TEACHING WITH VISUAL SYMBOLS

LB#13

         I have learned that visual symbols are unrealistic reproduction of physical things.Teaching with visual symbols, the teacher makes use of abstract representation such as graphs,diagrams,comic strip,chart,and cartoons.These visual symbols worth a thousand words because they are easier to understand than words of a paragraph.

1. Graph is consist of diff. types:

• Pie graph- use for showing parts of the whole.
• Bar graph- use in comparing the magnitude of similar items at diff.ties.
• Pictorial graph-makes use of picture symbols.

    2. Cartoons-these symbols can bring novelty to teaching.They tell the story metamorhpically.

    3.Comic strip-this can be used by teacher for educational and entertaining.This can serves as motivation and starter of the lesson.

    4.Diagram-this is any line drawing that shows arrangements and relations as to part of the whole,relative values,origins and development,chronological fluctuation and distribution. It is compose of three types;

•  Affinity diagram-use to cluster complex apparently unrelated data into natural and meaningful groups.

• Fish bone- it is also called cause-and-effect diagram.It is a structured form of brainstorming that gaphically shows  relationship of possible causes and subcauses directly related to an identified effect or problem.
• Tree diagram-depicts development, growth and change  by beginning with a single course which spreads out int many branches.

    5.Chart-this is a diagramamatic representation of relationship among individuals within an organization.

It is compose of diff. types:

• Flow chart-s visual way of showing a proces from the beginning to the end.
• Organizational chart-shows how are part of the organization relates to other parts of the organization 
• Pareto chart-type of bar chart prioritized in descending order of magnitude from left and right.
• Gannt chart-is an activity time chart.
• Time chart-a tabular time chart that presents data in ordinal sequence.

Visual symbols also include maps.These are physical maps,relief map,commercial or economic map,and political map.

    

THE POWER OF FILM,VIDEO AND TV IN THE CLASSROOM

LB#12

         I have learned that the appeal of media continues to make film,video and television as educational tools with high potential impact which they are now accessible and less cumbersome to use.They are indeed powerful in the sense that they can transmit a wide range of audio-visual materials including still pictures,film, object specimens,and drama.They bring models of excellence to the viewers.Like for instance, we can see and hear the excellent scientist, excellent speakers,and master teachers who lecture and demonstrate a teaching method for professional development of teachers.They can bring world of reality to the home and to the classroom through a "live" broadcast or as mediated through film or videotape.They can make us see and hear for ourselves world events as they happen.They can be the most believable news source.They can make some programs understandable and appealing to a wide variety of age and educational levels. They can provide us sounds and sights not easily available even to the viewer a real event through long shots, close ups, zoom shots,magnification and split screen made possible by the television camera.They can be both instructive and enjoyable.

However,though these visual media are indeed powerful , they are somehow have their limitations:

• They only encourage passivity because television and film are one-way communication device.
• The small screen  size puts television at a disadvantage compared with the possible size of projected motion pictures
• Excessive TV viewing works against the development of the child's ability to visualize and to be creative and imaginative.
• There are much violence in television

The film, video and television are powerful instructional tools.When they are used inappropriately and moderately, they can make the teaching- learning process more concrete. lively colorful, and interactive.

They contribute to a more lasting because of its visual audio and motion effects.These effects make learning fun.

I have also learned that there are basic procedures in the use of TV as a supplementary enrichment:

1. First and foremost, the classroom should be prepared.- the room should be darken but not completely because students might take down notes while viewing.
2. Previewing-  the teacher should set goals and expectations and point out the key points which are needed to focus.
3. Viewing- the teacher must not interrupt viewing by inserting cautions and announcements to give during the previewing stage.
4. Post viewing- the teacher would ask what the students have learned and let them summarize what was learned.

MAKNG THE MOST OF COMMUNITY RESOURCES AND FIELD TRIPS

LB# 11

I have learned that field trips are excursions and visits conducted to observe an event that is not available  within the classroom. Field trips Abolish the "walls" that divide the schools beyond the outside world and connect people.I have learned that in having a field trip,there should be:

• Preliminary planning- the teacher must make preliminary contacts, a tour to final arrangements wiyth the places tobe visited, make arrangements with the principal about the details of the trip, and make a tentative route plan ,subject to later alteration based on class planning and objectives.
• Preplanning-  the teacher should discuss the objectives of the trip and write them down. The main objectives should be included in the permit slip given to parents and should be cosulted later when the trip is evaluuated.
• Taking the field trip-  the teacher must distribute route map of the places to be visited.
• Evaluating field trip- the teacher should examine if the trip wotrh the time,efforta nd money and if there were new interest developed.

I have learned that there are educational benefits derived from field trip.

• Acquisition of  lasting concepts and change in attitudes are rooted on concrete for rich and memorable experiences which are fundamental to learning that lasts.
• Field trips bring us to the world beyond the classroom.
• They have a wide range of application.
• It can bring about a lot of realixzationwhich may lead to changes ina attitudes insights.

