The chapter discusses various strategies for designing effective instructional messages, including pre-instructional strategies, message design for text, and use of pictures and graphics. It describes four pre-instructional strategies (pre-test, behavioral objectives, overviews, advance organizers) and their purpose, guidelines, and examples. It also discusses three essential elements of good text design (distinctive words/typography, coherence, matching content to learner background) and criteria for good text layout. Finally, it covers the five types and functions of pictures/graphics in instruction, as well as factors to consider in their usage.
Current calls for educational improvement highlight continuing attention about the understanding of current curricula to provide
aspiring teachers with skills for achievement. Whereas a wide
range of recommended answers tries to discuss apparent deficiencies in current educational models, a growing body of
the literature consistently guides to the need to rethink the traditional in-class, lecture-based course model.
In a flipped classroom, the content is provided to students to learn
on their own, and devoting the class time to engaging students in student-centered learning activities, like team-based learning and inquiry-oriented strategies.
Selected instructional design models are considered, including ASSURE, Morrison Ross & Kemp, Dick, Carey, and Carey, Delphi, DACUM, and rapid prototyping. Drs. Sharon Smaldino, Gary Morrison, Rob Branch, Walt Dick, and Steve Ross offered quotes to include in this presentation about their models and instructional design.
Introduction to portfolio assessment and development by Dr Madawa Chandrathilake, MBBS (Colombo), MMEd (Dundee), PhD (Dundee)
Senior Lecturer in Medical Education, Faculty of Medicine, University of Kelaniya, Sri Lanka
Current calls for educational improvement highlight continuing attention about the understanding of current curricula to provide
aspiring teachers with skills for achievement. Whereas a wide
range of recommended answers tries to discuss apparent deficiencies in current educational models, a growing body of
the literature consistently guides to the need to rethink the traditional in-class, lecture-based course model.
In a flipped classroom, the content is provided to students to learn
on their own, and devoting the class time to engaging students in student-centered learning activities, like team-based learning and inquiry-oriented strategies.
Selected instructional design models are considered, including ASSURE, Morrison Ross & Kemp, Dick, Carey, and Carey, Delphi, DACUM, and rapid prototyping. Drs. Sharon Smaldino, Gary Morrison, Rob Branch, Walt Dick, and Steve Ross offered quotes to include in this presentation about their models and instructional design.
Introduction to portfolio assessment and development by Dr Madawa Chandrathilake, MBBS (Colombo), MMEd (Dundee), PhD (Dundee)
Senior Lecturer in Medical Education, Faculty of Medicine, University of Kelaniya, Sri Lanka
Other Approaches (Teaching Approach, Strategy, Method and Technique)Ezr Acelar
for EDUC 205 (Principles of Teaching 1) class
covers topics such as Blended Learning, Reflective Teaching/Learning, Metacognitive Approach, Constructivist Approach and Integrated Approach.
For many new teachers, many aspects of teaching are terrifying, and it is often only after considerable experience that some of those fears begin to subside. By addressing and working to mitigate these fears, we are able to create a more positive and welcoming environment for teachers and students alike. This presentation discusses recent research on the fears and needs most frequently reported by new teachers as well as best practices in mentoring for new teachers. Participants will be encouraged to consider how they can establish or improve new teacher mentoring at their own schools or programs.
Speaker Information:
STEADMAN, Angel
Angel Steadman is the Teacher Training Coordinator at the Center for English as a Second Language with the University of Arizona, USA. She has taught writing and ESL in a variety of nonprofit organizations and educational settings, and she currently oversees ESL/EFL teacher training courses in the US as well as parts of Asia and Latin America. She has published on topics including using video for English teaching and strategies for teaching students to use strong verbs in writing.
LEE, Jeremy
Jeremy Lee is the Student Activities Coordinator at the Center for English as a Second Language with the University of Arizona, USA, where he teaches in both the intensive English and teacher training programs. He has taught EFL in Japan and has trained teachers in Mexico and China. His interests include teacher training and strategies for encouraging language learning through extracurricular activities.
Other Approaches (Teaching Approach, Strategy, Method and Technique)Ezr Acelar
for EDUC 205 (Principles of Teaching 1) class
covers topics such as Blended Learning, Reflective Teaching/Learning, Metacognitive Approach, Constructivist Approach and Integrated Approach.
