Allama Iqbal Open University

Assignment No 2

Student Name:
Student I.d:
Course Code: 8601
Semester: 1st (1.5 year)

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Q.1 ldentify advantages and disadvantages of discussion method. Analyze the rules to
organize classroom discussion.

Group Discussion Advantages And Disadvantages:

When does learning in a group discussion actually work? Group discussions are an important
part of the collaborative and cooperative learning process, but not every student will have
similar experiences. In this article, we shall explore the meaning of group discussion, its
implications, tips, advantages and disadvantages.

Group discussion:

A group discussion is defined as a meeting between any number of individuals where the
participants engage in lively verbal exchange about a specific topic. The purpose of a group
discussion is to gain understanding from colleagues and friends. Also, they’re really important
because they help people understand different perspectives and opinions.

Group discussion can be conducted by one or more persons and these people are called
moderators. The moderator has to make sure that every person in the group has an equal
opportunity to contribute to the discussion. If during the discussion, it becomes apparent that
one participant is dominating the discussion or turning it into a monologue, then the moderator
should remind any other person to share his/her point of view with other participants.
Moreover, every participant has to feel comfortable expressing his /her opinions, thoughts and
concerns. Also, each participant in the discussion should be able to express his/her opinion
without being interrupted by the other participants.

Advantages of Group Discussion:

Group discussions are a great way to create an engaging environment and foster collaboration
among students. However, they can also be a lot of work for the teacher. Making sure everyone
participates is difficult and making sure students are on-task can be challenging. With all that in
mind, group discussions have many benefits like developing critical thinking skills and building
social skills. Other advantages of group discussion are as follows:

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Beneficial for auditory learners – In a group discussion, all participants have the opportunity to
share their ideas and opinions. This style makes sense for auditory learners because they learn
best through hearing their own voice and from listening to others speak. This type of learning
also benefits visual learners, who are able to see what is being discussed in real time.

Helps to research and formulate arguments – In order for students to learn in a group
discussion, the teacher has to pose questions that will lead to fruitful conversation. If done well,
the class can learn how to research and formulate arguments for a topic. Furthermore, it makes
sure that all students are actively participating in the class which will work as a great way for
them to form new friendships with other people in their grade.

More interactive than a lecture – Group discussion is great for a variety of reasons. It
stimulates the brain in a way that a lecture does not. It also fosters empathy and understanding
because people are less likely to judge each other. Even if a student is shy, they will probably
find their voice in a group discussion because it’s more collaborative than aggressive.

Students have a tendency to stay focused – Students in a group discussion have a tendency to
stay focused on the discussion, which may lead to more learning. They are able to share what
they know and learn from others in the group. If someone doesn’t know the answer or if an
answer is incorrect, other students will call them out on it. This encourages students to do their
research and be prepared for class discussions.

Can improve grades – Group discussion classes provide an opportunity for students to ask
questions and make observations. They are less likely to feel embarrassed or ashamed because
they know that others in the class share these same feelings. The teacher can then answer
student’s questions and clarify misconceptions, which ultimately leads to better grades because
they know that the teacher is there to support them.

Disadvantages of Group Discussion:

When students are in groups, they have the opportunity to share their thoughts and
experiences with others. However, it is important to keep in mind that there are disadvantages
of group discussions. For example, the group might not have the same goals or viewpoints as
another group member. Other challenges in group discussion are as follows:

Interruptions – Group members tend to interrupt one another and give answers too quickly.
This can make it difficult to come up with ideas.

Not for everyone – Group discussion isn’t for everyone. For example, some people might not
be comfortable speaking in front of a group and may also not be able to contribute as much

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due to anxiety. Others may find that they cannot finish their participation in the discussion due
to time constraints.

Can get very confusing – Group discussions are wonderful ways to spark ideas and facilitate
discussion. However, they can also get very confusing when the group is large or the number of
topics being discussed is quite high. It is easy for everyone to get mixed up and not know what
they’re talking about.

Not everyone will get a chance to express their views – In a group discussion, not everyone
will

get a chance to express their views. Some people may feel that they are being ignored or that
their opinion is not as important. When someone doesn’t speak up, it could be because they’re
nervous, shy, or forgot what they wanted to say.

May not be as effective as a lecture – Group discussions are a time-consuming method of

teaching and often less effective than lectures. Lectures are quick and easy to produce, while
group discussions have a lot of time required in them. Lectures also allow you to teach more
than one at once, while group discussion is limited in the number of people it can reach.
Lectures can also be recorded for later use and consumption which is not possible with group
discussions.

