The document discusses the importance and functions of teaching aids in education, emphasizing that hands-on experiences and visual interactions enhance learning retention. It highlights various types of teaching aids, their psychological impact on learning, and effective communication techniques to engage students. The role of the teacher is redefined as a facilitator who utilizes these aids to create an engaging and interactive learning environment.

1. TEACHING AIDS
The thing which I hear ,I may forget .
The thing which I see ,I may remember .
The thing which I do , I can not forget.
Any tool or object (audio/visual) used by the
teacher to illustrate a concept

2. The psychology of using Teaching Aids
We learn-
1.0% through TASTE
1.5% through TOUCH
3.5% through SMELL
11.0% through HEARING
83.0% through SIGHT

3. The psychology of using Teaching Aids
We Remember-
20% of what we HEAR
30% of what we SEE
50%of what we SEE & HEAR
80% of what we SAY
90% of what we SAY &DO

4. Active learning
• Constructivism
– Social
– Cognitive
• Role of the teacher
– Facilitator/guide
– Not fountain of knowledge/behaviorism

5. Why teaching aids?
1) Retain more concept permanently.
2) Motivate students to learn
3) develop the proper image when the students see, hear taste and smell
properly.
4) provide complete example for conceptual thinking.
5) create the environment of interest for the students.
6) Teaching aids helps to increase the vocabulary of the students.
8) Teaching aids provide direct experience to the students.

6. Why teaching aids?
• To overcome possible hurdles during the act of
teaching
• To add variety & newness to the lesson
• To simplify the complex phenomena
• To make teaching interactive
• To develop inquisitiveness among the learner to
learn further

7. Types of teaching aids
• Visual
– use sense of vision
– actual objects, models, pictures, charts, maps,
overhead projector
• Audio
– sense of hearing
– radio, tape recorder
• Audio - Visual Aids
– television, film projector

8. Use of teaching aids - consider
• Select aids that fit the maturity, interest, and
abilities of the group
• Select aids most appropriate for the particular
learning activity
• Maintain a balance in the kinds of aids
selected
• Avoid overuse of aids
• Ask yourself, “Will it advance learning?”

9. Visual Aids
• Simple
• Large
• Clear
• Consistent

11. Visual Aids
• Visual Aids allow you to reach students of different learning styles because it adds a visual element to your
oral presentation. This is especially important because today’s students seem to be more visual than other
generations.
• It helps reinforce the key information in your presentation and keeps student interest focused on the front
of the room.
• It allows you to give students clear prompts for their assignments, especially in-class assignments. They
can always look up to refocus their attention to the assigned task.
• Visual Aids can be used over and over again and can be electronically moved directly to a web site so that
students can look at it again after class and as many times as they want.
• It serves as Ockham’s razor by helping you structure your thoughts.
• Not Simple

12. Visual aids - Large
• Not large

13. Visual aids

14. Visual aids
• Not Consistent

15. Mind the intensity
• And so is intensity…
– Green
– Green
– Green
– Green
– Green
– Green

16. Relative Effectiveness of Teaching Aids
Non-Projected
aids
Projected aids
Direct-experience
aids
Effective
ness
Increases
Effectiv
eness
Decreases

17. Communication skills
• transferring thoughts, information, emotion and
ideas through gesture, voice, symbols, signs and
expressions from one person to another.
• Sender (Encoder)
• Receiver (Decoder)
• Medium/channel of transmission, eg., TV uses
audio-visual medium

18. Types
• Verbal
– Voice
• Written
• Non-verbal
– signs, symbols,
– colors,
– gestures,
– body language or any facial expressions

19. Listening
Reflective listening
– Summarize
– Repeat the message
Active listening
– Pay Attention. undivided attention,
– Show interest; body language and gestures
– Paraphrase
– Clarify
– Reflect / Feedback on how message had affected you
– empathy – aids interpretation
– honest, non-judgmental, clear, brief

20. When talking
• Show respect for the students feelings
• Don’t be hurtful, blameful, sarcasm
• Be honest
• Short and clear message
• Tone of voice
• Consistence

21. When communicating
• Directness - eye contact
• Posture
• Movement
• Facial Expression
• Your voice – don’t command/don’t beg
• Clear
• Don’t be abstract
• Prepare