Presentation In Edt 509
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The document discusses guidelines for selecting and developing effective instructional materials. It outlines seven criteria: size, color, durability, economy, ease of handling, relevance, and novelty. It also describes Edgar Dale's Cone of Experience model, which suggests learning is most effective when proceeding from concrete to abstract experiences. Examples are given of how teachers can integrate technology into their instruction to enhance learning outcomes.
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Audio visual aid
Audiovisual aids stimulate both the sense of hearing and vision to enhance learning. They can include speakers, films, slides, models, photographs, and overhead projectors. Audiovisual aids are useful for maintaining interest, promoting participation, and developing listening skills. They motivate students and provide a clear image while saving time and capturing attention, leading to long-term retention. Audiovisual materials stimulate more senses than traditional instruction alone, helping students to learn most effectively.
Advantages of audio visual aids
Audio Visual Aids are also called instructional material. Audio literally means “hearing” and “visual” means that which is found by seeing. So all such aids, which endeavor to make the knowledge clear to us through our sense are called “Audio Visual Aids” or Instructional Material.
Importance of av aids
This presentation discusses the importance and need of audio-visual aids in teaching and learning. It defines audio-visual aids as objects or images that stimulate and reinforce learning by engaging multiple senses. The presentation outlines 9 key benefits of audio-visual aids, such as maximizing sensory engagement, helping teachers follow best practices, maintaining student attention, motivating students, clarifying complex concepts, saving time and energy, meeting individual student needs, reducing classroom discipline issues, and cultivating scientific attitude. It also discusses how audio-visual aids help with memory retention, student motivation, conceptual understanding, vocabulary growth, and providing direct experiences.
Teaching aids
Teaching aids are objects or materials that teachers use to help students understand concepts. They involve the senses of hearing, sight, touch, and sometimes smell. There are three main types: audio aids which involve hearing like radios; visual aids which involve sight like pictures and charts; and audio-visual aids which involve both hearing and sight like videos. Teaching aids have important benefits like clarifying ideas, motivating students, making lessons more lively and active, giving direct experiences, and helping learning be more permanent. However, they also have some drawbacks like taking more time, needing space, being expensive, and sometimes causing distraction.
Audio visual aids
Audio Visual Aids are also called instructional material. Audio literally means “hearing” and “visual” means that which is found by seeing. So all such aids, which endeavor to make the knowledge clear to us through our sense are called “Audio Visual Aids” or Instructional Material. All these learning material make the learning situations as real as possible and give us firsthand knowledge through the organs of hearing and seeing. Therefore, any device which can be used to make the learning experience more concrete and effective, more realistic and dynamic can be considered audio visual material. We learn through our sense organs. Senses are the ways of knowledge. All the sense organs help us in understanding the environment. Most of the knowledge, which we acquire from the school, comes through our ears and eyes. In this Power Point Presentation I clearly discussed about Audio Visual Aids in the field of Education in very elaborate manner. Please use this Power Point Presentation for your reference purpose.
Presentation teaching aids
Introduction to teaching aids
Need & Importance of teaching aids
Types of teaching aids
Principle of usage
How to use low cost teaching aids
Audio visual aids
Audio-visual aids are teaching tools that stimulate both sight and hearing to encourage learning. They make the learning process easier and more interesting by engaging multiple senses. Examples of audio-visual aids include television, computers, actual objects, models, pictures, charts, and maps. Using these aids helps create interest, gives vividness and clarity to lessons, motivates students, and makes abstract ideas more concrete, helping to make learning more effective. Engaging both sight and hearing through audio-visual aids allows students to understand lessons more readily and retain information for longer.
audio visual aids
The document discusses audio visual aids and their use in education. It defines audio visual aids as any device that can make learning more concrete, realistic, and dynamic. The purpose of audio visual aids is to save time, gain and hold student interest, increase understanding and retention, and stimulate development of understanding and attitudes. Effective use requires having a clear purpose, previewing, introducing, and discussing the aids under good conditions. Examples of traditional and modern audio visual aids and audio aids like radio are provided, along with their advantages and disadvantages.
Recommended
Audio visual aid
Audiovisual aids stimulate both the sense of hearing and vision to enhance learning. They can include speakers, films, slides, models, photographs, and overhead projectors. Audiovisual aids are useful for maintaining interest, promoting participation, and developing listening skills. They motivate students and provide a clear image while saving time and capturing attention, leading to long-term retention. Audiovisual materials stimulate more senses than traditional instruction alone, helping students to learn most effectively.
Advantages of audio visual aids
Audio Visual Aids are also called instructional material. Audio literally means “hearing” and “visual” means that which is found by seeing. So all such aids, which endeavor to make the knowledge clear to us through our sense are called “Audio Visual Aids” or Instructional Material.
Importance of av aids
This presentation discusses the importance and need of audio-visual aids in teaching and learning. It defines audio-visual aids as objects or images that stimulate and reinforce learning by engaging multiple senses. The presentation outlines 9 key benefits of audio-visual aids, such as maximizing sensory engagement, helping teachers follow best practices, maintaining student attention, motivating students, clarifying complex concepts, saving time and energy, meeting individual student needs, reducing classroom discipline issues, and cultivating scientific attitude. It also discusses how audio-visual aids help with memory retention, student motivation, conceptual understanding, vocabulary growth, and providing direct experiences.
