Lesson 12:THE POWER OF FILM,VIDEO AND TV IN THE CLASSROOM

Films are powerful communicators because a person remembers five times more of what he hears and sees (as opposed to what he only hears). The visual element gives the motion picture its special impact; and the bigger the image, the greater the impact. Yet the visual element is often neglected when people show videos. The VHS video format provides a convenient and economical means for distribution, but the effectiveness of video depends greatly on how it is used. Each viewer must be able to hear and see the video in order for it to communicate.

 Limitations:

But as with any tools, they must be used skillfully. Too often, instructors fail to explore the full potential of video and film. They show movies to avoid an onerous lecture or to fill up time when a faculty member must miss class. The tendency is to turn off the lights and turn on a video—so-called teaching, but without a challenging lesson plan to engage students in active analysis and interpretation. Such "video babysitting" is the reason why the use of film and video in the classroom is often rightfully criticized.

Benefits:

Film and video have long been advocated as powerful adjuncts to classroom instruction.  The combination of moving images and multiple sound tracks offers instructional designers a powerful medium for crafting mutually reinforcing explications of concepts while providing learners with content that engages multiple senses.  Video has been particularly important in distance education with more than half of all distance education programs in 1995 using some form of video content (National Center for Education Statistics, 1999).  Digital video adds possibilities for making learning interactive and this interaction has been powerfully leveraged for more than a decade in videodisc-based projects such as the Jasper series that actively ‘anchored’ learners in adventures that give rise to ‘authentic’ problem solving situations (Cognition and Technology Group at Vanderbilt, 1997). The Internet offers significant new possibilities for delivering video even more broadly and easily in both traditional and distance education venues.  Thus, educators at all levels have yet another opportunity to incorporate audiovisual and interactive materials in their classrooms.

Using good videos in this way will not only turn the students' TV viewing toward achieving productive goals, but it will also teach them to apply the "Replacement Principle." Beyond simply removing negative viewing habits, students are learning to replace them with positive alternatives. Just as an appreciation for good music or literature must be developed, the skills to select good videos must also be taught.

RULES TO FOLLOW

When showing videos authorized for public performance to a group:

·         Determine the image size needed for your audience with this "Rule of Thumb": the number of viewers should not exceed the diagonal inches of the screen. For example, a 25" monitor can be comfortably viewed by up to 25 people.

·         Additional monitors can be connected together to accommodate larger groups.

·         If an LCD video projector is used, the room will need to be darkened and the sound should be set up to come from the front near the screen.

Encouraging Student Analysis and Interpretation

How can faculty members get students to interact with the film or video they are showing?

·         Have students make notes on the film while they are watching it and then turn them in to make sure they are engaging with the film to some extent.

·         Other instructors suggest giving a quiz immediately after the film or assigning an in-class writing exercise that asks what the main point of the video was. How well and through what narrative or visual aspects did the filmmakers demonstrate their themes?

·         Instructors can focus class discussion and analysis on specific scenes, or on structure of the narrative rather than having students construct an overly generalized film review.

How can a teacher make available videos that provide a positive alternative?

·         He can develop a list of recommended videos or establish a lending library of videos that have been previewed.

·         Schools and churches can make videos a part of their regular libraries, providing both an educational resource and an outreach ministry to families. This ministry leads to yet another benefit from incorporating home videos into your teaching: helping students who come from families that may have special spiritual needs or even unsaved loved ones. 

Lesson 11:Making the Most of Resourceful and Field trips

If I were asked to quickly list some instructional tools for teachers, I'd rattle off questioning strategies, concept mapping, and computers—but I doubt that field trips would pop into my mind. Many educators don't take field trips seriously because we associate them with fun. They also have their drawbacks: They're costly, logistically involved, extravagant with time, and contain an element of uncertainty. No wonder kids like them so much. Most teachers still take at least one field trip each year.


FIELD TRIPS AND OTHER STUDENT TRAVELThe Board recognizes that field trips, when used for teaching and learning integral to the curriculum, are an educationally sound and important ingredient in the instructional program of the schools. Properly planned and executed field trips should:

	A.	supplement and enrich classroom procedures by providing learning experiences in an environment outside the schools;
	B.	arouse new interests among students;
	C.	help students relate school experiences to the reality of the world outside of school;
	D.	bring the resources of the community - natural, artistic, industrial, commercial, governmental, educational - within the student's learning experience;
	E.	afford students the opportunity to study and explore real situations and processes in their actual environment.

