Instructional media is required in each and every aspect of teaching learning process.

Instructional media serves all the purposes for modern education. Thus in order to have

effective service delivery in teaching and learning process the use of instructional media is of

paramount. Surely the innovations of instructional media in the field of education have done

wonders to educational process. It has not only maintained the structure but also improved

the nature of the educational process. As such this write up seeks to describe how one can use

model of a wind vane to teach topic weather elements at six level. Model and teaching will be

defined.

Boyd (2009) claims a model as a representation of real things that are infinitely large like

earth or solar system, or real things that are small, whether animate or inanimate. Blythe–

Lord (2011), views model as a three dimensional representation of a real thing. Therefore a

model is a simplified representation of the actual objects that can be shown from all angles or

sides as it has breadth, length and depth, and it may give every detail and more simplified

description of the original artefact or object.

According to Boyd (2009), teaching is the process of passing on knowledge and skills.

Instruct, inform, enlighten, and train, train, train. A coach facilitates learning. According to

Blythe-Lord (2011), teaching means forcing someone to learn how to do something, giving

instructions, guiding learning, and providing knowledge that leads to knowledge and

understanding. . As a result, teaching is a collaborative sharing of knowledge and experience

for a specific purpose. For example, when teachers and students exchange knowledge and

ideas about a specific topic.

When teaching using the model of a wind vane in the concept weather elements at grade six.

The teacher can start with a luring introduction where selected learner can be involved in

reading weather news while others are listening. This can be followed by involving the rest of

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the class when asking learners what the learner was doing. The model of wind vane will be

produced and the learners can be in question and answer where learners will be giving

functions of the wind vane. Discussion on other types of weather elements can begin in as far

as use of wind vane as a weather element.

Further learners can go own discussing the functions of the wind vane .These activities can be

carried out in pairs or small groups which can be set up by the teacher. Finally as an

individual activity learners draw an image of a wind vane and colour it with colour of their

choices. They write the function of other elements in weather focussing.

In a nutshell when instructional media like wind vane is used in teaching and learning it

enhances learners’ positive attitude towards the learning process. Also it positively affects

learners’ performances as well as maintaining discipline during the learning process since

they will be motivated and eager to learn. As such looking on roles of instructional media the

paper the recommends every teaching / learning activities be spiced with media to achieve set

objectives.

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 REFERENCES

Beshnizen, M and Van Puthen (2010) The Use of Video-Tape Broadcast and Interactive

Teaching, British Journal of Edu Tech 21(2) 40-44.

Blythe-Lord, R, (2011).The Educational Media Design Handbook, McMillan, London,

Boyd, C. J, (2009), Mathematics: Applications and Connections, McGraw-Hill, Texas,

Cuban, L. (2011) Computers in the Classroom, Cambridge, M.A. Harvard University Press.

Danks, S. (2007) Business Studies Book Printing Services: Mautrius.

Rwambiwa, J.P. & Driscoll, S. (2014). Educational technology for teachers in developing
countries. Harare: Ministry of education