Comparison Table for Advantages and Disadvantages of Group Discussion:

Following are the advantages and disadvantages of Group Discussion:

Advantages Disadvantages

Beneficial for auditory learners Participants may be Interrupted

Helps to research and formulate arguments Not for everyone

More interactive than a lecture Can get very confusing

Students have a tendency to stay focused Not everyone will get a chance to express
their views

Can improve grades May not be as effective as a lecture

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Conclusion on Group Discussion Advantages And Disadvantages:

Group discussion is a powerful tool for developing class discussions. It helps to increase
participation in the classroom, especially for students who may not feel comfortable speaking
up in front of the whole class. Lastly, group discussions are a great way to build relationships
with other people and to work on critical thinking skills. They may not be the most efficient or
even reliable means for learning, but they are an invaluable resource for anyone who wants to
succeed in an academic environment.

Rules to organize classroom discussion:

Establishing ground rules or guidelines;

In class, instructors can either work with students to generate ground rules or discussion
guidelines, or they can present a set of guidelines and then work with students to accept or
modify them. Referring back to these community agreements can be very helpful if discussion
becomes tense. Some suggestions include the following:

1. Listen respectfully, without interrupting.

2. Listen actively and with an ear to understanding others' views. (Don’t just think about
what you are going to say while someone else is talking.)
3. Criticize ideas, not individuals.
4. Commit to learning, not debating. Comment in order to share information, not to
persuade.
5. Avoid blame, speculation, and inflammatory language.
6. Allow everyone the chance to speak.
7. Avoid assumptions about any member of the class or generalizations about social
groups. Do not ask individuals to speak for their (perceived) social group.
8. It is important that students agree on the ground rules before discussion begins.

Q.2 (a) Explain cooperative learning principles.

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Cooperative Learning Principles:

Many principles have been proposed for cooperative learning. Below is one list of eight
such principles.

1. Heterogeneous Grouping. This principle means that the groups in which students do
cooperative learning tasks are mixed on one or more of a number of variables including sex,

ethnicity, social class, religion, personality, age, language proficiency, and diligence.

2. Collaborative Skills. Collaborative skills, such as giving reasons, are those needed to
work with others. Students may lack these skills, the language involved in using the skills, or
the inclination to apply the skills. Most books and websites on cooperative learning urge
that collaborative skills be explicitly taught one at a time.

3. Group Autonomy. This principle encourages students to look to themselves for

resources rather than relying solely on the teacher. When student groups are having
difficulty, it is very tempting for teachers to intervene either in a particular group or with
the entire class. We may sometimes want to resist this temptation, because as Roger
Johnson writes, “Teachers must trust the peer interaction to do many of the things they
have felt responsible for themselves”

4. Simultaneous Interaction (Kagan, 1994). In classrooms in which group activities are not
used, the normal interaction pattern is that of sequential interaction, in which one person at
a time – usually the teacher – speaks. In contrast, when group activities are used, one
student per group is speaking. In a class of 40 divided into groups of four, ten students are
speaking simultaneously, i.e., 40 students divided into 4 students per group = 10 students (1
per group) speaking at the same time.

5. Equal Participation (Kagan, 1994). A frequent problem in groups is that one or two
group members dominate the group and, for whatever reason, impede the

participation of others. Cooperative learning offers many ways of promoting more equal
participation among group members.

6. Individual Accountability. When we try to encourage individual accountability in groups,

we hope that everyone will try to learn and to share their knowledge and ideas with others.

7. Positive Interdependence. This principle lies at the heart of CL. When positive
interdependence exists among members of a group, they feel that what helps one member
of the group helps the other members and that what hurts one member of the group hurts

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the other members. It is this “All for one, one for all” feeling that leads group members to
want to help each other, to see that they share a common goal.

8. Cooperation as a Value. This principle means that rather than cooperation being only a
way to learn, i.e., the how of learning, cooperation also becomes part of the content to be
learned, i.e., the what of learning. This flows naturally from the most crucial cooperative
learning principle, positive interdependence. Cooperation as a value involves taking the
feeling of “All for one, one for all” and expanding it beyond the small classroom group to
encompass the whole class, the whole school, on and on, bringing in increasingly greater
numbers of people and other beings into students’ circle of ones with whom to cooperate.