Teaching aids
Teaching aids are objects or materials that teachers use to help students understand concepts. They involve the senses of hearing, sight, touch, and sometimes smell. There are three main types: audio aids which involve hearing like radios; visual aids which involve sight like pictures and charts; and audio-visual aids which involve both hearing and sight like videos. Teaching aids have important benefits like clarifying ideas, motivating students, making lessons more lively and active, giving direct experiences, and helping learning be more permanent. However, they also have some drawbacks like taking more time, needing space, being expensive, and sometimes causing distraction.
Audio visual aids
Audio Visual Aids are also called instructional material. Audio literally means “hearing” and “visual” means that which is found by seeing. So all such aids, which endeavor to make the knowledge clear to us through our sense are called “Audio Visual Aids” or Instructional Material. All these learning material make the learning situations as real as possible and give us firsthand knowledge through the organs of hearing and seeing. Therefore, any device which can be used to make the learning experience more concrete and effective, more realistic and dynamic can be considered audio visual material. We learn through our sense organs. Senses are the ways of knowledge. All the sense organs help us in understanding the environment. Most of the knowledge, which we acquire from the school, comes through our ears and eyes. In this Power Point Presentation I clearly discussed about Audio Visual Aids in the field of Education in very elaborate manner. Please use this Power Point Presentation for your reference purpose.
Presentation teaching aids
Introduction to teaching aids
Need & Importance of teaching aids
Types of teaching aids
Principle of usage
How to use low cost teaching aids
Audio visual aids
Audio-visual aids are teaching tools that stimulate both sight and hearing to encourage learning. They make the learning process easier and more interesting by engaging multiple senses. Examples of audio-visual aids include television, computers, actual objects, models, pictures, charts, and maps. Using these aids helps create interest, gives vividness and clarity to lessons, motivates students, and makes abstract ideas more concrete, helping to make learning more effective. Engaging both sight and hearing through audio-visual aids allows students to understand lessons more readily and retain information for longer.
audio visual aids
The document discusses audio visual aids and their use in education. It defines audio visual aids as any device that can make learning more concrete, realistic, and dynamic. The purpose of audio visual aids is to save time, gain and hold student interest, increase understanding and retention, and stimulate development of understanding and attitudes. Effective use requires having a clear purpose, previewing, introducing, and discussing the aids under good conditions. Examples of traditional and modern audio visual aids and audio aids like radio are provided, along with their advantages and disadvantages.
Audio visual aids
1) According to research, people retain 50% of what they hear and see, 30% of what they see, 20% of what they hear, and 10% of what they read. Using audiovisual aids can help increase retention levels through active involvement in learning.
2) Audiovisual aids have many educational benefits including engaging multiple senses, drawing attention, motivating learning, providing clarity, and facilitating comprehension and retention. However, there are also some limitations to their use such as financial costs, lack of infrastructure, and the need for teacher training.
3) Audiovisual aids can be classified in several ways such as by traditional type (audio, visual, audiovisual), projection method, degree of motion, dimensionality,
Audio visual aids
The document discusses teaching aids and audio-visual aids. It begins by explaining that teaching aids were originally developed in physical sciences and engineering to supplement a teacher's instruction and make learning more engaging. It then discusses the objectives and characteristics of audio-visual aids, classifying them into audio, visual, and audio-visual categories. The document outlines the advantages of audio-visual aids, such as providing sensory experiences, substituting for direct experiences, and motivating students. It emphasizes that teachers must carefully select aids that are appropriate for their students and learning objectives.
Use of audio visual aids in language learning
The document discusses the use of audiovisual aids in language learning. It explains that senses are the gateways to knowledge and audiovisual aids help make learning situations feel more real to students. Audiovisual aids assist teachers in providing engaging learning experiences through visual and audio perceptions that help students acquire information more effectively in a meaningful and long-lasting way. Different types of audiovisual aids are explored, from pictures and videos to filmstrips and recordings, noting how they enhance language teaching and support various learning styles.
AV Aids -Introduction
The document discusses educational media and audio-visual aids. It defines educational media as things that can be manipulated, seen, heard or talked about to facilitate learning. It then outlines the purposes, principles, sources and types of audio-visual aids. Sensory learning is emphasized, with 83% of information acquired through sight and multimedia approaches recommended. Proper selection, preparation, use and evaluation of aids are principles that are covered.
Audio slid
Audio visual aids are sensitive tool
used in teaching and training. These
are planned educational materials
that appeal to the sense Of the people
and making good learning
facilities for clear understanding
audio visual aids presentation 2012
The document discusses audio-visual aids and their classification. It defines audio-visual aids as sensory objects or images that stimulate learning. It then classifies audio-visual aids into two main categories: projected aids and non-projected aids. Projected aids include films, filmstrips, slides, opaque projection, and overhead projection. Non-projected aids include graphic aids like photographs, posters and charts, display boards, 3D models, objects and specimens. The document also discusses the principles, advantages and historical use of audio-visual aids in education.
