claire powerpoint

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The Documentationof

instructionalmaterials

Educational technology

SUBMITTED BY: CLAIE A!! SE!AD"S

#ILI$I!" II%A



T&E 'I!DS"#

I!STUCTI"!AL MATEIALS



M"DELS$U$$ET(S

•Models are threedimensionalre)resentation ofreal things* +itch

could ,e smaller*larger or of thesame si-e as thereal thing. It maycom)lete details orsim)li/ed forinstructional)ur)oses.

•E0am)les are

glo,es and )u))ets.



AD1A!TA2E•Models can ,e 3ie+ed* handled and

e0amined ,y students from 3arious angles.•Some models sim)lify real o,4ects for ,etterstudy ,y remo3ing some signi/cant detailsand reducing or enlarging o,4ects to

desira,le si-es.

LIMITATI"!•Some models demand classroom s)ace in

terms of storage.

•Models are generally more e0)ensi3e than)ictures and gra)hics.

•

A3aila,ility of models could ,e a )ro,lems.



UTILI5ATI"!

•Models and muc6%u)s are e7ecti3e mediafor e3aluating learning outcomes* e.g.tas6s that re8uire identi/cation of si-e*

sha)e or color and hands%on or la,oratory)ractice.

•Models could ,e collected and )ut into a

multimedia 6it. This 6it may containacti3ity cards* geometric sha)es* 9ashcard +or6,oo6s* handouts* ,ourd games*)oster* audio and 3ideo cassettes*

la,oratory materials and )u))ets.



diorama

•Dioramas are

statistic dis)laycreating a realisticscene that consist ofa three dimensional

foreground* usuallymodels of )eo)le*animals* e8ui)ment*3ehicle or ,uildings

and 9at ,ac6ground* usually a)hotogra)h * dra+ingor )ainting and alsocalled E0hi,its in the,o0;.



AD1A!TA2E•E0hi,its can ,e used to re)roducedscenes from the )ast or de)ict scenes inthe future.

LIMITATI"!•E0hi,its demand enough s)ace in a

room.•$re)aration of e0hi,its may ta6e a lot oftime.



UTILI5ATI"!

• The e0hi,its must ,e large enough to ,e easilyseen.

• The e0hi,its must ,e attract attention.

•

The e0hi,its must ,e +ell ligthed.• The e0hi,its must ,e ,uilt around one centralidea.

• The ca)tions of the e0hi,it must ,e short and

sim)le.• The e0hi,its must con3ey the message at aglance.

• The materials in the e0hi,it must not ,ecro+ded together.



2A$&ICS "2A!I5E

•2ra)hic organi-erare non%)hotogra)hicreconstructions or

re)resentations ofreality* etched ordra+n ,y anillustrator* li6e the

teacher orstudents.Illustrations can ,e,lac6 or +hite or in

full color.



AD1A!TA2E• 2ra)hic organi-ers could ,e )re)ared ahead of

time ,y ha3ing it dra+n and co3ered until the

class starts.• 2ra)hic organi-ers can ,e easily )re)ared once

materials are a3aila,le. They are also easy toutili-e ,ecause they do not re8uire s)ecial

e8ui)ment. They are less detailed* hence* learners can easily

understand their message.

LIMITATI"!• Dra+ing could ,e su,4ect to misinter)retation.

• Technical e0)ertise in dra+ing could ,e neededto )roduce good dra+ings and illustrations.



UTILI5ATI"!

• Although technical%s6ill is re8uire indra+ing a good amount of )ractise could

enhance ,asic dra+ing s6ills.• A3oid cro+ding the gra)hics to ,e

sho+n.

•

<hen identifying a )ortion* a )ointerscould ,e used.



$o)%u)(s

•$o)%u)s

containing foldedcut%out )icturesthat rise u) toform a threedimensionalscene or /gure+hen the )age is

turned.



AD1A!TA2E• $o)%u)s can lend 3isual stimulation. They also

stimulate students creati3ity an interest.• $o)%u)s )ro3ide students +ith additional

learning.