(b) Discuss different strategies of cooperative learning.

Cooperative Learning has been proven to be effective for all types of students, including
academically gifted, mainstream students and English language learners (ELLs) because it
promotes learning and fosters respect and friendships among diverse groups of students. In
fact, the more diversity in a team, the higher the benefits for each student. Peers learn to
depend on each other in a positive way for a variety of learning tasks.

Students typically work in teams of four. This way, they can break into pairs for some
activities, and then get back together in teams very quickly for others. It is important,
however, to establish classroom norms and protocols that guide students to:

 Contribute
 Stay on task
 Help each other
 Encourage each other
 Share
 Solve problems
 Give and accept feedback from peers
 Some Cooperative Learning strategies

There are some popular strategies that can be used with all students to learn content
(such as science, math, social studies, language arts, and foreign languages). However,
they are particularly beneficial to ELLs for learning English and content at the same time.
Most of these strategies are especially effective in teams of four:

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Round Robin:

Present a category (such as "Names of Mammals") for discussion. Have students take turns
going around the group and naming items that fit the category. (Kagan, 2009)

Roundtable:

Present a category (such as words that begin with "b"). Have students take turns writing
one word at a time. (Kagan, 2009)

Writearound:

For creative writing or summarization, give a sentence starter (for example: If you give an
elephant a cookie, he's going to ask for...). Ask all students in each team to finish that
sentence. Then, they pass their paper to the right, read the one they received, and add a
sentence to that one. After a few rounds, four great stories or summaries emerge. Give
children time to add a conclusion and/or edit their favorite one to share with the class.

Numbered Heads Together:

Ask students to number off in their teams from one to four. Announce a question and a
time limit. Students put their heads together to come up with an answer. Call a number and
ask all students with that number to stand and answer the question. Recognize correct
responses and elaborate through rich discussions. (Kagan, 2009)

Team Jigsaw:

Assign each student in a team one fourth of a page to read from any text (for example, a
social studies text), or one fourth of a topic to investigate or memorize. Each student
completes his or her assignment and then teaches the others or helps to put together a
team product by contributing a piece of the puzzle.

Tea Party:

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 Students form two concentric circles or two lines facing each other. You ask a question (on
any content) and students discuss the answer with the student facing them. After one
minute, the outside circle or one line moves to the right so that students have new
partners. Then pose a second question for them to discuss. Continue with five or more
questions. For a little variation, students can write questions on cards to review for a test
through this "Tea Party" method.

After each Cooperative Learning activity, you will want to debrief with the children by asking
questions such as: What did you learn from this activity? How did you feel working with
your teammates? If we do this again, how will you improve working together?

.3 (a) Explain the importance and different types of set induction.

Induction:

Set induction is an important initial act used by the teachers to start effective classroom
teaching learning. It is an integral part of general education and has been considered as
producing beneficial outcomes to both teachers and students. However, in recent years, the
quality of teachers training program has been questioned and there is limited evidence on if
teachers are aware of set induction skills and their use in their classroom teaching. In this study,
we assessed the level of knowledge in relations to skills of set induction and its’ use in real
classroom teaching among the health education teachers in Education Campuses.

Set Induction Importance:

As we know set induction is the important part that teacher always do at the beginning of
teaching and learning process.The objective of set induction is to induce the pupils to attract
them and make them concentrate their attention towards teacher's presentation.

The most effective ways to present set induction by using teaching aids, related situation with
the lesson, motivation,questioning technique, revision of related topic and much more.For
example if you want to teach lesson about Mathematic subject like topic of volume of liquid
you can bring one bottle of water and a bowl of water that in red colour and same volume and
ask them what you bring and ask them also question like " Which volume of water is more? This
is some questioning technique that you can do so. Maybe some pupils will answer it wrong

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because they see at the shape of cointaner in determine the volume of water but it is okay
because you want they to focus on your teaching.

Set Induction has 5 main purposes:

 to gain attention.
 to arouse motivation.
 to assess understanding of prior learning.
 to provide an overview of content that will follow.
 to determine the expectations of participants.

What:

Set induction is about preparation, usually for a formal lesson. When the students are set, they
are ready to learn ('are you set?'). Set induction is thus about getting them ready, inducing
them into the right mind-set.

How:

Sets are used before any new activity, from introduction of a new concept to giving homework.
It is important in each set both to create clarity about what is expected happen (both what you
will do and what they should do), and to create motivation for this to occur, with students
being fully engaged in the learning.