The use of audio visual aids
This document discusses the use of audio-visual aids in teaching English as a second language. It begins by outlining the history of audio-visual aids from the middle ages to modern times. It then provides definitions of audio-visual aids from several scholars as any device that can make learning more concrete, realistic and dynamic. The theoretical background section explains how audio-visual aids were used in different teaching methods like the oral-situational approach. The importance of using audio-visual aids is that they help avoid meaningless verbalization, provide direct experiences for students, and make teaching more effective. Finally, it explains that audio-visual aids help create a natural language environment, make learning easier, and save time by explaining ideas precisely.
Use of audio visual aids in language learning
This document discusses the use of audiovisual aids in language learning. It notes that senses like hearing and sight are important for acquiring knowledge. Audiovisual aids make learning more vivid and help supplement different teaching methods. They assist teachers in providing meaningful learning experiences through visual and audio perceptions. The document then discusses how various audiovisual tools like pictures, videos, and film have been used in language teaching approaches over time to enhance instruction and make input more comprehensible for students. It concludes that the use of multimedia visual aids can help students create relationships between words and develop more detailed understanding when learning a language.
Audio visual aids presentation
The document discusses audio visual aids in education. It defines audio visual aids as instructional materials that use both hearing and sight to convey information. Some key points made in the document include:
- Audio visual aids motivate students, capture attention, increase understanding and retention.
- They make learning clearer, save time and energy over verbal instructions alone.
- Common types of audio visual aids include visual aids like pictures, models and audio aids like the radio. Audio-visual aids incorporate both hearing and sight using technologies like television.
- While helpful for teaching, audio visual aids also have limitations like needing trained experts and technical support for effective use.
Teacher’s role in procuring and managing instructional aids
hi
this is Hariom nd i have adding recently updated AV aids and i hope this is very helpful for us
Audio visual aids in Education
Audio visual aids- History, cone of learning ,concept,advantages, disadvantages,limitations,Types of Audio visual aids- Charts, Interactive white board,mobile learning,OHP, Powerpoint,Flash cards,Flannel board,chalk board,
A v aids
The document discusses audio-visual aids for teaching. It defines audio-visual aids and classifies them into traditional categories of audio, visual, and audio-visual. It further classifies aids based on projection type and whether they are electronic or non-electronic. Examples of different audio-visual aids like radio, graphs, flowcharts, boards, television, and demonstrations are provided along with their advantages and disadvantages. Recent research found that audio-visual aids play an important role in effective teaching and learning by providing knowledge in-depth and motivating both teachers and students.
Radio, Television, and Audiovisual Aids
The document discusses various ways that schools can use radio, television, and other audiovisual materials to communicate with the public. It provides examples of different types of programs that can be created for radio like announcements, interviews, and discussions. It also outlines the technological opportunities for using television and video equipment in schools. Finally, the document discusses best practices for creating different audiovisual materials like films, slideshows, and exhibits to help educate the community about the school system.
Audio visual aids
The document discusses various audio-visual aids that can be used for teaching. It defines audio-visual aids as sensory objects or images that stimulate learning. It then covers different types of aids like the chalkboard, charts, graphs, flash cards, and flip charts. For each aid, it discusses how to prepare, present, and use the aid effectively to enhance the learning process. The document provides guidance on selecting, designing, and leveraging different audio-visual tools to engage students and reinforce key concepts.
Teaching aids in science
This document discusses different types of teaching aids that can be used in science classrooms. It categorizes teaching aids as projected aids like overhead projectors, slide projectors, filmstrip projectors, and LCD projectors, non-projected aids such as graphs, diagrams, charts, and display boards, and activity aids like models, field trips, and science kits. Teaching aids are important as they motivate students to learn, help teachers clarify lessons, increase vocabulary, and save time and money. Projected aids allow teachers to present content visually while non-projected aids provide graphic representations and activity aids offer hands-on learning experiences.
Use of audio visual aids in teaching
Use of audio visual aids in teachingShardabai Pawar Mahila Arts, Commerce & Science College, Shardanagar
Audio-visual aids are effective teaching tools because learners retain 20% of what they hear, 30% of what they see, 50% of what they see and hear, 80% of what they say, and 90% of what they say and do. According to Edgar Dale's Cone of Experience, using real objects and hands-on experiences results in the highest retention rates for students, followed by using simulations, field visits, and audio-visual aids. Some common audio-visual aids include charts, pictures, models, flashcards, slides, maps, projectors, films, television, computers, and virtual classrooms.Audio visual aids
Audio visual aids are instructional materials that use both hearing and sight to convey information, such as films, videos, and projected images. They can make learning more concrete, realistic, and engaging. According to the document, audio visual aids have several purposes like motivating learners, clarifying concepts, capturing attention, and improving understanding and retention. The document discusses the need for audio visual aids, their functions in education, types such as visual, audio and audio-visual aids, and examples like overhead projectors and charts. It notes both advantages, like making learning more effective, and disadvantages, such as technical problems and expense.
