ESTABLISHING

RAPPORT
Greet your audience. Make them feel at
ease by your warmth and sincerity.
Simulate their interest by making your
demonstration and yourself interesting.
AVOID THE COLK
FALLACY
It is the assumption that what is clear to the
expert demonstrator is also clearly known to
the person for whom the message is extended.
WATCH FOR KEY
FORMATS
They are the ones at which an error is likely to be
made the places at which many people stumble and
where the knacks and tricks of the trade are
especially important.
Lesson 10
MAKING THE MOST OF
COMMUNITY
RESOURCES AND
FIELD TRIPS
Make preliminary
contacts, a tour
arrangement with the
place to be visited
Make final
arrangements with the
school principal about
the details of the trip,
schedule,
transportation,
arrangements,
finances, and
permission slips from
parents
Make a tentative route
plan, subject to later
alteration based on class
planning and objectives
Try to work out
mutually satisfactory
arrangements with
other teachers if the
trip will conflict with
their classes.
Prepare
preliminary lists of
questions or other
materials which will
be helpful in
planning with the
students.

Discuss the objectives
and write them down.


Lesson 11

Lesson 12
THE POWER OF FILM, VIDEO AND TV IN
THE CLASSROOM
Transmit a wide range of
audio.
Bring models of
excellence to the viewer.
Bring the world of
reality to the home and
to the classroom through
a live broadcast or as
medicated through film
or videotape.
Make us see and hear
ourselves world events as
they happen
Be the most believable
news source.
Make some programs
understandable and
appealing to a wide
variety of age and
educational levels.
Become a great equalizer of
educational opportunity
because programs can be
presented over national and
regional networks.
provide us with sounds and
sights not easily available
even to the viewer of a real
event through long shots,
close ups, zoom shots,
magnification and split screen
made possible by the TV
camera.


Can give opportunity to
teachers to view themselves
while they teach for purposes
of self-improvement


Can be both instructive and
enjoyable.


Lesson 13
TEACHING WITH VISUAL SYMBOL
DRAWINGS
may not be real thing but better to have a concrete
visual aid than nothing
avoid confusion, it is good our drawing correctly
represents the real thing
CARTOONS
another useful visual symbol that can bring novelty to our
teaching
it tells the story metaphorically

STRIP DRAWINGS
commonly called as comics or comic strip
make use of strip that are educational and entertaining at
the same time.
DIAGRAM
any drawing that shows arrangement and relations as part
of the whole
such as relative, value, origins and development,
chronological fluctuations, distribution and etc.

CHARTS
is a diagrammatic represenatations of
relationship among individual whether as
organization
examples of this are time chart, comparison
and contrast chart, organizational, pareto
and trend chart
GRAPHS
examples of this are pine, bar , line and
pictorial graph
MAPS
representation of the surface of the earth
or some part of it
representation of the surface of the earth
or some part of it
CHALKBOARD
Write clearly and legibly on the
board
It helps if you have a hard copy of
your chalkboard diagram or outline
Dont crowd your notes on the board
Make use of colored chalk to highlight
key points
Dont turn your back to your class
while you write the chalkboard

Provide the lines for your board if
needed with the grade level you teach
Make sure your board works are
readable in all sides of the room
Replace chalkboard with a detail concaved
from left to right to avoid glare
Write Please Save if there are board works for
tomorrow and cover with curtains
Make full use of the chalkboards
OVERHEAD PROJECTOR (OHP
Show pictures and diagrams
using a pointer on the
transparency
You can use a marker or
wax based pencil to add
details
You can control the rate or
presenting information by using
progressive disclosure technique

Lesson 14








students do not
learn by using
multimedia
produce by
others but can
learn by
creating it
themselves
MULTI
MEDIA






working
together jointly
to accomplish a
common
intellectual
purpose
COLLABORATION



determining what
substantive content
would be included
is their projects as
well as the process
for producing
them
STUDENT
DECISION
MAKING



extend over a
significant time

EXTENDED TIME
FRAME



seek to connect
students work in
school with the
wider world in
which students
live
REAL
WORLD
CONNECTION

address the
basic
knowledge
and skills of
all students
are expected
to acquire
CORE
CURRICULUM

Lesson 15
Dimensions of Project Based Multimedia Learning


Lesson 17
Assessment
in a
contructivist,
technology
supported
learning
Complex learning cannot be assessed or
evaluated using any single measure. We must
examine both the processes and products of
students learning
Contructivist
classroom
Ideas were gripped on how we value it in our daily life
Construction of ideas out from collected facts occurs
Discourages memorization of facts
5 Es of constructivism
ENGAGE
EXPLORE
EXPLAIN
ELABORATE
EVALUATE

Lesson 18
Rules and functions of an Educational Media Center
-It functions as a vital instrument.
-It reflects and supports the philosophy of the
School.
-It shares and implements the school aims and
objectives
-It is involved in the teaching and learning
process.
-It is a source center.
-It is a learning laboratory.
-It is a teaching agency.
-It is a service agency.
-It is a coordinating agency.
-A center for recreational reading, viewing, and
listening.