Non-projected visuals are instructional aids that do not require equipment for projection. They include real objects, models, pictures, field trips, and displays. Some advantages are low cost, no need for electricity, and ability to be used in different levels and subjects. However, they can be damaged easily and hard to store. Common types are real objects, models, mobiles, pictures, graphics, photography, and field trips. Guidelines for use include making materials large enough for groups, limiting distraction, and asking questions to encourage interaction.

1. NON-PROJECTED
VISUALS
Reporter:
LAGUIDAO, ALVIN S.
BSEd Mathematics 3

2. NON-PROJECTED VISUALS
are visuals 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.
(Heinich, 1993).
they allow instruction to move from
abstract ideas to concrete experiences.
Non-projected visuals are the realia or
real objects, model, still pictures, field trip
and display materials.

3. ADVANTAGES & DISADVANTAGES OF NON-
PROJECTED VISUALS
 Can be easily acquired or
obtained.
 Can be used without
electricity.
 Appropriate for those with
low budget.
 Can be used in different
levels of instruction &
discipline.
 Can be used to stimulate
creative expression such
as telling stories.
 Can be damaged
easily with regular
used.
 Hard to store.
 May be too small for
group viewing.
ADVANTAGES DISADVANTAGES

4. I. REALIA OR REAL OBJECTS
Real objects such as coins, plants, and
animals that are more accessible for
educational use. These objects are the
instructional aids most closely associated
with Dale’s Cones of Experience. Real
objects are very ideal for the students to
learn new subjects.

5. II. MODEL
It can be a 3-dimensional
representation of a person or a
thing, it can be larger, smaller
or the same size as the object it
represents. It may be competed
with details or maybe simplified
for instructional purposes.

6. An example of
a model of the
rice terraces
(up) that is
used in social
sciences
courses. Ant
(down) the
model of the
solar systems
that is used for
science class

7. TECHNIQUES FOR USING REAL
OBJECTS AND MODEL
 Familiarize the object or the model before using it
to the classroom.
 Practice how to use the object or model, if it is a
working one make sure to know how it works.
 Real objects must be large enough to be seen but
not to big or heavy that can be distracting.
 Show and demonstrate the object or model when
necessary and cover it when not needed.
 Use size, colour slide or visuals to represents the
object to be present. Make sure not to make any
confusion between the real object and the
representations that is being present.
 Walk around the classroom and briefly show to
everyone the object to avoid any distractions.
Passing the object is not a good practice.

8. III. MOBILE
A mobile is a three-dimensional materials
that are hung independently from the roof
using fine threads.

9. IV. STILL PICTURES & GRAPHICS
These are the photograph-like
representations of people, places and
things.
TYPES OF STILL GRAPHICS
 Drawings including Sketches and Diagrams
 Charts
 Graphs
 Posters
 Cartoons
 Maps
 Photography

10.  It can translate abstract ideas into a more
realistic format
 It is readily available in books, magazines,
newspaper, catalogues, etc.
 It is easy to use because it does not require
any equipment.
ADVANTAGES:
LIMITATIONS:
 Some photograph are too small for group
purposes.
 Still pictures are two-dimensional

11. A. DRAWINGS, SKETCHES AND
DIAGRAMS
 This are graphic arrangement of lines that represents
persons, places, things and concepts.
Drawings – more complete and realistic, it can be
found easily on textbooks and other classroom
materials.
Sketches – this involves pencil to create figures or
pictures. They said that sketches are preliminary to
drawing.
Diagrams – usually intended to show parts of an
object and helps to explain process on how something
works of form

12. Drawings
SketchesDiagrams

13. B. CHARTS
 These are “a visual symbol summarizing,
comparing, contrasting or performing other
helpful services in explaining subject-matter.”
(Dale, 1969)
 Graphic representations of abstract
relationships such as chronologies, quantities
or hierarchies.
 It should have a well-defined instructional
purpose. In general charts must express only
one major concept or configurations of
concepts.

14. TYPES OF CHARTS
 Organizational Charts
 Classification Charts
 Time Line
 Flowcharts
 Tabular Charts

15. Organizational Charts
shows structure or chain of command in an organization such as school,
company, corporations, civic groups or government department. This also
shows interrelationship of personnel or departments.

16. Classification Charts
used chiefly to classify or categorize objects,
places or species.

17. Time Line
this shows chronological relationships
between events. They mostly shows the
historical events in sequence.

18. Flowcharts
also known as process charts which shows
sequence, procedure or a flow of process

19. Tabular Charts
these are tables contains numerical
information and data values.

20. C. GRAPHS
 Visual representation of numerical data.
 They also shows relationships among units of the
data.
 Its visually interesting and data can be interpreted
more quickly than in tabular form.
Some Uses of Graphs:
• Used to present statistical results
• Gives bird’s eye view of the compete information
• Used as an effective tool for comparing and
contrasting complicated facts.

21. TYPES OF
GRAPHS
 Bar Graphs
 Pictorial Graphs
 Pie Graphs
 Line Graphs

22. Bar Graphs
used for comparing similar items in different
categories or groups.

23. Pictorial Graphs
uses of drawing as representation instead of
numerical data.

24. Pie Graphs
a graphs uses to help you see the percentage of the
part to the whole, its uses percentage as the part.

25. Line Graphs
this uses in plotting trends that shows the
increase and decrease in data over time.

26. D. POSTERS
Posters are visual combinations of images,
lines, colors and words that are intended to
catch its viewers attention to communicate
a brief message.
They can be also used to stimulate interest
for events and new topics.
Characteristic of a Poster
Uses of Posters
Suggestion for Preparing Posters

28. E. CARTOONS
 The most common and popular visual to
learners, a rough caricatures of real people,
objects, animals and events. Cartoons appeal
very well to the learners of all ages.