Using audio and visual tools to enhance instruction
This document discusses how teachers can use audio and visual tools to enhance instruction. It describes older tools like cassette tapes, overhead projectors, and filmstrips that were commonly used before digital technology. It also outlines current audio and visual tools like CDs, DVDs, and digital projectors. The document emphasizes that instruction is most effective when these tools are integrated in a clear, cohesive, and consistent manner that supports the learning objectives. Using multiple modalities through different media can help students form new connections and recall information more easily. However, visual elements must be well-designed and coherent to avoid confusing students or negatively impacting their visual literacy development.
TEACHING AIDS
This presentation discusses teaching aids and their importance in the classroom. It defines teaching aids as tools used by teachers to help students learn and engage with lessons. The presentation outlines three main types of teaching aids: audio aids which involve hearing, visual aids which use sight, and audio-visual aids which combine both. Examples of each type are provided, such as charts and graphs for visual aids. The presentation emphasizes that teaching aids reinforce lessons, engage students, and help cater to different learning styles.
Audio visual aids
This document discusses audio visual aids and their use in education. It defines audio visual aids as instructional devices that convey messages through sound and visuals. It then classifies audio visual aids into three categories: audio aids, which convey messages through sound only; visual aids, which use images only; and audio visual aids, which combine both. The document outlines several advantages of audio visual aids, such as helping to clearly convey meanings, supplement spoken words, and attract audience attention. It also discusses factors to consider when selecting audio visual aids and some potential disadvantages, such as technical problems and distraction of students.
English Language Teaching Materials and Media: Instructional Material and Med...
This document discusses instructional materials and media used in language teaching. It defines instructional materials as anything used by teachers or learners to facilitate language learning, including textbooks, videos, and tasks. Materials should stimulate learning and represent effective language learning. The document also defines instructional media as channels of transmitting content, like technologies, and notes media can engage learners, save time, and reinforce concepts if designed and used properly. The functions of materials and role of media in language teaching are described. Interactive learning using media is emphasized, as it leads to active involvement and makes teaching more engaging.
Materials development
The document discusses materials development in language learning. It defines materials as tools or resources used for teaching and learning a language. Materials development refers to the design, implementation, and evaluation of language teaching materials. The roles of materials include presenting language, providing practice activities, and serving as a reference. Authentic materials from real-world sources are discussed as well as textbooks. Factors to consider in evaluating and selecting textbooks include how they match learner and teacher needs and program goals.
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What's hot
Audio visual aids
1) According to research, people retain 50% of what they hear and see, 30% of what they see, 20% of what they hear, and 10% of what they read. Using audiovisual aids can help increase retention levels through active involvement in learning.
2) Audiovisual aids have many educational benefits including engaging multiple senses, drawing attention, motivating learning, providing clarity, and facilitating comprehension and retention. However, there are also some limitations to their use such as financial costs, lack of infrastructure, and the need for teacher training.
3) Audiovisual aids can be classified in several ways such as by traditional type (audio, visual, audiovisual), projection method, degree of motion, dimensionality,
Audio visual aids
The document discusses teaching aids and audio-visual aids. It begins by explaining that teaching aids were originally developed in physical sciences and engineering to supplement a teacher's instruction and make learning more engaging. It then discusses the objectives and characteristics of audio-visual aids, classifying them into audio, visual, and audio-visual categories. The document outlines the advantages of audio-visual aids, such as providing sensory experiences, substituting for direct experiences, and motivating students. It emphasizes that teachers must carefully select aids that are appropriate for their students and learning objectives.
Use of audio visual aids in language learning
The document discusses the use of audiovisual aids in language learning. It explains that senses are the gateways to knowledge and audiovisual aids help make learning situations feel more real to students. Audiovisual aids assist teachers in providing engaging learning experiences through visual and audio perceptions that help students acquire information more effectively in a meaningful and long-lasting way. Different types of audiovisual aids are explored, from pictures and videos to filmstrips and recordings, noting how they enhance language teaching and support various learning styles.
AV Aids -Introduction
The document discusses educational media and audio-visual aids. It defines educational media as things that can be manipulated, seen, heard or talked about to facilitate learning. It then outlines the purposes, principles, sources and types of audio-visual aids. Sensory learning is emphasized, with 83% of information acquired through sight and multimedia approaches recommended. Proper selection, preparation, use and evaluation of aids are principles that are covered.
Audio slid
Audio visual aids are sensitive tool
used in teaching and training. These
are planned educational materials
that appeal to the sense Of the people
and making good learning
facilities for clear understanding
audio visual aids presentation 2012
The document discusses audio-visual aids and their classification. It defines audio-visual aids as sensory objects or images that stimulate learning. It then classifies audio-visual aids into two main categories: projected aids and non-projected aids. Projected aids include films, filmstrips, slides, opaque projection, and overhead projection. Non-projected aids include graphic aids like photographs, posters and charts, display boards, 3D models, objects and specimens. The document also discusses the principles, advantages and historical use of audio-visual aids in education.
The use of audio visual aids
This document discusses the use of audio-visual aids in teaching English as a second language. It begins by outlining the history of audio-visual aids from the middle ages to modern times. It then provides definitions of audio-visual aids from several scholars as any device that can make learning more concrete, realistic and dynamic. The theoretical background section explains how audio-visual aids were used in different teaching methods like the oral-situational approach. The importance of using audio-visual aids is that they help avoid meaningless verbalization, provide direct experiences for students, and make teaching more effective. Finally, it explains that audio-visual aids help create a natural language environment, make learning easier, and save time by explaining ideas precisely.