For purposes of this procedure, a field trip shall be defined as any planned journey for one or more students away from District premises, which is under the supervision of an instructional staff member and an integral part of a course of study.
Other student travel shall be defined as any planned, student-travel activity that is approved as part of the District's total educational program.
The Superintendent shall prepare administrative procedures for the operation of both field and other District-sponsored trips, including athletic trips, which shall ensure:

	A.	the safety and well-being of students;
	B.	parental permission is sought and obtained before any student leaves the District on a trip;
	C.	each trip is properly planned, and if a field trip, is integrated with the curriculum, evaluated, and followed up by appropriate activities which enhance its usefulness;
	D.	the effectiveness of field trip activities is judged in terms of demonstrated learning outcomes;
	E.	each trip is properly monitored and supervised;
	F.	student behavior while on all field trips complies with the Student Code of Conduct and on all other rules, policies, and procedures set forth by schools;
	G.	a copy of each student's Emergency Medical Authorization Form is in the possession of the staff member in charge.

lesson 10:Demonstration in teaching

A demonstration is a teaching method used with both large and small groups. Demonstrations become more effective when verbalization accompanies them. For example, in a half demonstration-half lecture, an explanation accompanies the actions performed. It is a generally accepted learning theory that the greater the degree of active participation and sensory involvement by the learner, the more effective learning will be.

Demonstrations....

·         Utilize several senses; students can see, hear, and possibly experience an actual event

·         Stimulate interest

·         Present ideas and concepts more clearly

·         Provide direct experiences

·         Reinforce learning

Lesson 9:Teaching with Dramatized Experiences

Listening to storytelling or reading is an individual activity, even if the story is presented to a group of children; dramatization of a story is a collective activity. Dramatization of a story means that we are “inside” of events and not “outside”, as often in story reading activity. “the pupils can be liberate to explore, what they understand of the original author’s ideas, they can embellish, expand, create ones…They become a powerful community with the ability to solve problems and resolve dilemmas” (Toye & Prendiville, 2000, p18). Individual experience is juxtaposed with a social context in ‘acting out’ the story, which is very important for young children.

Formal  Dramatized Experience

    A. Plays - Depict life, character, or culture or a      combination of all three.

    B. Pageants  - usually community dramas that are based on local history, presented by local actors.

    C. Puppets – unlike regular stage play, it can present ideas with extreme simplicity, without elaborate scenery or costume yet effective.

Less Formal Dramatized Experiences

A. Pantomime – is the art of conveying a story through bodily movements only.

 B. Tableau – (French word means PICTURE) is a picture-like scene composed of people against a background.

 C. Puppets – unlike the regular stage play, can present ideas with extremely simplicity, without elaborate scenery or costume, yet effective.

Quite simply, a puppet is an inanimate object, constructed of wood, cloth, plastic, cardboard, papiermâché, or any other type of material, brought to life and personified by the puppeteer. The puppet does not need to look like a human being, rather it must act like one. 

This is the puppeteer’s job and it will be discussed later.

ex. of puppets.......

 Glove-and-finger puppets

Make used of old gloves to which small costumed figure are attached.

Rod Puppets

Flat cut out figures tacked to a stick, with one or more movable parts, and operated from below the stage level wire rods or slender stick .

Lesson 7: Direct, PURPOSEFUL Experiences and Beyond

From the rich experiences that our senses bring, we construct the idea, the concepts,the generalizations that give meaning and order to our lives....
I learn that in direct purposeful experiences and beyond, this are the firsthand experiences that make up the foundation of our learning. It will imply to the teaching-learning process through letting the student in learning by doing that they will become curious on that thing and also on the help of that it will develop their 5 senses the sight, hearing, touch, taste and smell. The ex. making a piece of furniture and etc....
                                         

Lesson 8: Teaching with Contrived Experiences

Contrived experiences are those which are designed and arranged closely resembling direct experiences. It is not always possible to let a student have a direct experience of all things; some contrivances such as laboratory experiments, working models, etc. are very useful. Contrary to belief, contrived experiences are usually better than direct experiences. This is because models are made less complex, see-through as also easier and safer to operate.

Examples:

·         Drama and role-playing

·         Demonstrations

·         Field Trips

·         Exhibits and Models

·         Motion Pictured and Video

·         Visual Symbols

·         Verbal Symbols

Lesson 6: Using and Evaluating Instructional Materials

 

You should have a good idea of your destination,both in the over-all purpose of education and in the everyday work of your teaching,If you do not know where you are going,you cannot properly choose a way to get there.

The use of instructional materials can be of great help to the teacher to become effective in facilitating learning. As a teacher, I should adopt the guidelines provided by the experts in the selection of instructional materials and in their use. Likewise I should try to avoid the R.O.G. Syndrome (running out of gas) especially if the materials to be used are mechanical ones, hence it is a wise move to try out the materials ahead of the class schedule to avoid unwanted situations. If careful planning is employed, the use of instructional materials can be an effective partner in attaining the teacher’s mission.