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- 2. •ONE DEVICE FORIDENTIFYING, SELECTING AND PRODUCING WHAT EDUCATIONAL MEDIA IS APPROPRIATE FOR A SPECIFIC LEARNING TASK AND GROUP OF LEARNERS. •EDGAR DALE- ONE WHO DEVISED THE CONE OF EXPERIENCE AND PUBLISHED THIS IN HIS BOOK, AUDIO- VISUAL EDUCATION IN 1946.
- 4. THREE FOLD ANALYSIS •JEROME BRUMER -IS AN AMERICAN PSYCHOLOGIST WHO HAS MADE SIGNIFICANT CONTRIBUTIONS TO HUMAN COGNITIVE PSYCHOLOGY AND COGNITIVE LEARNING THEORY IN EDUCATIONAL PSYCHOLOGY. 1. ENACTIVE – REFERS TO THE DIRECT OR ACTUAL EXPERIENCES OR ENCOUNTER WITH WHAT IS.
- 5. 2. ICONIC- REFERSTO THE MORE ABSTRACT EXPERIENCES WHICH COULD BE IN THE FORM OF PICTURES. 3. SYMBOLIC- REFERS TO THE USE OF WORDS OR PRINTED MATERIALS WHICH NO LONGER RESEMBLE THE OBJECT UNDER STUDY.
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- 8. FLAT PICTURES •ARE REPRESENTAIONSOF OBJECTS OR THINGS ON A FLAT SURFACE. •ARE THE CHEAPEST AND THE MOST READILY AVAILABLE OF ALL LEARNING MATERIALS.
- 9. GUIDES TO TEACHINGWITH PICTURES
- 10. •PICTURES MUST BECLEARLY SEEN BY EVERYONE •STUDENTS MUST BE GIVEN A CHANCE TO POINT OUT WHAT THEY THINK ARE IMPORTANT ASPECT OF THE PICTURE •MUST SUPPLEMENT PUPILS’ COMMENTS TO MAKE SURE THAT NOTHING HAS BEEN OMITTED.
- 11. •TEACHERS AND PUPILSSHOULD DISCUSS TOGETHER WHAT THEY FIND IN THE PICTURE. •THE PICTURE USED IN CLASS SHOULD LEAD TO THE ACCUMULATION OF RELATED PICTURES IN THE TEXTBOOK. •IF THE PICTURE USED IN CLASS STIRS THE PUPILS TO ATTEMPT AT ILLUSTRATING THEIR OWN.
- 12. •PICTURES OUGHT TOSUPPLY INCENTIVES FOR THE USE OF AUXILIARY AID. •PICTURES OUGHT TO PROMOTE SUPPLEMENTARY READING.
- 13. A PICTURE CANREAD IN FOUR LEVELS •ENUMERATIVE LEVEL •DESCRIPTIVE LEVEL •INTERPRETATIVE LEVEL •INTEGRATIVE LEVEL
- 14. PHOTOGRAPHS • ARE ALSOSTILL PICTURES, WHICH CAN BE MOUNTED OR UNMOUNTED, PHOTOGRAPHIC REPRODUCTIONS TAKEN FROM A MAGAZINE, NEWSPAPER OR BOOKS. • THEY APPEAR IN BLACK AND WHITE OR IN FULL COLOR.
- 15. ILLUSTRATIONS •ARE NON-PHOTOGRAPHIC RECONSTRUCTIONOR REPRESENTATION OF REALITY, ETCHED OR DRAWN BY AN ILLUSTRATOR, THE TEACHER OR THE STUDENTS/LEARNERS THEMSELVES. • ILLUSTRATIONS SHOW THE DIRECTION AT WHICH MOVEMENT MUST TAKE ITS COURSE OR INSTRUCTION ON HOW TO GO ABOUT ASSEMBLING A TOLL IN SCIENCE OR A MATERIAL OR EQUIPMENT.
- 16. PURPOSES FOR WHICHFLAT PICTURE, PHOTOGRAPHS AND ILLUSTRATIONS CAN BE USED FOR TEACHING 1. TO CONCERTIZE WORDS AND SYMBOLS. 2. TO LEND MEANING TO WHAT ONE READS. 3. TO INTRODUCE OR MOTIVATE 4. TO CORRECT MISCONCEPTIONS
- 17. 5. TO SUMMARIZEA UNIT 6. TO AROUSE EMOTIONS.
- 18. FLASHCARDS • ARE VALUABLEMATERIALS FOR DRILL ACTIVITIES PARTICULARLY IN THE TEACHING OF MATHEMATICS, ENGLISH, AND FILIPINO. • COME IN THE FOR OF WORD CARDS, PHRASE CARDS, SENTENCE CARDS, MATHEMATICAL COMBINATION CARDS AND PICTURE CARDS.
- 19. THE FOLLOWING ARECONSIDERATIONS IN USING FLASHCARDS. •THE FLASHCARDS MUST BE BOLD AND BIG ENOUGH TO BE SEEN BY EVERYBODY. • FLASH THE CARDS IN A FAST OR SNAPPY MANNER TO DEVELOP FAST THINKING OR RESPONSE. • FLASH THE CARDS FROM BACK TO FRONT. WRITE THE ANSWER AT THE BACK OF EACH FLASHCARD SO THAT AS YOU FLASH YOU CAN SEE THE ANSWER AND THUS YOU WILL BE ABLE TO CHECK IF THE RESPONSE OF THE PUPILS IS CORRECT OR NOT. •HOLD THE FLASHCARDS FIRMLY AT YOUR CHEST LEVEL. TAKE CARE NOT TO HIDE THE WORDS
- 22. Dale was bornin 1900 at the dawn of a new millennium, Edgar Dale’s work continues to influence educational technologists in the 21st Century In 1929, he completed a Ph.D. at the University of Chicago, and then joined the Eastman Kodak Company where he collaborated on some of the earliest studies of learning from film
- 23. - He receiveda B.A in 1937 from Duke University and Ph. D. from Harvard University in 1941. - Present a tree-tiered model of learning. - He points out that every area of knowledge can be presented and learned in tree distinct steps.