Use of audio visual aids in language learning
This document discusses the use of audiovisual aids in language learning. It notes that senses like hearing and sight are important for acquiring knowledge. Audiovisual aids make learning more vivid and help supplement different teaching methods. They assist teachers in providing meaningful learning experiences through visual and audio perceptions. The document then discusses how various audiovisual tools like pictures, videos, and film have been used in language teaching approaches over time to enhance instruction and make input more comprehensible for students. It concludes that the use of multimedia visual aids can help students create relationships between words and develop more detailed understanding when learning a language.
Audio visual aids presentation
The document discusses audio visual aids in education. It defines audio visual aids as instructional materials that use both hearing and sight to convey information. Some key points made in the document include:
- Audio visual aids motivate students, capture attention, increase understanding and retention.
- They make learning clearer, save time and energy over verbal instructions alone.
- Common types of audio visual aids include visual aids like pictures, models and audio aids like the radio. Audio-visual aids incorporate both hearing and sight using technologies like television.
- While helpful for teaching, audio visual aids also have limitations like needing trained experts and technical support for effective use.
Teacher’s role in procuring and managing instructional aids
hi
this is Hariom nd i have adding recently updated AV aids and i hope this is very helpful for us
Audio visual aids in Education
Audio visual aids- History, cone of learning ,concept,advantages, disadvantages,limitations,Types of Audio visual aids- Charts, Interactive white board,mobile learning,OHP, Powerpoint,Flash cards,Flannel board,chalk board,
A v aids
The document discusses audio-visual aids for teaching. It defines audio-visual aids and classifies them into traditional categories of audio, visual, and audio-visual. It further classifies aids based on projection type and whether they are electronic or non-electronic. Examples of different audio-visual aids like radio, graphs, flowcharts, boards, television, and demonstrations are provided along with their advantages and disadvantages. Recent research found that audio-visual aids play an important role in effective teaching and learning by providing knowledge in-depth and motivating both teachers and students.
Radio, Television, and Audiovisual Aids
The document discusses various ways that schools can use radio, television, and other audiovisual materials to communicate with the public. It provides examples of different types of programs that can be created for radio like announcements, interviews, and discussions. It also outlines the technological opportunities for using television and video equipment in schools. Finally, the document discusses best practices for creating different audiovisual materials like films, slideshows, and exhibits to help educate the community about the school system.
Audio visual aids
The document discusses various audio-visual aids that can be used for teaching. It defines audio-visual aids as sensory objects or images that stimulate learning. It then covers different types of aids like the chalkboard, charts, graphs, flash cards, and flip charts. For each aid, it discusses how to prepare, present, and use the aid effectively to enhance the learning process. The document provides guidance on selecting, designing, and leveraging different audio-visual tools to engage students and reinforce key concepts.
Teaching aids in science
This document discusses different types of teaching aids that can be used in science classrooms. It categorizes teaching aids as projected aids like overhead projectors, slide projectors, filmstrip projectors, and LCD projectors, non-projected aids such as graphs, diagrams, charts, and display boards, and activity aids like models, field trips, and science kits. Teaching aids are important as they motivate students to learn, help teachers clarify lessons, increase vocabulary, and save time and money. Projected aids allow teachers to present content visually while non-projected aids provide graphic representations and activity aids offer hands-on learning experiences.
Use of audio visual aids in teaching
Use of audio visual aids in teachingShardabai Pawar Mahila Arts, Commerce & Science College, Shardanagar
Audio-visual aids are effective teaching tools because learners retain 20% of what they hear, 30% of what they see, 50% of what they see and hear, 80% of what they say, and 90% of what they say and do. According to Edgar Dale's Cone of Experience, using real objects and hands-on experiences results in the highest retention rates for students, followed by using simulations, field visits, and audio-visual aids. Some common audio-visual aids include charts, pictures, models, flashcards, slides, maps, projectors, films, television, computers, and virtual classrooms.Audio visual aids
Audio visual aids are instructional materials that use both hearing and sight to convey information, such as films, videos, and projected images. They can make learning more concrete, realistic, and engaging. According to the document, audio visual aids have several purposes like motivating learners, clarifying concepts, capturing attention, and improving understanding and retention. The document discusses the need for audio visual aids, their functions in education, types such as visual, audio and audio-visual aids, and examples like overhead projectors and charts. It notes both advantages, like making learning more effective, and disadvantages, such as technical problems and expense.
Using audio and visual tools to enhance instruction
This document discusses how teachers can use audio and visual tools to enhance instruction. It describes older tools like cassette tapes, overhead projectors, and filmstrips that were commonly used before digital technology. It also outlines current audio and visual tools like CDs, DVDs, and digital projectors. The document emphasizes that instruction is most effective when these tools are integrated in a clear, cohesive, and consistent manner that supports the learning objectives. Using multiple modalities through different media can help students form new connections and recall information more easily. However, visual elements must be well-designed and coherent to avoid confusing students or negatively impacting their visual literacy development.
