This document discusses the power and effective use of film, video, and TV in the classroom. It notes that these audiovisual tools can transmit a wide range of materials, bring models of excellence, bring the real world into the classroom, allow students to witness events as they happen, and make content understandable to diverse audiences. However, it also acknowledges limitations like passive viewing and small screen sizes. The document then provides basic procedures for effectively using these tools which include preparing the classroom, pre-viewing activities, viewing, and post-viewing discussions and assessment of learning. The goal is to actively engage students and apply lessons from the audiovisual content.

1. The Power of Film,
Video and TV in the
Classroom

2. Abstruction
the film, the video and the tv are
indeed very powerful. Dale (1969)
says they can:

3. transmit a
wide range
audio-visual
materials,
including
●
still pictures,
film,
objects,
speciments
and drama.

4. Bring models
of excellence
to the viewerwe can see
and hear the
●
excellence
scientist like
John
Glenn, the
excellence

5. speakers
and master
teacher who
lecture and
demonstrate
a teaching
method for
professional
developme
nt of
teachers.

6. Bring the
world of
reality to the
home and to
the
classroom
through a
“live”
●
broadcast or
as mediated
through film
or
videotape.not all of us
have

7. the
opportunity
to see life
underneath
the sea.But
with tv, we
are able to
see life at
the bottom
of the sea
right there in
our sala or
bedroom
through
Discovery
Channel, for
example.

8. Make us
see and hear
for ourselves
world events
as they
happen.With
a sense of
helplessness
, we
●
witnessed the
fire that
engulfed
homes in San
Diego,
California in
October 2007
as it happened
through tv.

9. When the
strong
earthquake
shook
Baguio,
Agoo,
Dagupan and
Nueve Ecija,
Philippines
on July 16,
1990, The
aftermath of
the
earthquake
was shown
live in tv.

10. Be the most
believable
news
source
●make some
programs
understanda
ble
●
and
appealing to
a wide variety
of age and
educational
levels.
Literature
and illiterate,

11. young and
old – all
benefir from
the common
experiences
that the tv
transmits.
●Become a
great equal
izer of
educational
opportunity
because
programs can
be presented
over national
and regional
networks.

12. ●
Provide us with
sounds and
sights not easily
available even
to the viewer of
a real through
long shots,
close ups,
zoom shots,
magnification
and split
screen made
possible by the
tv cameraafraid of the
mammoth
crowd every
time Baguio
celebrates the

13. PANAGBENG
A (Flower
Festival), I
prefer to stay
home and
watch it in tv.
With the
versatile
camera,
I can have
more close
up view than
those
watching it
from Session
Road.

14. ●
Can give
opportunity to
teachers to
view
themselves
while thay
teach for
porpuses of
selfimprovementteachers
can't view
themselves
while they
teach but with
videocam and
tv they can
view
themselves
while they
teach after.

15. Can be both
instructive and
enjoyable.with sights and
sounds and
motion, tv is
much more
enjoyable.
●

16. While the film, video
and tv can do so
much, they have their
own limitations, too.

17. Television
and film are
one-way
communicatio
n device.
Consequently,
they
encourage
●
passitivity.
Today,
however,we
talk about
and work on
interactive
classrooms
for effective

18. learning. We
are
convinced
that learning.
We are
convinced
that learning
is an active
process and
so the
learner must
be actively
engaged.

19. The small
screen size
puts
television at
a
disadvantag
e when
compared
with the
●
possible size
of project
motion
pictures, for
example.
With new
technology,
how is this
remedied?

20. ●
Excessive tv
viewing
works
against the
development
of child's
ability to
visualize and
to be
creative
and
imaginative
, skills that
are needed
in problem
solving.

21. ●
There is
much
violence in
tv. This is
the
irrefutable,
conclusion,
“viewing
violence
increases
violence”.
(American
Psychologica
l Association
Youth
Commission)

22. Basic
proced
ure in
use of
the
supple
menta
enrich
ry
ment

23. son
les
the
t of
ave
men tv, we h
rich e of
r en e us
o
ng:
f
owi
th
foll
with do the
to

24. ●
prepare the
classroom(if your
school has
a
permanent
viweing
room, the
classroom
preparatory
work will be
less for you.)

25. ➢
-Darken the room. Remember
that complete darkness is not
advisable for tv viewing. Your
students may need to take
down notes while viewing.

26. ➢
-The students should not be seated too
near nor too far from the tv. No
student should be farther from the set
than the number of feet that the
picture presents in inches. A 24inches est mean no student farther
than 24 feet from the set. (Dale,
1969)

27. ●
pre-viewing
activities

28. ➢
-Set goals and expectations.
Why are you viewing the tv?
What is expected of you
students? State celarly.

29. ➢
-Link the tv lesson with past
lesson and / or with your
students experiences for
integration and relevance.

30. ➢
-See the rules while viewing.
Will you allow them to take
down notes? Or are you
providing them with notes
afterwards?

31. ➢
-Put the film in context.
Give a brief background, if
necessary.

32. ➢
-Put out the key points they
nedd to focus on. It helps if
you give them guide
questions which become the
foci of post-viewing
discussions.

33. Omit this, if you are using an
interactive video and the
resource speaker himself/herself
gives the questions for
interactive discussion in the
process of viewing.

34. ●
Viewing

35. ➢
-Don't interrupt viewing by
inserting cautions and
announcements you forgot
to give during the
previewing stage. It
discrupts and dampens
interest.

36. ➢
-Just make sure sights and
sounds are clear. You
were supposed to have
checked on these when
you did your pre-viewing.

37. ●
Post-viewing

38. ➢
-to make them feel at ease
begin by asking the following
questions:
1.) what do you like best in
the film?

39. 2.) what part of the film
remind you wonder? Doubt?
3.) does the film remind you
of something or someone?

40. 4.) what questions are you asking
about the film? ( Write them down.
You have not to end the class
without answering them to make
you students feel that everyone
and evrything matter. Nothing or
nobody is taken for granted.)

41. ●
-Go to the qustions you raised
at the pre-viewing stage.
Engage the students in the
discussion of answers.
Check for understanding.

42. ●
-Tackle questions raised by
students at the initial stage
of the post-viewing
discussion. Involve the rest
of the class. If questions
cannot be answered,

43. not even you can answer them,
motivate the class to do
further reading on the topic
and share their answers the
next meeting. You will not be
exempted from the
assignment.

44. ●
-Ask what the students
learned. Find out how they
can apply what they learned.
Several techniques can be
used for this porpuse.

45. A simple yet effective technique
is the completion of unfinished
sentence. e..g. From this films
I learned_________. I can
apply the lesson I learned
in/by_________.

46. ●
-Summarize what was learned.
You may include whatever
transpired in the class
discussions in the summary
but don't forget to base your
summary on your lesson
objectives.

47. Submitt
ed by:
Jorelyn
B. Agreg
orio