• $re3ie+ of the lesson to ,e )resented can ,e

illustrated in the 9i) chart to moti3ate students.

Limitation• In inter)reting cartoons and stri) dra+ings* there

is tendency to focus only on the colorful dra+ingsrather than on the +ords accom)anying them.

• $ictures or dra+ings are usually e0aggerated*+hich could lead to misinter)retation.



UTILI5ATI"!• $o)%u)s must ,e large enough to ,e

easily seen.• $o)%u)s must ,e attract attention.

• $o)%u)s must ,e +ell ligthed.

• $o)%u)s must ,e ,uilt around onecentral idea.

• The ca)tions of the )o)%u)s must ,e

colorful and ,ig.



#LAS& CADS

•

#lash cards are3alua,le materialsfor drill acti3ities)articularly in the

teaching ofmathematics*english * and/li)ino. #lash

cards come inform of )icturecards* +ord cards*)hrase cards*

sentence cards.



AD1A!TA2E• #lash cards can ,e an im)ortant means of

/0ings s6ills and automati-ing res)onses ofstudents

• #lash cards can ,e easily made fromrecycled materials.

• #lash cards are easy to use and can ,eeasily carried.

• LIMITATI"!•

#lash cards may ,e small to ,e seen ,y theentire class.

• If 9ashing is too sna))y* the student could/nd di=culty in recogni-ing +hat is in the

9ash cards.



UTILI5ATI"!

• The 9ash cards must ,e hold and ,ig enoughto ,e seen ,y e3ery,ody in the class.

• #lash the cards in a sna))y manner tode3elo) fast thin6ing or res)onse.

• #lash the cards from the ,ac6 to the front.

• Ans+ers or la,els should ,e +ritten at the,ac6 of the 9ash cards so that the teacher

+ill ,e a,le to chec6 +hether the ans+er iscorrect.

• &old the 9ash cards /rmly at the chest le3el.



Cartoon and stri) dra+ing

•Cartoon andcomic stri)s arecolorful linedra+ings +ith

e0aggeratedfeatures orsym,ols that)ro3ide humor or

satire. Usuallya))ear inne+s)a)ers*)eriodicals and

te0t,oo6s.



Ad3antage• Stri) dra+ings can ,e easily read and

understood* thus encourages reading

• Cartoons satisfy children(s idea and art.

• Aside from 3er,al cues* cartoons and stri)dra+ings contain illustrations.

LIMITATI"!• In inter)reting cartoons and stri) dra+ings*

there is tendency to focus only on the

colorful dra+ings rather than on the +ordsaccom)anying them.

• $ictures or dra+ings are usuallye0aggerated* +hich could lead to

misinter)retation.



UTILI5ATI"!

• Although cartoons can ,e used for young

learners* these can ,e more e7ecti3e forolder ones +ho could understand themessage for +hich they mare intended.

•

Cartoons must not contain so manydetails.



#LI$ C&AT

•#li) chart is a )ad

of large )a)erfastened togetherat the to) andmounted on an

easel. Indi3idualsheets of the 9i)chart each hold alimited

3er,al>3isualmessage and can,e arranged forse8uential)resentation to asmall grou).



Ad3antage• #li) charts can lend 3isual stimulation. They

also stimulate students creati3ity an interest.

• #li) charts )ro3ide students +ith additionallearning.

• $re3ie+ of the lesson to ,e )resented can ,e

illustrated in the 9i) chart to moti3atestudents.

• Dis)lays in 9i) charts can allo+ manystudents to ,ro+se contents at the same

time.

LIMITATI"!• #li) charts could easily fade and fall do+n.



UTILI5ATI"!

• Encourage the students to )re)are the 9i)chart to ma0imi-e students )artici)ation.

• Concern yourself +ith the 9i) chart to ho+it loo6s. The 9i) chart should contri,ute tolearning and should not 4ust add to themany dis)lays in the classrooms.

• The items to ,e dis)layed in the 9i) chart

must ,e selected )ro)erly.• <ordings in the 9i) chart should ,e sim)le

and according to the 3ie+ers language.

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