TEACHING AIDS
This presentation discusses teaching aids and their importance in the classroom. It defines teaching aids as tools used by teachers to help students learn and engage with lessons. The presentation outlines three main types of teaching aids: audio aids which involve hearing, visual aids which use sight, and audio-visual aids which combine both. Examples of each type are provided, such as charts and graphs for visual aids. The presentation emphasizes that teaching aids reinforce lessons, engage students, and help cater to different learning styles.
Audio visual aids
This document discusses audio visual aids and their use in education. It defines audio visual aids as instructional devices that convey messages through sound and visuals. It then classifies audio visual aids into three categories: audio aids, which convey messages through sound only; visual aids, which use images only; and audio visual aids, which combine both. The document outlines several advantages of audio visual aids, such as helping to clearly convey meanings, supplement spoken words, and attract audience attention. It also discusses factors to consider when selecting audio visual aids and some potential disadvantages, such as technical problems and distraction of students.
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Teacher’s role in procuring and managing instructional aids
Teacher’s role in procuring and managing instructional aids
Using audio and visual tools to enhance instruction
Using audio and visual tools to enhance instruction
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English Language Teaching Materials and Media: Instructional Material and Med...
This document discusses instructional materials and media used in language teaching. It defines instructional materials as anything used by teachers or learners to facilitate language learning, including textbooks, videos, and tasks. Materials should stimulate learning and represent effective language learning. The document also defines instructional media as channels of transmitting content, like technologies, and notes media can engage learners, save time, and reinforce concepts if designed and used properly. The functions of materials and role of media in language teaching are described. Interactive learning using media is emphasized, as it leads to active involvement and makes teaching more engaging.
Materials development
The document discusses materials development in language learning. It defines materials as tools or resources used for teaching and learning a language. Materials development refers to the design, implementation, and evaluation of language teaching materials. The roles of materials include presenting language, providing practice activities, and serving as a reference. Authentic materials from real-world sources are discussed as well as textbooks. Factors to consider in evaluating and selecting textbooks include how they match learner and teacher needs and program goals.
Language teaching materials
In this class, a framework for selecting the most suitable language teaching materials for a course.
Materials development for language learning and teaching
The document discusses the history and evolution of literature on materials development for language learning. It covers several key topics:
1) The types and purposes of instructional materials.
2) The growth of publications on materials development, evaluation, and adaptation from the 1970s to present.
3) Frameworks and guidelines for evaluating materials, moving from checklists to more principled approaches considering context and beliefs.
4) Reports on evaluating currently used materials and adapting materials to make them more suitable for different contexts and learners.
5) Calls for more research on the actual effects of materials on learners and the processes involved in writing materials.
Commonly used materials in the classroom
The document discusses various materials commonly used in classrooms, including realia, models, text, graphic materials, and display boards. Realia are real-life objects used to improve cultural understanding and make lessons more tangible. Models are 3D representations that can simplify complex concepts but may oversimplify. Text provides printed materials like worksheets and books that allow for varied learning but can divide attention. Graphic materials like charts and posters visually catch students' attention to simplify concepts. Display boards promote visual learning and classroom decoration but may become distracting.
Criteria for selecting instructional materials
The document discusses several topics related to selecting instructional materials and resources for teaching. It provides:
1) Criteria for selecting instructional materials, such as appropriate vocabulary, unity, coherence and format.
2) Guidelines for preparing instructional objectives, including specifying the testing situation, student behavior, and performance standard.
3) A list of audiovisual media and other resources available in school, such as films, maps, computers, and community resources.
4) Criteria for selecting audiovisual materials, like relevance, age-appropriateness, quality, and ease of operation.
Kinds of instructional materials
The document defines and provides examples of 7 types of instructional materials: 1) Non-projected displays such as chalkboards and flip charts, 2) Printed and duplicated materials like handouts and worksheets, 3) Projected displays using slides and overhead transparencies, 4) Audio materials like recordings, 5) Linked audio and visual materials combining sound and moving images, 6) Film and video recordings, and 7) Computer-mediated materials requiring a computer to display or use.
Instructional materials
The document discusses the evolution of instructional materials and teaching methods from traditional to digital. It notes that 30 years ago, cognitive research was separate from education but now researchers work directly with teachers. Traditionally, teaching centered on lectures but now emphasizes active student participation. With the rise of technology, students have changed and think differently, requiring new digital teaching methods that engage digital natives. Teachers must immerse themselves in students' digital world to make learning relevant. While technology is a tool, teachers are still the most important factor for bringing it into the classroom effectively.
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Similar to Presentation In Edt 509
Edt 507
The document discusses guidelines for designing and developing effective instructional materials. It explains that instructional materials include textbooks, workbooks, and multimedia resources that can motivate students, reinforce learning, and make the learning process more interactive. The Cone of Experience model suggests learning is most effective when it proceeds from concrete to abstract experiences using multiple senses. Examples are given of teachers integrating technology like simulations, spreadsheets, and video conferencing to engage students and enrich various subjects like social studies, geography, science, and language arts.