Set induction can be done by such as:

Explaining potential benefits to the learner.

Giving clear instructions.

Describing what is going to happen.

The STEP acronym may be used to help remember what to do:

Start: Welcome the students, settle them down and gain attention.

Transact: Understand their expectations and explain yours. Link with previous learning.

Evaluate: Assess the gap between their expectations and current reality. Clarify any
discrepancies for them.

Progress: Move on to the main body of learning.

Why:

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Perrott (1982) identified four purposes of set induction.

Focusing attention on what is to be learned by gaining the interest of students.

Moving from old to new materials and linking of the two.

Providing a structure for the lesson and setting expectations of what will happen.

Giving meaning to a new concept or principle, such as giving examples.

Types of set induction:

The three types of set induction included narratives, food-based analogies, and humor-based
images or activities at the beginning of anatomy lectures.

 Food-based analogies:

Food-based analogies were chosen for set induction because it was felt that students would
tend to have a preexisting contextual experience that they could easily relate to the new
information being taught.

 Narrative:

Among the various methods, students were more interested in narratives with character-
driven plots and emotional struggles to achieve a goal . Ventura and Onsman used short
clippings from popular movies during the lecture to motivate and maintain the interest of
large classes. However, in a class of students with varied learning styles, relying only on
narratives or visual cues could possibly benefit only a subset of students

 Humor-based images or activities:

Students felt that the use of humor for set induction during lectures was more interesting,
enjoyable and motivating when compared to narration-based set induction.

o Humor Strategies:

Now that we know why it can be useful to incorporate humor, what are some effective
ways we can do it? How can you get your students laughing? You don't have to dress up in

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 a clown suit or make a fool out of yourself to incorporate humor. Here are a few good
strategies for making humor part of your teaching arsenal.

1. Jokes:

Especially if humor doesn't come naturally to you, it can be useful to research some jokes
in advance. If you're about to give a lecture on parts of speech, ask around; maybe your
fellow grammarians know some good laughs about verbs! Practice telling a joke right at the
beginning of your lecture, and see how it alters student engagement.

o Humor Improves Teaching & Learning

There are at least four good reasons for incorporating humor into your teaching. These
reasons include:

1. Keeping your students engaged:

When students are laughing, they're paying attention. Humor keeps students on their toes, and
if they know something funny is coming, they're more likely to remain on the same page as you.

2. Showing your students that you're a person too:

Sometimes the teacher seems so much like the wise, distant person. A little laughter shows
your students that you have the same feelings they do, and this makes you more
trustworthy. The ability to laugh at your own mistakes, in particular, shows that you are
humble and real.

3. Helping create community in your classroom:

Nothing feels quite so good as laughing alongside other people. Sharing jokes and funny
moments will also give your students good memories to look back on.

4. Lightening the mood when things feel too hard:

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 Stressful math problem? Big research paper due next week? Of course, it's important to
honor your students' feelings of stress, but a good laugh really helps everyone maintain
perspective and remember that, in the grand scheme of things, minor stressors are not
such a big deal.

b) Discuss the process of identifying learming difficulties of students:

Many children have trouble reading, writing, or performing other learning-related tasks at
some point. This does not mean they have learning disabilities. A child with a learning
disability often has several related signs, and they don’t go away or get better over time.
The signs of learning disabilities vary from person to person.

Common signs that a person may have learning disabilities include the following:

 Problems reading and/or writing

 Problems with math
 Poor memory
 Problems paying attention
 Trouble following directions
 Clumsiness
 Trouble telling time
 Problems staying organized

A child with a learning disability also may have one or more of the following:

 Acting without really thinking about possible outcomes (impulsiveness)

 “Acting out” in school or social situations
 Difficulty staying focused; being easily distracted
 Difficulty saying a word correctly out loud or expressing thoughts
 Problems with school performance from week to week or day to day
 Speaking like a younger child; using short, simple phrases; or leaving out words in
sentences
 Having a hard time listening
 Problems dealing with changes in schedule or situations

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  Problems understanding words or concepts

These signs alone are not enough to determine that a person has a learning disability. Only
a professional can diagnose a learning disability.

Each learning disability has its own signs. A person with a particular disability may not have
all of the signs of that disability.Children being taught in a second language may show signs
of learning problems or a learning disability. The learning disability assessment must take
into account whether a student is bilingual or a second language learner. In addition, for
English-speaking children, the assessment should be sensitive to differences that may be
due to dialect, a form of a language that is specific to a region or group.