For many new teachers, many aspects of teaching are terrifying, and it is often only after considerable experience that some of those fears begin to subside. By addressing and working to mitigate these fears, we are able to create a more positive and welcoming environment for teachers and students alike. This presentation discusses recent research on the fears and needs most frequently reported by new teachers as well as best practices in mentoring for new teachers. Participants will be encouraged to consider how they can establish or improve new teacher mentoring at their own schools or programs.
Speaker Information:
STEADMAN, Angel
Angel Steadman is the Teacher Training Coordinator at the Center for English as a Second Language with the University of Arizona, USA. She has taught writing and ESL in a variety of nonprofit organizations and educational settings, and she currently oversees ESL/EFL teacher training courses in the US as well as parts of Asia and Latin America. She has published on topics including using video for English teaching and strategies for teaching students to use strong verbs in writing.
LEE, Jeremy
Jeremy Lee is the Student Activities Coordinator at the Center for English as a Second Language with the University of Arizona, USA, where he teaches in both the intensive English and teacher training programs. He has taught EFL in Japan and has trained teachers in Mexico and China. His interests include teacher training and strategies for encouraging language learning through extracurricular activities.
C&ess presentation performance review 2016 (copy 1)Baig Ali
Performance of Civil Engineering and Support Services Department of OGDCL Pakistan, of "C &ESS Department"
by
Engr. Baig Ali
Chief Engineer (Civil) Contracts & JVs.
Acuerdos Acta 28 [12-Marzo-2015] del Núcleo de Investigación Didáctica y Tecnología Educativa de la Universidad Pedagógica Experimental Libertador - Instituto Pedagógico Rural "Gervasio Rubio", Rubio - Estado Táchira - Venezuela
Tool for Analyzing and Adapting Curriculum Materia.docxVannaJoy20
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
of Name English II World Literature25 January 2018HW Th.docxaryan532920
of
Name:
English II World Literature
25 January 2018
HW: Thesis Statement Prompt from Chapter One of Night
This assignment is due on February 5, 2018. You must compose your own work; do not copy another’s work.
Directions:
1. Read Chapter One of Night if you have not done so.
2. CHOOSE ONE prompt from the three prompts provided. Prompts One and Two are expository, and Prompt Three is a literary analysis prompt. The literary analysis prompt is an “uphill challenge”--go for it! :-)
3. Compose ONLY: the introductory paragraph and thesis statement. Your introductory paragraph should have a narrative hook and one short piece of background information. THE FINAL SENTENCE OF YOUR INTRODUCTORY PARAGRAPH SHOULD BE YOUR THESIS STATEMENT. An outline of your paragraph would look like this:
I. Introduction
A. Narrative hook
B. Background information
C. Thesis statement
For instance:
Many teenagers spend a lot of time contemplating what they want to do when they
graduate from high school. I am fortunate in that I already know; I decided to become a
veterinarian when I was two or three years old. A veterinarian practices veterinary medicine, or medicine “of, relating to, practicing, or being the science and art of prevention, cure, or alleviation of disease and injury in animals and especially domestic animals” (“veterinary”). Just like humans, animals need people to treat them with the respect and dignity they deserve, and I want to be one of those people. To prepare for my future as a veterinarian, I plan to attend college and veterinary school, learn about all species of animals, and learn the skills I need to help animals.
Your thesis statement must have one main point and two supporting points.
Prompt One:
Imagine that you are a townsperson listening to Moishe the Beadle’s story. Explain why you believe Moishe’s story to be false.
Prompt Two:
There were several opportunities for Wiesel and his family to escape before they were sent to Auschwitz. Explain what these opportunities were, and explain why the family did not take advantage of them.
Prompt Three:
Define irony, and discuss Wiesel’s use of irony in the first chapter of Night. What message is he trying to convey about the Jews’ attitude and how does his use of irony help him get his message across?
UNDERGRADUATE ASSIGNMENT SPECIFICATION
Programme:
BABS
Module Level (3,4,5 or 6):
5
Module:
Project Management
Module code:
SBLC5001Contribution to Overall
Module Assessment (%):
100%
Assignment No(s):
Assignment 1: 50%
Assignment 2: 50%
Assignment Title(s):
Assessment Component 1- Case study/individual essay
Assessment Component 2- Individual report
Lecturer:
Chandranna Rayadurg
Internal Verifier:
Kamal Hossain
Hand Out Date:
04/12/2017
Submission deadline:
Feedback deadline:
19/02/2018
Referencing:
In the main body of your submission you must give credit to authors on whose research your work is based. Append to your submission a reference list in Harvard stylethat in ...