UDL Lesson Plan Subject EnglishGrade First Grade.docx
UDL Lesson Plan
Subject: English
Grade: First Grade
Common Core State Standard(s): Common Core State Standards
· Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
· With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
· Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
· Add drawings or other visual displays to descriptions as desired to provide additional detail.
Objective (*Three components are observable verb, learning outcome, and measurement. *Aligned to state standard and evidence of mastery):
· Students will learn comperhension by recalling details.
· Will correctly define 9/10 vocabulary words by writing the definition of each.
· Following along, reading, and summarizing simple stories with pictures
Teaching Procedures (to include introduction of the lesson, and step-by-step procedures for the activites to promote student inquiry and checking for students’ understanding over the course of the activites)
Gather the Corduroy books that I plan to use for the lesson (A Pocket for Corduroy by Don Freeman) along with a stuffed bear to use when students are ready to begin writing and piecing their own adventure stories together. This particular lesson will focus on the book, A Pocket for Corduroy. The students will attentively listen to the story and will be asked to create their own stories electronically. Corduroy will allow the students to gain a personal connection by having close interactions with a stuffed bear and develop their own adventures with Corduroy. I will also provide envelopes for children to use as pockets. Tell them to draw a picture of something to place in their pocket. On the outside of the envelope, children write clues about what is inside. The rest of the class reads the clues and tries to guess what the pocket contains.
UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson):
In this particular lesson there is a flexibility and openness that is available to allow the students to demonstrate their knowledge and skills of the content. There are not any strict guidelines for how the student presents their electronic adventure, based on the Corduroy story.
The assignment is organized in multiple points for choice of presentation:
· Free choice of resource materials,
· Free choice of access (text, digital, audio),
· Free choice of response style.
Instructional Technology (describe one instructional technology device and explain how it will have class-wide incorporation into the lesson): .
I would also implement AAC devices. These devices will be particularly ...
observation's presentation
1. The document analyzes materials used to teach English at Institucion Educativa Antonio Nariño in grade 8.
2. Students used TELL ME MORE software which provided varied exercises and topics to help students feel comfortable acquiring English in different learning styles.
3. The materials achieved the design principles of having impact, helping students feel at ease, providing opportunities for feedback and accommodating different learning styles and abilities well.
Survey Results General Comments
The document discusses teachers' experiences using ICT in the classroom. It finds that while confidence has increased with training and practice, more time and reliable equipment are still needed. Teachers use ICT for administrative tasks, research, communication and assessing student learning in activities like podcasts, movies, and digital stories. Barriers to implementation include limited equipment, time constraints, and infrastructure challenges. The ICT management team is encouraged to consider goals like consistent equipment availability, dedicated classroom computers, and benchmarking digital skills by year level.
Assessment ppt ict
The document provides information about a planned classroom activity integrating ICT skills into an English lesson. It includes an introduction to the school's technology resources, the teacher's position and intentions for the lesson. Learning objectives are to develop reading, writing and oral skills through creating fact books about famous sportspeople using ICT skills like internet research, copying/pasting information and inserting pictures. The class involves 6 boys who will participate in a question and answer session with athletes and create fact books using an iPad app. The teacher aims to engage the boys and support literacy through the motivating topic of sports and use of technology.
Language materials development in a digital age ,safiah almurashi
This document discusses tools for developing language course materials in a digital age. It begins by outlining typical tools like blogs, wikis, social networking and podcasts. It then describes three example activities: 1) Using online resources to prepare for an in-class activity on planning a trip to Australia. 2) Extending classroom writing lessons by having students continue practicing on Facebook. 3) Bringing in speakers from other countries using video conferencing to make lessons more engaging. The document emphasizes selecting materials that meet learners' needs and are accessible on technologies they commonly use.
Huntly Middle School Syndicate
This document provides examples of how various middle schools in New Zealand are using ICT tools to enhance learning. It describes tools like solo-coded rubrics, questioning using Blooms taxonomy, and websites used for topics like typing, juggling, current events, music, and history. Reflections note that ICT helps engage students, develop thinking and language skills, and make learning more meaningful when combined with discussion. Next steps include having students create their own rubrics and questions.
презентация1 savchuk
This document outlines a proposed project to use ICT tools like computers, the internet, and presentation software to teach English to Ukrainian students. It would involve dividing students into groups to research topics, conduct interviews, collect information online, and create presentations. The goals are to improve English skills while developing research, collaboration, and presentation abilities. Students would go through preparation, research, creation, and presentation stages. The project aims to make English learning more engaging for students and in line with educational standards.
Moodle mooc4 presentation christina nicole giannikas
This document discusses the history and applications of computer-assisted language learning (CALL). It defines CALL as using computer technologies to support language teaching and learning. CALL can promote in-depth learning, increase engagement, and build global connections. However, many teachers are reluctant to integrate technology due to lack of training and support. The document advocates for action research where teachers experiment with CALL applications in their own classrooms to overcome barriers and improve practice.
EDUCATIONAL TECHNOLOGY IN NUTSHELL
Educational technology, sometimes shortened to EduTech or EdTech, is a wide field. Therefore, one can find many definitions, some of which are conflicting. Educational technology as an academic field can be considered either as a design science or as a collection of different research interests addressing fundamental issues of learning, teaching and social organization. This slideshow presentation contains the important information about the importance of technology in the field of education.
