a topic. Panel discussions feature experts discussing a topic in front of a large audience. Role plays allow students to experience real-life situations. Projects are whole-hearted activities carried out in their natural social environment.
Flannel board
The document discusses flannel boards, which are visual display aids used for storytelling. A flannel board consists of a rigid surface covered with flannel or felt fabric that allows pictures and cards to be attached by gentle pressure. Flannel boards are used in education to convey ideas in an engaging way and add variety to classroom activities. They allow teachers to build up ideas step-by-step and provide information to students in an appealing manner. Flannel boards have advantages like being inexpensive and holding students' attention but require advance preparation and artistic ability to use effectively.
Projected Aids - AV Aids
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.
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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.
Cone of Experience
Edgar Dale developed the Cone of Experience to show the relationship between how information is presented in instruction and learner outcomes. The Cone depicts a progression from concrete to abstract experiences, with the most engaging level being direct experiences and the least being symbolic representations. While often misinterpreted as a strict hierarchy, Dale intended the Cone to show that each experience level incorporates some level of abstract thinking and that movement between levels enhances learning.
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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.
LECTURE METHOD
the lecture method is a most perfect method to essay understand the topic. the lecture method is the usually to used in education and demonstration, its help to modify the difficult information in essay.
LECTURE METHOD IN TEACHING
The document discusses the lecture method of teaching. It is one of the oldest teaching methods where the teacher is active and students are passive. The document outlines the different types of lectures, purposes of lecturing, components of the lecture method including introduction, body, and conclusion. It also discusses advantages like allowing a large amount of information to be conveyed efficiently, and disadvantages such as limited student participation and difficulty maintaining attention.
Projected Audio Visual Aids
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.
Graphic aids
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.
The cone of experience
The Cone of Experience is a model created by Edgar Dale that graphically represents the relationship between different types of learning experiences and their effectiveness. It ranges from direct, hands-on experiences at the bottom to abstract, symbolic representations at the top. The cone is meant to show that learning is generally most effective when it progresses from concrete to abstract. It influences teachers to incorporate a variety of instructional methods and media into their lessons to engage different types of learners.
Field trip
This document discusses field trips as an educational tool for nursing students. It defines a field trip as allowing students to study objectives and materials firsthand in their natural environment. The objectives of field trips are to apply theory to practice, evaluate new practices, enrich classroom instruction, develop observational skills, improve social interaction, and refresh and develop students' knowledge and creativity. Field trips provide direct, hands-on learning experiences and help students correlate classroom lessons with real-world situations. Responsibilities are outlined for both teachers and students to ensure safe and effective field trips. Advantages include active, cooperative learning while disadvantages include costs, logistics and potential distractions.
Instructional Media
Instructional media refers to any devices or materials used in the teaching and learning process to support planned instruction. It includes electronic media, projected materials like slides, and non-projected materials like diagrams, real objects, and handouts. Instructional media benefits learning by gaining and holding attention, presenting objectives, supporting examples, and facilitating understanding. It plays key roles in helping learners articulate knowledge and reflect on learning. While teachers remain important, instructional media can effectively support the learning process when used as a supplementary tool.
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The document discusses the lecture method of teaching, which involves the teacher lecturing to students as the primary means of instruction. Some key points:
- The lecture method is teacher-centered, with the teacher controlling the flow of information and students playing a passive role as listeners.
- It is commonly used for large classes in colleges and schools to quickly cover curricula. However, it is not ideal for realizing the goals of teaching science.
- Effective lectures are planned considering factors like the audience, purpose, time available, and subject matter.
- Lectures can be used to introduce new topics, review material, or present history.
- Advantages include low cost and covering content quickly
Lecture Method of Teaching
This document discusses the lecture method of teaching. It defines a lecture as a carefully planned expository address by a teacher on a particular topic. It provides guidelines for an effective lecture, including organizing the classroom, preparing lesson plans, maintaining eye contact, using audiovisual aids, clarifying concepts, and managing time. The document also lists merits of the lecture method such as stimulating critical thinking and catering to large groups, and demerits like keeping students passive and not allowing individual pacing. Essentials of a good lecture are tailoring speech to the topic and students, using proper body language, and clarifying concepts with examples.
Note on Evaluation and Assessment in Nursing Education (Part - 01)
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.
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9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Bulletin board
- 1. THE BULLETIN BOARD AS A TOOL FOR SUPPLEMENTAL INSTRUCTION PREPARED BY CLEO UMALI-BARAWID
- 2. WHAT IS A BULLETIN BOARD? • A bulletin board is a powerful instructional tool that when utilized properly can add to a meaningful learning experience to the learners. As its name implies, it is a surface intended for posting messages or public information.
- 3. USES OF BULLETIN BOARDS IN THE CLASSROOM • 1. Reinforces instructional goals • --display maps,charts, graphs, or book jackets, numbers, letters, poems, sight words, posters, photographs and other information about the unit being studied, class motto, famous sayings, epigrams etc. • --create a class theme or have your students vote on a class theme,
- 4. USES OF BULLETIN BOARD IN THE CLASSROOM • 2. communicates essential information • --display posters of class rules, rewards, and consequences; create a visual presentation of your classroom management system, post classroom goals and mission statements, post your daily or weekly schedule, list monitor jobs and the students currently filling these roles
- 5. USES OF BULLETIN BOARDS • 3. includes and monitors students • Create bright “Welcome” posters that incorporates all the learners’ names, randomly select student of the week to feature on the bulletin board, display students’ work, display “thermometer graphs” that measure students accomplishment.
- 6. USES OF BULLETIN BOARDS • 4. makes the classroom a more appealing place • --display seasonal decorations • --display student artwork
- 7. CHARACTERISTICS OF A GOOD BULLETIN BOARD • It should be with finished edge. • It must be fixed on the wall to prevent accidents. • It must be colorful and attractive. • Have at least a unified theme for clarity. • Avoid overcrowded display • Be guided by the principle of balance, unity, harmony, portion and contrast.
- 18. FOR YOUR HOMEWORK • With a groupmate, make a creative bulletin board of information using materials of your own choosing(you may use a cork board or an illustration board for this). Bulletin board must have a unified theme.
Editor's Notes
- An epigram is a witty saying…”I can resist everything but temptation.”—Oscar wilde