I have learned that field tripos have disavantages:

• They are costly
• They involves logistics
• They are extrvagant with time
• They contains an element of uncertainty

I  have also learned that in field trip, there are community resources that can be use for learning such as:

• parents of students
• a dentist
• a journalist
• a senior citizen and a war veteran
• a barangay captain
• museums
• zoos
• historical places
• places of exhibits
• scenic spots
• public and private libraries
• botanical garden 
• play
•  concerts and
• dance presentation

DEMONSTRATIONS IN TEACHING

LB#10

                  What is then is a demonstration in teaching? It is showing how the thing is done and emphasizing of the salient merits, utility and efficiency of a concept, a method or a process or an attitude.

There are at leat three guiding principles the teacher must to observe in using demonstration as a teaching-learning experience.

1. Establish rapport.Greet your audience.Make them feel at ease by your warmth and sincerity.Stimulate their interest by making your demonstration and yourself interesting.Sustain their attention.
2. Avoid the COIK fallacy (Clear Only If Known)  this means that it is the assumption that what is clear to the expert demonsrtator is also clearly known to the person whom the message is intended.To avoid this, it is best for the expert demonstrator to assume that his audience knows nothing or a little about what he is intending to demonstrate for him to be very thorough,clear and detailed in his demonstration even to a point of facing the risk of being repetitive.
3. Watch for key ponts. these are the ones at which an errors likely to be made, the places at which many people stumble and where the knacks and tricks of the trade are especially important. The good demonstrtor rocognizes possible stumbling blocks to learners and highlights them in some way.

To ensure that the demonstration works, the teacher ought to plan and prepare very well before they conduct the demonstration. 

Here are some suggested methodical procedures by the following question:

• What are the teacher's objectives?
• How does the teacher's class stand with respect to these objectives?
• Is there a better way to achieve the teacher's ends?
• Does the teacher has acess to all the necessary materials and equipment to make the demonstration?
• Are the time limits realistic?

A good demonstration is an audio-visual presentation.It is not enough that the teacher talks.To be effective, his/her demonstration must be accompanied by some visuals. To plan and prepare adequately for a demonstration, the teachers must first determine their goals,the material they need, their steps, and rehearse.

In the actual demonstration itself, the teachers see to  it that they:

• get and sustain the interest of their students
• keep their demonstration simple, focused and clear
• do not hurry nor drag out the demonstration
• check for understanding in the processof demonstration
• conclude with a summary and
• hand out written materials at the end the demonsration.

TEACHING WITH DRAMATIZED EXPERIENCES

LB#9

        Something dramatic is stirring or affecting or moving.If teaching is dramatic, the students get attracted,interested and affected.If they are affected and moved by what the teacher taught,the teachers will most likely leave an impact on the students.Dramatic experiences cater to student's multiple intelligences.

Dramatic experiences range from the formal plays, pageants to less formal tableau,pantomime,puppets and role- playing

• Plays-depict life, character, or culture or the combination of all three.They offer excellent opportunities to portray vividly important ideas about life.
• Pageants -are usually community dramas that are based on local history, presented by local actors.An example is the historical pageant that traces the growth of a school.
• Pantomime- is the art of conveying a story through bodily movements only.It affects on the audience depends on the movements of the actors.
• Tableau- a french word which means picture. It is a picture-like scene composed of people against a background.It is often used to celebrate Independence Day, Christmas and United Nations day.

Teaching with dramatized experiences could also include the use of different kinds of puppets which can present ideas with extreme simplicity. As instructional device, the puppet show can involve the entire group of students.

The common puppets use are:

1. Shadow puppets- flat black silhouette made from light weight cardboard and shown behind the screen.
2. Rod puppets- flat cut out fingers tacked to a stick.,with one or movable parts, and operated from below the stage level by wire rods or slender sticks.
3. Hand puppets- the puppet's head is operated by the forefinger the puppeteer, the little finger and thumb being used to animate the puppet hands.
4. Glove-and-finger-puppet- make use of old gloves to which  small costumed figure are attached.
5. Marionettes- flexible, jointed puppets operated by strings or wires attached to a cross bar.

Another form of dramatized experiences is the role-playing. It is an unrehearsed, unprepared spontaneous

dramatization of a "let's pretend"situation where assigned participants are absorbed by their own roles in the situation described by the teachers.

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TEACHING WITH CONTRIVED EXPERIENCES

LB#8

          I have learned that  contrived experiences are the edited version of direct experiences which are use to substitute  for the real thing when it is not practical or not possible to bring in the classroom.

The contrived experiences varied in different types:

• Model  -  reproduction of real thing in a small scale,or large scale,or exact size but made of synthetic materials
• Mock up - an arrangement of real device or associated devises displayed in such a way that representation of reality is created.
• Specimen- any individual or item considered of a group, class or whole
• Objects- may also include artifacts displayed in a museum or objects displayed in exhibits
• Simulation-  a representation of a manageable real event in which the learner is an active participant engaged in learning a behavior or in applying previous skills or knowledge.

Contrived experience is use to overcome limitations of space and time,to edit reality to focus on parts or a process of a system that intent to study, to overcome difficulties of size, to understand the inaccessible and help the learners understand abstraction. The teacher use simulations and games to make their class interactive and to develop the decision-making skills and knowledge construction skills of their  students.