Description Total Possible Score 6.00General ContentSubje.docxtheodorelove43763
Description:
Total Possible Score: 6.00
General Content/Subject Knowledge
Total: 2.10
Distinguished - Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates in-depth knowledge of the discussion topic.
Proficient - Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates knowledge of the discussion topic.
Basic - Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates basic knowledge of the discussion topic.
Below Expectations - Addresses all or most aspects of the prompt in accordance with the parameters of the discussion and demonstrates limited knowledge of the discussion topic.
Non-Performance - There is no initial discussion post, or the post does not address the discussion prompt at all.
Critical Thinking
Total: 1.50
Distinguished - Comprehensively explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates all of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.
Proficient - Explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates most of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.
Basic - Explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates some of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, and use of information, and logic.
Below Expectations - Attempts to explore the ideas, thoughts, and elements of the topic and provide relevant evidence and information, but demonstrates few of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.
Non-Performance - There is no attempt to explore the ideas, thoughts, and elements of the topic and provide relevant evidence and information in either the original post or subsequent response posts within the discussion, or no post is present.
Written Communication
Total: 0.60
Distinguished - Displays clear control of syntax and mechanics. The organization of the work shows appropriate transitions and flow between sentences and paragraphs. Written work contains no errors and is very easy to understand.
Proficient - Displays control of syntax and mechanics. The organization of the work shows transitions and/or flow between sentences and paragraphs. Written work contains only a few errors and is mostly easy to understand.
Basic - Displays basic control of syntax and mechanics. The work is not organized with appropriate transitions and flow between sentences and paragraphs. Written work contains several errors, making it difficult to fully understand.
Below Expectations - Displays li.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Questions To Consider
(Before starting to design)
1) What is the best way to introduce the content
to a learner?
- Power Point Slides, Video, 2D or 3D Animation, etc.
2) What is the best way to implement your
‘Instructional Strategies’?
- Lectures, Discussions, Case Studies, Lab/Studio, etc.
3. Questions To Consider
(Before starting to design)
3) How can you cue your learner to the most
important information?
- Most important cues first. Less important later
4) Should you use pictures with your instruction?
- Necessary or not to use the pictures to aid the
instruction
4. Points To Be Pondered Before
Designing the Instructional Material
a) Defining Problem and Content;
- What are the contents of the instruction?
b) Defining Characteristic of Audience
- What is the level of the audience?
Eg: Children, teenager, adult, high-ability, low-ability, etc.
c) Specifying the objectives
- What is the target at the end of the lesson?
d) Designing the Instructional Strategies
- In what way the instruction should be conveyed?
5. Preparations On Designing the
Instructional Material
Develop Effective Instruction:
- Structuring and presenting the materials that both
signal and engage the learner to the important points
6. 1) Pre-instructional
Strategy
- Techniques for
preparing the
learner for the
instruction.
2) Message Design
For Text
- Strategies for
signaling the
structure of the
Text through
words and
Typography.
3) Pictures &
Graphic in
Instruction
- Discussion of the use
of the pictures and
graphics in the
instructional
materials.
Designing the Instructional Material
Elements
(Fleming1993)
7. 1. Pre-instructional Strategies
a) Pre-test
- A set of questions/cues directly relevant to the
instruction as to help learner identify & focus for the
main ideas in the instruction.
b) Behavioral Objectives
- The objectives the designer has developed or presents
them as goal statements describing the behavior the
student must master.
8. 1. Pre-instructional Strategies
c) Overviews
- Similar to summary, written as a paragraph(s) of prose,
rather than a list of items
d) Advance Organizer
- The kind of similar to overview but written at a higher
level of abstraction.
9. 1. Pre-instructional Strategies
(Hartley & Davies 1976)
STRATEGY FUNCTION LEARNER
CONTENT
STRUCTURE
TASK ATTRIBUTES
1) Pretest
Alert student
to what is
expected
Above average
IQ, older, or
more mature
learners
Length of the
instruction is
relatively
short &
loosely
structured
Learners should
have some
familiarity with the
content if the
questions are to be
meaningful
Table of Structures:
10. 1. Pre-instructional Strategies
a) Pre-test Guidelines:
i. A pre-instructional pretest should be relatively
short so as not to delay the start of the
instruction
ii. Questions are open ended:
Allowing for a spontaneous, unstructured
response
iii. Pretest items are the general overall points of
the instruction’s content
11. 1. Pre-instructional Strategies
a) Pre-test Example
Chapter 2: Webpage Evaluation
1. What should a good webpage look like?
2. What type of information should you see on a good webpage?
3. What are some examples of things NOT to put on your
webpage?