Q4 Critically discuss different techniques of students' evaluation.

Different Evaluation Techniques:

Evaluation is the process of determining the worth of a program. A plan must be made to
accurate evaluate any type of program, whether it is a training course or concerns the
effectiveness of and customer satisfaction with a new product. Many different types and
methods of evaluation are available depending on the information that needs to be assessed.

Formative evaluations:

Formative evaluations are evaluations that occur during the process. These evaluations are
used to measure how well the process is proceeding overall and if changes are necessary. For
example, in an educational setting, a teacher may ask the students to write a short paper
reflecting on the topic just presented. The teacher can look at these reflections to determine if
the students are understanding the material and make changes in their instruction to help
students as they progress in the classroom.

Summative evaluations:

The summative evaluation occurs at the end of the program. The evaluation considers the
effectiveness of the program as a whole and makes suggestions to improve it. Businesses, for
example, may ask that consumers complete surveys and questionnaires after services have
been rendered to gather information. This information can help businesses learn if additional

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training of its employees needs to be completed or if the products and services it offers meet
the needs of its clients.

Process evaluation:

Process evaluations focuses on how a program was implemented and how it operates. The
goal of the process evaluation is to see if the program is meeting its intended goals. The
evaluation includes looking at how the program is delivered, the services it delivers and how
it was carried out. Process evaluation can determine why a program was successful or
unsuccessful and provides information such as whether the program can be replicated.

Impact evaluation:

Impact evaluations measure the program's effects and the overall effectiveness of realizing
the goals of the program. The most effective impact evaluations are those that occur over
longer periods of time as opposed to those programs that evaluate the immediate before
and after of a program. Long-term evaluations give a broader, more complete view of the
outcomes of the program. Impact evaluations tend to be more expensive due to the time
frames involved, according to the Minnesota Department of Health.

Outcome evaluations:

Outcome evaluations measure the short-term impact of implementing programs. The

evaluation gives information on how well the program is reaching its target audience. This
can help gauge the initial impact a program has and how the program is being received. The
outcome evaluation is able to assess the changing attitudes and knowledge of the target
audience.

Kaufman's Five Levels of Evaluation:

Training is a vital component for any organization or business to be successful. Thorough

evaluations are needed to determine the most effective training programs and how best to
implement them. Kaufman’s Five Levels of Evaluation is one such method used to develop both
initial and on-the-job training programs. Modeled after University of Wisconsin professor
Donald Kirkpatrick’s four-level evaluation method, Roger Kaufman’s theory applies five levels. It
is designed to evaluate a program from the trainee’s perspective and assess the possible
impacts on the client and society that could result from implementing a new training program.

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level 1- input and process:

The first level of Kaufman’s evaluation method is broken down into two parts. Level 1a is the
“Enabling” evaluation, designed to evaluate the quality and availability of physical, financial and

human resources. This is an input level. Level 1b, “Reaction,” evaluates the efficiency and
acceptability of the means, methods and processes of the proposed training program. Test
subjects are asked how they feel about the instruction.

level 2 and 3 - micro levels:

Levels 2 and 3 are classified as micro levels designed to evaluate individuals and small groups.
Level 2, “Acquisition,” evaluates the competency and mastery of the test group/individual in a
class

room setting. Level 3, “Application,” evaluates the success of the test group/individual’s
utilization of the training program. Test subjects are monitored to determine how much and
how well they implement the knowledge they gained within the organization.

level 4 - macro level:

“Organization Output” is level 4 in Kaufman’s method of evaluation. This level is designed to

evaluate the results of the contributions and payoffs of the organization as a whole as a result
of the proposed training program. Success is measured in terms of the organization's overall
performance and the return on investments.

level 5 - mega level:

In the final level of Kaufman’s method of evaluation, “Societal Outcomes,” the contributions to
and from the client and society as a whole are evaluated. Responsiveness, potential
consequences and payoffs are gauged to determine the success of implementing the proposed
training program.

Q.5 (a) Discuss the use of different kinds of projected and non-projected aids during lecture.

What are projected and non-projected visual aids?

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Module 4- Projected and Non-projected visual aids. Teachers can use these for learners of all
ages. They can involve groups to work collaboratively to prepare a presentation, with drawings
and charts. There are many types of different charts: Organization charts, Classification charts,
Time lines, Tabular charts, and Flowcharts.