29. F. MAPS
To show the geographical
features of the earth surface.
To show relationships between
places.
An accurate representation of the pane
surface in the form of diagram drawn to scale.
Uses of Maps:

30. TYPES OF MAPS
Road Map
Physical Map
Topographic Map
Political Map
Climate Map
Resource Map
Thematic Map

31. Road Map
most commonly map used for navigation.

32. Physical Map
shows the landscape and features of specific
area such as lakes, mountains, and seas.

33. Topographic Map
same as physical map but its uses lines to
show changes in elevation.

34. Political Map
shows location and names of important
cities, this is usually used for student’s
references.

35. Climate Map
a type of maps
usually for
weather reports,
this shows
information such
as average rainfall
and temperatures.

36. Resource Map
Shows the
economic activities
or resource that
can be found in a
particular area.

37. Thematic Map
shows theme or
topic in a particular
area.

38. TECHNIQUES/GUIDELINES IN USING STILL
PICTURES AND GRAPHICS
 Use large visuals that everyone can see simultaneously.
 Use simple materials.
 Cover irrelevant materials in visual with plain paper,
 Hold the visuals steady when showing them to a group by
resting against the desk or table.
 Limit numbers of picture used in a given time.
 Use just one picture at a time than comparing them.
 Keep your audience’s attention and help them learn by
asking direct questions.
 Teach your students to interpret visuals.
 Display question for each visuals.
 Provide written or verbal cues to highlight important
details.

39. G. PHOTOGRAPHY
Photography is an art than science. Teaching
photography is an important experience to teach for
both teachers and students. As teachers photography
helps in their own purposes such that for
documentations on class projects or field trips. They
can even associate this in their lessons.
Here are some ways you can use you camera in the
classroom:
Illustrate steps in procedure like doing the projects,
following steps in dancing or ,baking.
Create school newsletters.
Documentations on special events in school.
Create a year-end photo

40. SELECTING PERFECT CAMERA
 Cell phones & Smartphones
Point and Shoot

41. EVIL Camera
(Electronic Viewfinder with
Interchangeable Lens)
DSLRs
(Digital Single Less Reflex)

42. BASIC CAMERA
PARTS
 Lens
 Viewfinder
 Body
 Shutter Release
 Aperture
 Image Sensor
 Memory Card
 LCD Screen
 Flash
 User’s Control
TECHNICAL TERMS
IN PHOTOGRAPHY
 Pixels
 Megapixels
 Zoom
 White Balance

43. POINTERS TO CONSIDER IN
PHOTOGRAPHY
 Rule of Thirds
 Balancing Elements
 Leading Lines
 Symmetry and Patterns
 Viewpoint
 Background
 Depth
 Framing
 Cropping
 Experimentations

44. V. FIELD TRIPS
Field trips is an excursion outside the
classroom. Usually this takes place outside
the classrooms or schools to visit other
places to study on great people or real
objects and also to have a first-hand
experience or encounter on the phenomena
that cannot be brought to schools.

45. FIELD TRIPS MAY INCLUDES:
Trip of a few minutes into the school
field/garden.
Going to other building within the school.
Visit to different department
offices/departments within the campus.
A day trip to historical places, zoos,
museums and parks.

46. FIELD TRIPS PURPOSES
(HEINRICH,1993)
 Provide enrichment of factual information read in
textbooks and make words on the printed page more
meaningful.
 Improve attitudes, expand understanding and increase
skills.
 Provide first hand experiences with objects, places,
situations and human relationships that cannot be
provided in the classroom.
 Sharpen awareness of the students’ environment.
 Expose student to careers that they might want to
pursue.
 Blend the classroom, the immediate community and a
larger world into a more meaningful whole.

47. CONDUCTING A FIELD TRIP

48. 1. PLANNING
 Have a clear purpose or objectives of the trip.
 Have a clear overview of the content of the trip.
 Make arrangements with the school principal, or
other teachers regarding the planned trip.
 Secure consent of the parents for students to make
the trip.
 Arrange transportation.
 Provide sufficient supervision. Emphasize
appropriate dress and set up safety precautions
and ground rules.

49. 2. PREPARING
 Clarify to the students the purpose of the trip. You
may build the interest of the students in the trip
through some preparatory activities such as; class
discussion, stories, reports, films and teacher-
student planning.
 Provide directions or instructions to students
regarding:
What to look for
Questions to ask
Information to be gathered
Notes to be made
Individual/group assignments

50. 3. CONDUCTING
Arrive at the field trip site on time.
Encourage students to do observations
and ask questions.
Get available materials that are provided
in the site for future use.
Account for all students before the return
trip.

51. 4. FOLLOW-UP
Conduct follow-up of the field trip
through:
Sharing of the experiences.
Report
Projects
Demonstrations
Creative Writing
Independent individual research
Exhibits

52. CHARACTERISTICS OF A POSTER
The following characteristics identify a
posters from other graphics:
Words are minimal. Usually 4 or 5 only.
Layout of elements are simple and
arrange well.
Colors and text are efficient. Illustrations
are bold and lettering styles are simple.
Posters are attractive.

53. USES OF A POSTERS
Posters may use in many ways such as:
It motivates the students
Single ideas or subject are presented
It can publicized important school and
community projects and events
It captures attentions and conveys
message quickly
It gives a strong and lasting impressions.

54. SUGGESTIONS FOR PREPARING
POSTERS
To create an effective posters, the following
suggestions can be followed:
 Think of a theme
 Provide the title or the slogan that are most fitting
 Have a trial and error of the best layout of the
poster
 Gather every materials needed
 Finalize the design and gives some finishing
touch

55. THANK YOU
FOR
LISTENING!