4. If you could design your ideal webpage, what are some
features you would include?
12. 1. Pre-instructional Strategies
(Hartley & Davies 1976)
STRATEGY FUNCTION LEARNER
CONTENT
STRUCTURE
TASK ATTRIBUTES
2) Behavioral
Objectives
Precisely
inform the
student of
what is
expected
Middle
ability
students
Used to
preface a
passage of
fewer than
2,500 words
Works best with
traditional methods
such as lectures
13. 1. Pre-instructional Strategies
b) Behavioral Objectives Guidelines:
i. Use a statement that clearly indicates the behavior
the student needs to master excluding the condition
& criteria (Klauer 1984)
ii. Avoid being too detail but just be general to keep the
list shorter, thus resulting mastery of the material
convenient to achieve
14. 1. Pre-instructional Strategies
b) Behavioral Objectives Guidelines:
iii. Understandable & suitable writing style.
Eg: “At the end of this unit, you will…” is better than:
“ At the termination of this unit, you will…”
iv. Objectives are less effective if it is more than 2,500
words (Klauer 1984)
16. 1. Pre-instructional Strategies
(Hartley & Davies 1976)
STRATEGY FUNCTION LEARNER
CONTENT
STRUCTURE
TASK ATTRIBUTES
3) Overviews
Prepare
the
learners
for the
learning
task
Lower-
ability
Higher-
ability
Little or no
structure
Facts
Concepts
17. 1. Pre-instructional Strategies
c) Overviews Guidelines:
i. Three general approaches to an overview:
- Provide a summary to a content.
- Create a problem requesting the learner to solve by
referring to the unit
- Describe how the content will help the learner
ii. An overview should be short; less than a page. A
longer one will ruin everything!
19. 1. Pre-instructional Strategies
(Hartley & Davies 1976)
STRATEGY FUNCTION LEARNER
CONTENT
STRUCTURE
TASK ATTRIBUTES
4) Advance
Organizer
Conceptual
framework
needed to clarify
content for
learner
Above –average
ability, maturity,
and sophistication
Should have
a dominant
structure
Factual
information
20. 1. Pre-instructional Strategies
d) Advance Organizers Guidelines:
i. Use general terms which are easy to understand &
remember.
ii. Ideas presented inclusive all the content covered.
iii. Use Expository Organizers if the learner is unfamiliar
with the content. (Relevant knowledge of the learner
which relate to the content)
22. 2. Message Design For Text
(Chambliss & Calfee 1989)
Three essential Text Design Elements to good text
instruction:
a) A set of distinctive words or typography
- Eg: The headings in the book signal The Chapters while
italic/underlined/bold type signal keywords
b) Coherence of the Text
- Logical, orderly, and consistent relation of text which helps
learner to recall the information.
c) Match of the Content and Learner’s Background
- Which will make sense for the learner to comprehend the
content of the information.
-
* See Figure 1
24. Criteria For Good Text Layout
Criteria of good layout for text units are:
a) Suitable Headings & Sub-Heading
b) Suitable white space
c) Coherence of the Text
d) Good & relevant Typographical Variations
25. Criteria For Good Text Layout
1. Suitable Headings & Sub-Heading
- Heading should represent the content
2. Suitable white space
- Correct white space will add mood to read &
easier in memorizing
26. Criteria For Good Text Layout
3. Coherence of the Text
- Logical, orderly, and consistent relation of text which
helps learner to recall the information.
- Different contents grouped together in different
paragraphs
4. Good & relevant Typographical Variations
- Signaling the structure of the information by varying the
type; boldface, italics, underline or font size, etc.
- Suitable & uniform type font, not more than 3 types of
font.
- Suitable colour usage
29. 2. Message Design For Text
(Meyer 1985)
Explicit Signals: Pointer Words
- Words which alert the learners to what to
expect on the following sentence,
paragraph and chapter
30. Text Structure Example Signaling Words
1) Lists
“Research shows that clothing
affects several kinds of
judgments people make. First is
credibility. Second is likability.