Why is the study of projected and non projected teaching aids important?

The study is important because it tells us clearly about the academic achievement of the
students taught through projected teaching aids and through non-projected teaching aids, and
if the projected aids proved useful then these can be implemented in the D.I.Khan district.

Projected and non projected materials:

Projected things are those which strike on surface for display but non projected things are
those which only visual aid .

Projected material:

Projected media include slides, filmstrips, opaque and overhead projections, and motion
pictures. The use of projected media helps teachers simplify, clarify, analyze, and synthesize
relationships between man and his environments.

Examples of non projected materials:

Non-projected visuals are the realia or real objects, model, still pictures, field trip and display
materials. 4. I. REALIA OR REAL OBJECTS Real objects such as coins, plants, and animals that
are more accessible for educational use.

Examples of non projected materials:

It is any material that you can borrow or acquire permanently for instructional purposes
without a significant cost; usually less than a couple of dollars can be referred to as free or
inexpensive. Examples: posters, games, pamphlets, multimedia kits, real objects, internet.

Projected Aids: visual instructional devices which are shown with a projector are called
projected aids. Examples: slides, filmstrip, silent films, cartoons, etc.

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LCD projector is the most advanced and sophisticated projecting aid. It is used to present a
topic in the classroom or in front of a large audience.

Advantages of projected AIDS:

Any visual aid which is used for magnification of image on a screen in dark or semi dark
conditions can be called projected visual aid. Projected visuals are very effective aids to class-
room teaching. They have a characteristic appeal of their own, which is especially suitable for
influencing learner.

Folllowing is are projected teaching aids:

Hence, we conclude that Epidiascope is a projected aid used by a teacher in the teaching-
learning process.

Uses of projected AIDS:

Which of the following is not an example of projected teaching aids?

Note: Film strip, Epidiascope, and slide are projected teaching aids. Hence, we conclude that
the chart is a non-projected teaching aid.

Non projected AIDS:

Non-Projected aids: Non- projected aids are those aids that are used without any projection.
They translate ideas into a more realistic format. Example: Charts, Posters, Flashcards,
Blackboards, Pictures, etc.

Projected materials that can be used in teaching/learning process:

they allow instruction to move from abstract ideas to concrete experiences. Non-projected
visuals are the realia or real objects, model, still pictures, field trip and display materials.

Benefits of non-projected media in teaching:

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* Simplification of complex ideas. Non-projected media can make your instruction more
realistic and engaging Posters, cartoons, charts, pictures and graphs and what students
produced by themselves can provide powerful visual support for learning abstract ideas.

Non projected visuals use:

Non projected visuals are those aids which are used without any projection. So they translate
abstract ideas into a more realistic format. They allow instruction to move from verbal
representation to a more concrete level.

Examples of non projected media:

NON-PROJECTED MEDIA

Real Objects.

Models.

Multimedia Kits.

Printed Materials.

Free And Inexpensive Materials.

Fields Trips.

The Device To Display Visual.

PROJECTED AIDS

Learning is the modification of behavior through experiences. The basic learning

experience has to be received by the people through his séances, as they are the gateways to
knowledge. Most of such experience enters through one’s eyes and ears. Materials that help to
make learning experiences clear and vivid by appealing to these senses are called audio visual
aids. The effective application of such aids is known as the audio visual technology.

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 Audio visual aids may be classification to projected aids, non projected aids and
activity aids. A projected aid is one in which item to be observed are projected on a screen
using mechanical devices. These aids are found to be very effective because movement can be
added to sound and hence a realistic experience can be provided. The various projected aids
are;

Ø Film and film projector

Ø Film straps and film step projector

Ø Slides and slide projector

Ø Epidiascope and episcope

Ø Over head projector (OHP)

Ø Television

Ø LCD projector

Ø Computer

Ø Mobiles

Ø Tablets

Film and film projector

They enrich learning by presenting a series or sequences of meaningful experiences

involving motion. They can enlarge or reduce the actual size of objects to suit the need. They
can transcend the barriers of time, complexity, and space and bring the past, present and
probable future into the classroom. They give a sense of reality by enabling individuals to
experience the outside world and make abstract and relationships concrete. Synchronizing the
moving figures with sound makes the experience realistic and lively.

