LESSON 11

Making the Most of Community

Resources and Field Trips
Preliminary Planning by
the Teacher
Post-field trip follow up
activities
Taking the field trip itself
Preplanning with others
going on the trip





















LESSON 12
The Power of Film, Video and TV in
the Classroom
Summarize what was
learned
Viewing
Tackle questions raised
by students at the
initial stage of the
post-viewing discussion
Ask what the student
learned
Pre-viewing activity
Post -viewing
Prepare the
classroom
Go to the questions you
raised at the pre-viewing
stage
Basic Procedures in the
Use of TV as a
Supplementary
Enrichment





















LESSON 13
Teaching with Visual Symbols

1.Drawings
4.Diagrams:
Types of Diagram
1.Affinity Diagram
2.Tree Diagram
3. Fishbone
Diagram
6. Graph
Types of Graph
1.Bar Graph
2.Graphic Organizer
7. Maps
Kinds ofMaps
1.Physical Map
2.Relief Map
3. Commercial or
Economic Map
4. Political Map
Map Language
1.Scale
2.Symbols
3.Color
4. Geographics
Grids.

5. Charts:
Kinds od Chart
1.Time Chart
2.Tree or Stream
Chart
3.Flow Chart
4. Organizational
Chart
5. Comparison and
Contrast chart
6. Gannt Chart
2.Cartoons 3.Strip Drawings





















LESSON 14
Maximizing the Use of the
Overhead Projector and the
chalkboard
1. Chalkboard

Chalkboard Techniques
a. Sharpen a chalk
b. Stand with your elbow
c. Use dots as aiming point
d. Make all writing or printing between 2 and 4 inches high
e. Using colored chalk

2.Overload Projector (OHP)

Overhead Projection System
a. You can show pictures and diagram using printer
b. You can use felt pen or wax based pencil
c. You can control the rate of presenting information
d. You can superimpose additional transparency sheets
e. You can show three-dimensional objects from the stage of
the projector
f. You can move overlays back and forth across the bas
g. For special purposes you can stimulate motion on parts of
transparency
h. You can simultaneously project on an adjacent screen
other visual materials






















LESSON 15
Project-based Learning and Multi-Media
Dimension of Project-based Mutimedia
Learning
Seven Key Dimensios:
1. Core Curriculum
2. Real world Connection
3. Extended Time Frame
4. Student Decision Making
5. Collaboration
6. Assessment
7. Multimedia





















LESSON 16
Using the Project-Based
Learning Multimedia as a
Teaching Learning Strategy
1.Before the Project Start
1. Create project description and
milestones
2. Work with real
3. Prepare resources
4. Prepare software and peripherals such
as microphones
5. Organize computer files
6. Prepare the classroom
2.Introducing the project(one or
two days)
1. Review project dimension
2. Perform pre-assessments
3. Perform relevant activities
4. Group students
5. Organize materials

5. Concept design and storyboarding
(three to five days)

*Use scanned, handmade artwork to
make project look personal and to
manage scarce technology resources.
*Keep navigation.
* Orgnize information similarly
throughout so users can find what
they are looking for.
*Care for collaboration
*Organize manageable steps.
*Check and access often.

3. Learning the Teachnology
4. Preliminary research and
planning (three days to three
weeks, depending on project
size)





















LESSON 17
Assessment in a Constructivist, Technology-Supported Learning
Authentic assessment is most appropriate for the constructivist classroom
- Measures collective abilities, written and oral expression skills, analytical skills,
manipulative skills, integration, creativity and ability to work collaboratively.


















LESSON 18
Roles and Functions of an Educational
Media Center
EMC- serves a myriad of roles among which are:
1. Center of resources
2. Laboratory for learning
3. Agent of teaching
4. Service agency
5. Coordinating agency
6. Recreational reading center
7. A stepping stone to other resources of
the community
Functional EMC give the following elements :
1. The institutional media services
2. Media and instruction
3. Classroom facilities
4. Media program