3. “Next to the home and
school, I believe
television to have a
more profound
influence on the human
race than any other
medium of
communication.”
- Edgar Dale
4. INTRODUCTION
The appeal of visual media
continues to make film, video and
television as educational tools with
high potential impact. They are now
more accessible and less
cumbersome to use. Let us take
advantage of them in the classroom.
5. The film, the video and the TV are indeed
very powerful. Dale says, they can:
• Transmit a wide range of audio- visual
materials; including still pictures, film,
objects, specimens and drama.
• Bring models of excellence to the
viewer.
• Bring the world of reality to the home
and to the classroom through a “live”
broadcast or as mediated to through film
or videotape.
6. • Make us see and hear for ourselves
world event as they happen.
• Be the most believable news source.
• Make some programs
understandable and appealing to a
wide variety of age and educational
levels.
• Become a great equalizer of
educational opportunity because
program can be presented over
national and regional networks.
7. • Provide us with the sounds and sights
not easily available even to the viewer
of a real event through long shots,
zoom shots, magnification and split
screen made possible by the TV
camera.
• Can give opportunity to teachers to
view themselves while they teach for
purposes of self-improvement.
• Can be both instructive and enjoyable.
8. LIMITATIONS/DISADVANTAGES
• Television and film are one-way
communication device consequently, they
encourage passivity.
• The small screen size puts television at the
disadvantage when compared with the
possible size of the projected motion
pictures, for example.
9. • Excessive TV viewing works again
the development of child ability to
visualize and to be creative and
imaginative, skills that are needed in
problem solving.
• There is much violence in TV. This is
the irrefutable conclusion, “viewing
violence increases violence”.
12. • Prepare the classroom.
(If your school has a permanent viewing
room, the classroom preparatory work will
be less for you.)
- Darken the room.
- The students should not be seated too
near nor to far from the television. No
student should be farther from the set
than the number of feet that the picture
that represent in inches. A 24-inch set
mean no student farther than 24 feet
from the set.
13. • Pre-viewing Activities
–Set goals and expectations.
–Link the TV lesson with past lesson
and/or with your students’
experiences for integration and
relevance.
–Set the rules while viewing.
– Point out the key points they need to
focus on.
14. • Viewing
–Don’t interrupt viewing by inserting
cautions and announcements you
forgot to give during the pre-viewing
stage.
–Just make sure sight and sound are
clear. You were supposed to have
checked on this when you did your
pre–viewing.
15. • Post- Viewing
–To make them feel at ease begin by
asking the following questions:
1. What do you like best in the film?
2. What part of the film makes you
wonder? Doubt?
3. Does the film remind you of
something or someone?
4. What questions are you asking about
the film?
16. • Go to the question you raised at
the pre-viewing stage. Engage
the student in the discussion of
answers. Check for
understanding.
• Tackle question raised by
students at the initial stage of
the post-viewing discussion.
Involve the rest of the class.
17. • Asked what the student learned. Find
cut how they can apply what they
learned. Several techniques can be use
for this purpose. A simple yet
effective technique is the completion
of unfinished sentence .
• Summarize what was learned. You may
include whatever transpired in the
class discussion in the summary but
don’t forget your summary on your
lesson objectives.