Filmstrips and filmstrip projector

A filmstrip is a piece of non-inflammable safety film, 35 mm wide. Its length may vary
according to requirement and can be up to about one meter. One such strip may contain 10 to
50 picture frames. These pictures may constitute a connected series of drawings, photographs,
diagrams or a combination of these and illustrate a single sequence, theme or incident. The

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picture may be in colour or in black and white. The filmstrips are projected by a filmstrip
projector. Projecting filmstrips especially along with record commentary provide realistic and
effective experience regarding a situation observed.

Overhead projector (OHP)

This is called overhead projector because it projects the image behind and over the head
of the teacher. In overhead projection a transparent visual is placed on a horizontal platform
platform at the top of the light source. The passes through the transparency and then is
reflected at an angle on to the screen placed at the back of the teacher. The enlarged image will
be much more effective. Moreover as the slide can be got ready earlier, time can be saved. The
written matter will then get projected on the screen.

Television

Television also can be considered as a projected aid. But projection is made at a

central place, the T.V station. It is a very exciting and efficient means of mass communication.
Educational television programmer aim at education rather than entertainment. These
programmes can compensate for the scarcity of qualified teacher and lack of well equipped
laboratories. A teacher or specialist can render teaching sessions and pass information to
millions of viewers all over the world. Since the programmes are announced in advance, the
institution can prepare the pupils to closely attend the telecast. Television can provide a variety
of interesting learning experiences.

Slides and slide projector

Any picture or diagramed which will take a long time to be drawn on black board in the
course of a class period can be developed as a slide. This can be got enlarged by projecting it on
a screen with a slide projector.

Slide projector I s an instrument equipped with a powerful light source and a carrier for
holding slides of suitable size. The projector can also be operated and focused by remote
controls. This aid is not only time saving but also helpful to add to the impression of the
learning experience.

Episcope and epidiascope

Episcope is used for projection of opaque objects. The principle of reflected projection is used
in these pictures, photographs, drawings or any opaque material within the size of the platform
of the episcope can be projected using this instrument.

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 Epidiascope can project opaque as well as transparent objects. It is actually a combination
of episcope and diascope. It is a sort of improved diascope. With the epidiascope, in the epi-
position, flat opaque objects can be projected.

LCD projector

LCD projector is the most advanced and sophisticated projecting aid. It is used to present
a topic in the classroom or in front of a large audience. We can demonstrate the real world
situation and its simulation in the classroom in a theatre-like atmosphere. In the area of
educational technology, we can replace all other projected and non projected aids with only a
single LCD projector and a computer system. We can present a topic by using computer made
slides, graphics, pictures, video clips, movies and special effects. We can bring the real world
situation into the classroom by way of movies and multimedia effects.

Non-projected aids can be classified (1Graphic aids (2)Display boards (3)Three

dimensional aids, and (4)Audio aids

1. GRAPHIC AIDS:

Graphic aids are visual aids such as graphs ,diagrams, charts, etc…,and are represented on
plane surface .Graphic aids help to present data systematic ally in an abridged form.
Graphics could truly be considered as the short hand language of the idea conveyed by
the data concerned. They secure the attention of the pupils by systematic presentation,
attractive formal and simple layout. They can convey the message by a combination of
written and pictorial visuals that could be made meaningful by suitable caption. The
principal categories of graphic aids are described below.

GRAPHS: The nature of the relation of two dependent variables could be very easily presented
by graphical representation. Graphs could be interpreted and inferences drawn easily. Line
graph, bar graph, pie graph, etc are different types of graphs.

DIAGRAMS: Diagrams could be used to easily explain many facts at the same time, by
using a variety of symbols and labels. Diagrams can explain fact more vividly than charts.

Posters: Posters are bold and attractive representations of an idea concept and are usually
given in color. Poster captures the eye and conveys the desired message.

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Maps: A map is a acute representation of the boundaries and other details of the continents,
countries, etc. on a plane surface, in the form of a diagram drawn to scale. A variety of
geographical details like location of mountains and rivers, altitudes of places, contours of the
earth surface, important cities and other places etc can be represented accurately with
reference to a convenient scale & following a suitable color scheme.

Cartoons: A cartoon is a metaphorical, humorous & exaggerated caricature of a person or a

situation, in the form of a picture or a sketch. By the humorous or satirical presentation, it
attracts the attention of viewers.