Educational technology
This portfolio documents Jierlyn Basilisco's learning in the subject of Educational Technology as a third year student studying Home Economics Technology. It demonstrates how the use of technology can help teachers be more effective and engage students in this digital age. As a future educator, this course equipped Jierlyn with the knowledge and skills to integrate technology appropriately in teaching and meet the changing needs of students in the 21st century. The portfolio reflects on the benefits of educational technology for both teachers and learners.
Av aids
The document discusses audio-visual aids and their use in education. It defines audio-visual aids as sensory objects or images that stimulate and reinforce learning. It notes that audio-visual aids make the teaching-learning experience more concrete, realistic, and dynamic. The document then discusses different types of audio-visual aids like projected aids (films, slides), non-projected aids (charts, models), audio aids (recordings), and activity aids (demonstrations, experiments). It emphasizes that audio-visual aids enhance the learning process by appealing to multiple senses and improving retention of information. Finally, it outlines best practices for selecting, preparing and using audio-visual aids effectively in the classroom.
Sheltered instruction technology integration plan
This document provides guidance for using technology to support English language learners (ELLs) in the classroom. It recommends using images, multilingual books, and applications like Rosetta Stone, podcasts, and blogs to help ELL students build vocabulary and language skills. Specific strategies discussed include using software programs individually on laptops to learn at each student's own pace, having students blog daily assignments of 100 words, and creating PowerPoint presentations for country reports to aid oral presentation skills. The document emphasizes that technology can individualize instruction, promote cooperation, and increase engagement for ELL students.
Shelteredinstructiontechnologyintegrationplan 160129223931
This document provides guidance for using technology to support English language learners (ELLs) in the classroom. It recommends using images, multilingual books, and applications like Rosetta Stone, podcasts, and blogs to help ELL students build vocabulary and language skills. Specific strategies discussed include using software programs individually on laptops to learn at each student's own pace, having students blog daily assignments of 100 words, and creating PowerPoint presentations on assigned topics to improve presentation skills. The document emphasizes that technology can individualize instruction, promote cooperation, and increase engagement for ELL students.
Field study 3 anwsers
Ms. Maricel A. Dela Cruz
Topic: Parts of Speech
Teaching Aids Used:
- Pictures of different objects
- Flashcards with words written on them
- Whiteboard and marker
- Notebook and pen
Teaching Procedure:
1. The teacher introduced the topic - Parts of Speech. She explained that there are different word classes in the English language.
2. She showed pictures of different objects like a book, flower, car, etc. and asked the students to identify each object. The students responded well.
3. Then the teacher showed flashcards with words written on them like "read", "beautiful", "drive". She asked
ENGLISH-REPORT-UNIT-6-_BY-SHAYNEANGELA-AND-PAULINE-BEED2A..pptx
The document discusses explicit teaching as an instructional strategy. It begins by defining explicit teaching as an unambiguous, direct approach that includes instructional design and delivery procedures. It describes the key elements of explicit teaching as breaking concepts into parts, clearly explaining and modeling skills, providing guided and independent practice, and promoting high student-teacher interaction. The document provides examples of how to implement explicit teaching, such as ensuring students have prerequisites, modeling skills multiple times, and linking steps to previous learning. It concludes by emphasizing the importance of being clear about learning goals and giving students time to practice skills they have learned.
EDU 710 Lit Review #2
This document summarizes research on the effectiveness of using technology like interactive whiteboards in the classroom. It finds that using such technology can positively impact standardized test scores, especially when used for student-centered activities focused on visualization rather than teacher-centered presentations. The document also discusses strategies for helping at-risk students, such as providing choice, structure, customization and a blended learning approach. While technology shows promise, the strategies employed are emphasized as being more important than the technology alone.
Passionbased Inquiry
The document discusses how schools need to shift from a teaching focus to a learning focus and prepare students for the 21st century by redefining themselves. It introduces project-based learning as a framework that engages students through hands-on exploration of real-world problems and fosters collaboration. Guidelines are provided for planning and implementing project-based learning units that integrate content areas and involve defining essential questions, planning learning experiences, organizing the environment, and conducting authentic assessments.
Assignment4a_20100715
The document discusses strategies for scaffolding instruction to support English Language Learners in the primary classroom. It describes seven specific scaffolding techniques: teacher modeling, simplifying language, using graphic organizers, incorporating visuals and graphics, cooperative learning, implementing Guided Language Acquisition and Design and English Language Development strategies, and incorporating reader's and writer's workshops. These scaffolding techniques provide foundations for ELL students to understand new content, gradually removing supports as their language skills develop.
C:\fakepath\assignment4a 20100715
The document discusses strategies for scaffolding instruction to support English Language Learners in the primary classroom. It describes seven specific scaffolding techniques: teacher modeling, simplifying language, using graphic organizers, incorporating visuals and graphics, cooperative learning, implementing Guided Language Acquisition and Design and English Language Development strategies, and incorporating reader's and writer's workshops. These scaffolding techniques provide foundations for ELL students to understand new content, gradually removing supports as their language skills develop.
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Presentation In Edt 509
- 2. Instructional Development Processes