Saturday, January 15, 2011

LB# 15: Project-based Learning and Multimedia: What Is It?

This project-based leaning and multimedia is a combination of learning resources to make our teaching as concrete as we can so abstractions will be clear and meaningful.

Project-based multimedia learning involves the whole class, whether in groups or as a whole. If the students understand what output is to be expected of their project, they actively participate and each student contributes to the completion of the project. The teacher can only set the goals to be achieved by the students by the end of the project and supervise them.

Students are developed greatly in many aspects. Cooperation and camaraderie among classmates, decision making skills, research skills, technical skills, intellect, imagination, creativity, responsibility, time management and more are developed. Throughout the process, the student also learns the lesson in a way that he/she won't forget as it was a participative learning process. The students learn and enjoy at the same time.

Friday, January 7, 2011

LB# 14: Maximizing the Use of the Overhead Projector and the Chalkboard

We've known the chalkboard since nursery and even in offices, chalkboards are used. It is a very helpful tool especially in schools that do not have computers, televisions and the like. There are tips on using the chalkboard to make it and effective learning tool.
- writing clearly and legibly can allow students sitting in the last rows to read what you're writing.
- be prepared on what to write on the board
- use colored chalk to highlight key points
- write on the board while still facing the class. You don't have to turn your back on your students while writing on the board.
- while students are copying their notes from the board, try to walk around and see your board work from all corners of the classroom to see its visibility
- check for glares from fluorescent bulbs and windows.
- use the chalkboard to its full potential.

There's a trivia on why chalkboards are usually called blackboard. Way back then, chalkboards were painted black and white chalk was used. Then people discovered that green is much more pleasing to the eyes and so they started painting it green. But the term blackboard was already hooked up with the tool.

Another good tool to use in place of computers and televisions is the overhead projector (OHP).
- it's simple to operate
- the instructor can face the class while operating the OHP
- creating the materials for the OHP is easy and fun.
- graphs, charts, diagrams and other visual symbols can be shown using the OHP
- you can overlay transparencies to show the after-effects of a certain process.

There's a good side to the OHP. When you use a computer, you usually store your presentation in a flash drive. The downside to this is when it has a virus or your flash drive is not detected by the computer. With the overhead projector, you don't have to worry about these things. Just turn it on, put your transparencies on and viola! you get a presentation

LB# 13: Teaching with Visual Symbols

Visual symbols make up for real things when we're in the classroom and when computers and televisions are not available. The visual aids are what helps the students understand what the lesson is all about. The are different kinds of visual symbols. These include drawings, cartoons, strip drawings, diagrams, charts, graphs and maps.

Let's expound each kind of visual symbol. Drawings represent the real thing. It helps if a teacher is capable of freehand drawing. Elaborate pictures are not necessary. Basic stick figures can do a lot.

A well illustrated cartoon can tell a story. You can get get cartoon pictures from the newspaper, magazines and posters. Sketching a cartoon can be made simple.

Strip drawings or better known as comics or comic strips can be found in newspapers. Facial expressions, conversations and gestures can be conveyed in a strip drawing.

Diagrams "show arrangement and relations of parts to a whole, relative values, origins and development, chronological fluctuations, distributions, etc" (Dale, 1969).

Charts are diagrammatic representation of relationships among individuals within an organization. A famous example is a flow chart which shows step-by-step processes and the organizational chart which shows the ranking and functions from the top ranking official down to its subordinates. Another is the family tree, using the tree chart.

Graphs represent comparison. The pie graph and the bar graph are a common example.

Maps represent the surface of the earth. Different kinds of maps can be used depending on what the lesson is about.

These visual symbols can be used in so many ways. They can be made colorful and fun. They can also be interactive if the students are asked to stick the right piece in a graph or chart.

Wednesday, January 5, 2011

LB#12: The Power of Film, Video and TV in the Classroom

During a Manny Pacquiao fight, from which would you rather learn about the happenings inside the ring? The radio, the live telecast on TV, or the newspaper the next day? The answer is obvious.

The television is a very powerful tool. It combines both audio and visual. People can relate to it. Watching TV is effortless. When you listen to the radio, you still have to imagine visually what's going on. With TV, it's a complete package. It can bring you worlds you haven't been to in the comfort and safety of your seats or sofa. Come to think of it, it's even better watching the Pacquiao fight on TV than being physically beside the ring because you get to see close-ups and slow-mo replays.

Being this powerful, why not use this tool in teaching? It keeps the attention of the students and retention is better with audio-visual tools. Before viewing, give your students a set of objectives and expectations in watching the film. Link the film with your lesson. Set house rules to prevent interruptions during the viewing process. Give out guide questions for them to answer after viewing.

After the film showing, ask the class to answer the questions you gave them beforehand to see whether they learned something. Afterwhich, you can let the students do the asking and discuss with them possible answers to their questions. Based on personal experience, an essay is usually made after watching the film to write down everything we have learned from it.

The television is a powerful tool. But we should not forget Ben Parker's parting words to Peter, "With great power, comes great responsibility."

LB#11: Making the Most of Community Resources and Field Trips

Field trips are the most exciting part of a lesson or class, or even the school year. The whole class takes a trip to a certain place to learn more about their lesson. As a teacher, so much preparations have to be made before conducting a field trip.

Planning should be done to avoid failure in the learning process. Contact people in charge of the locations to visit and make arrangements with them. The time and date should be given precisely as this will help them prepare the location. Transportation is also essential. You should make sure that it is safe to travel in such vehicle.

School principals should be informed about the trip and the arrangements made. Parents should also sign permission slips before the students are allowed to take the trip.

The route of the field trip should also be prepared. You can discuss this with the class for coordination.

You can also ask other teachers whether the schedule of the trip is fine with them. They might have scheduled a test prior to the planning of the trip.

A list of questions to be answered after the trip and information materials about the places to be visited will be helpful to the students.

Set objectives for the trip and write them down with the class.

Set rules to keep the students safe. Use the "buddy system" wherein students go in pairs so that they could look after each other.

Ask the students to take their own pictures or videos and notes to document the trip. A journal can also be made for each place visited.

Knowing the route means knowing what's to be seen on the way to the site and back. You can list down certain objects that can be seen along the way so the students won't just sit back and sleep in the bus. Give their eyes and interests something to feast on.

It is important that you inquire about dress codes in certain locations. Some places may have a "no shorts, no slippers" dress code. But nevertheless, ask the students to wear whatever is comfortable for them for walking and to bring extra clothes or shoes for special locations with strict dress codes.

Prior to the trip, give the students a backgrounder of the places to be visited. Knowing what to look for when they get there keeps them excited.

The benefits that a field trip can give are numerous. It gives the students a rich experience and the knowledge they gain is lasting since it is memorable for them. It brings about a lot of realization which may lead to changes in attitudes and insights.

There can also be disadvantages in field trips. Some of which are 1) it is costly, 2) it involves logistics, 3) it is extravagant with time, and 4) contains an element of uncertainty.

But nevertheless, the benefits can compensate for the drawbacks. A successful field trip is a bridge between the classroom and the community.