Third is dominance. Fourth is
kindness and last but not least is
empathy.”
First, second, third, etc. ;
subsequent; another
Combination:
Pointer Words (Meyer 1985) &
Content Structures (Armbruster 1986)
31. Text Structure Example Signaling Words
2) Comparisons
or Contrasts
“In 2015 educators and
commentators discussed the future
of learning and what new teaching
methodologies that could integrate
technology into the classroom in the
most productive way. However, in
some quarters the decision-makers
got a little ahead of themselves and
underestimated the value of
teachers in acting as guides,
curators and motivators in the
classroom.”
But, in comparison,
however, while, to
differentiate, a
distinguishing
Combination:
Pointer Words (Meyer 1985) &
Content Structures (Armbruster 1986)
32. Text Structure Example Signaling Words
3) Temporal
Sequence
“Preparations to attend an interview
are; First you must make sure you
dress properly as people will judge
book by it’s cover always. Second, be
punctual to the interview venue.
Advisably, be early as like 20 minutes
so that you can be calm and ready for
the interview.”
Beginning with, after,
next, first, second, etc.
Combination:
Pointer Words (Meyer 1985) &
Content Structures (Armbruster 1986)
33. Text Structure Example Signaling Words
4) Cause & Effect
“Sophisticated feedback devices
such as head-mounted stereoscopic
displays, gloves and suits with
embedded sensors could transmit
information to a computer about a
user’s movements, thereby making it
possible for students not only to
observe virtual worlds, but to
interact with them too.”
Consequently, as a
result, if/then, the
reason, thereby, one
explanation, etc
Combination:
Pointer Words (Meyer 1985) &
Content Structures (Armbruster 1986)
34. Text Structure Example Signaling Words
5) Definition &
Example
“In an active classroom
environment the role of a teacher
is often that of a facilitator,
supporting pupils as they learn
and develop skills in, for example;
assessing evidence, negotiation,
making informed decisions,
solving problems, working
independently and working with
others.”
For example, include,
another, etc.
Combination:
Pointer Words (Meyer 1985) &
Content Structures (Armbruster 1986)
35. 3. Pictures & Graphics In Instruction
Eg 1:
Computer System
A computer system is one that is able to take a set of
inputs, process them and create a set of outputs. This is
done by a combination of hardware and software.
The computer system has one or more inputs to
provide data. This data is then processed in some way.
The outcome of the processing is sent to an output or it
may be stored until some event happens to cause it to be
output.
For processing to take place, there needs to be a set of
instructions of what needs to be done. This set of
instructions is called a program.
This system is called a stored-program computer.
36. 3. Pictures & Graphics In Instruction
Figure 4: A flow chart showing the concept of the Computer System
37. 3. Pictures & Graphics In Instruction
The‘Diagram’, makes the understanding of what is
‘Computer System’ easier & better, right?
Conclusion:
Visual images aid & enhance the
understanding of Text Content.
38. 3. Pictures & Graphics In Instruction
There are 5 types of Graphic
Instruction:
a) Decoration
b) Representation
c) Organization
d) Interpretation
e) Transformation
39. 3. Pictures & Graphics In Instruction
The Function of Pictures
•Decoration
* The picture has a minimum
function as an image related to
the texts.
40. 3. Pictures & Graphics In Instruction
The Function of Pictures
•Representation * The picture has a simple
function to a simple
content.
41. 3. Pictures & Graphics In Instruction
The Function of Pictures
•Organization * A set of pictures function as
instruction/manual kit .
42. 3. Pictures & Graphics In Instruction
The Function of Pictures
•Interpretation
* The picture functions to explain
complicated cycles to make
comprehension easier.
43. 3. Pictures & Graphics In Instruction
The Function of Pictures
•Transformation * The picture functions as a mnemonic
44. Factors of Usage of Graphic
1. Enhance Learning
- Add interest & comprehension to the learners
2. Availability
- Which types of graphic available for your usage:
Original Art, Clip Art & Photographs
3. Cost of Reproducing
- Eg: Storage for large number of digital graphic/ pictures,
printing cost for digital graphics/ photos, cost of paper
materials, etc.
45. Reference:
• Textbook “DESIGNING EFFECTIVE INSTRUCTION” fifth
edition; 2007 by Gary R. Morrison, Steven M. Ross, Jerrold
E. Kemp & Howard K. Kalman