Comics: A comic strip is a form of cartoon depicting a story in sequence. The events are
arranged in the proper order in an attractive pictorial form that is normally appealing to lower
age groups.

v Flash cards: Flash card is an aid liberally used in language lessons, especially in the lower
classes. This facilitates immediate feedback of comprehension and skill in silent reading; hence,
the name flash card.

v Pictures & photographs: Pictures & photographs play a significant role in making ideas clear
& comprehensive.

v Charts: A chart may be defined as a combination of graphic & pictorial media designed for the
orderly & logically visualizing of relationship between key facts & ideas. The most used charts
are flip charts, flow charts, display charts, tabular charts, tree charts & time chart.

2. DISPLAY BOARD:

The stereotyped atmosphere of the traditional classroom, libraries & corridors of schools is
recently giving way to attractive & educative surrounding with a wealth of display materials.
Display may be categorized into three main types according to functions they perform, namely,
motivational, developmental & summarizing.

TYPES OF DISPLAY BOARDS

Blackboard: It is one of the simplest & oldest of visual aids. It is like a magnifying glass in the
hands of teacher. Blackboard planning is precious skill to be developed by any teacher.

Roll –up chalk board: These are usually made of thick rexin cloth. The charts & pictures can be
drawn on it well in advance and presented as & when required.

Pegboard: Peg board can be used for compiling flat and even three dimensional materials, the
latter being supported by specially made hooks and clips .displays can also be positioned at

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desired points by pegs.peg board are made of tempered amazonite having about ½cm holes
punched in regular pattern of 2.5cms apart over the entire surface.

Hook and loop board: These are intended to suspend heavy three-dimensional objects or flat
materials. The surface of the board is made up of a special nylon fabric that consists of
thousands of tiny but strong loops. An adhesive black patch is affixed to the object to be
displayed.

Flannel board: Flannel boards have a fiber surface to which similar materials will adhere. This
can be prepared by stretching a suitable size of flannel cloth on a heavy cardboard. Only flat,
light weight teaching materials can be used on flannel boards.

Magnetic board: A magnetic display will be useful to show the relative movement of elements
of a visual. A sheet of iron together with a piece of magnet can be used for the magnetic board.

Plastigraph board: Any smooth polished surface like a glass plate or rigid plastic sheet may
serve as a plastigraph board.

Bulletin board: As the name as indicates, it is aboard for exhibiting bulletins, new items,
announcements, and multifarious items of visual displays to be communicated to the students.
It is an information-giving device.

Marker board: this is a large sheet of white plastic board with a surface texture suitable for
writing or drawing with felt- tip pens, marker or crayons. This can be used in a same way as
chalk borders.

3. THREE – DIMENSIONAL AIDS:

Models: Models are concrete representations of objects, their size being adjusted to make it
handy & conveniently observable. These are mostly three dimensional or sectional & can clearly
exhibit the structure of functions of the original. Most often models prove to be more effective
than the real ones.

Objects: Objects may be defined as the real things collected from their natural settings.

Specimen: A specimen may be defined as a typical object or a part of an object, which has been
removed for convenient observation. It may a representative of class or group of similar
objects.

Mock-ups: When direct firsthand experience is either impractical or impossible, mock-ups can
be used. A mock-up is an operating model usually of a process, designed to be worked out
directly the learner foe specific training or analyses. Mock –up is an imitation of the real
process.

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Diorama: A diorama is a three dimensional scene in depth, incorporating a group of model
objects & figures in a natural settings. Diorama scene is set up on a small stage with a group of
modeled objects that are kept on the foreground and blended into a painted realistic
background. Diorama is very effective in the teaching of all subjects’ especially social &
biological science.

Puppets: Four thousands of year’s puppets have been used to stimulate reality, to entertain
and to pass on knowledge. The most commonly used puppets are hand puppets, glove and
finger puppets, rod puppets, and string & shadow puppets.

4. Audio aids:

Radio & tape recorder are the most important teaching aids used for teaching & learning.

Radio: Radio adds variety experiences. It is a powerful medium for mass communication. It also
plays a major role in imparting instructions to school children’s through educational broadcast
provided on specific days at specific school hours. Talks and classes based on prescribed syllabi
of the various objects are given.

Tape recorder: A tape recorder is used to record sound on magnetic tape which can be
reproduced at will as many times as required. It is a very effective aid for classroom instruction.
The recorded tapes consisting of lessons handled by eminent teachers on any subjects can be
played in class.

(b) Write down the advantages and disadvantages of multimedia.

Advantages of Multimedia

Multimedia has many advantages, some of which are listed below. One advantage is that it
offers a way to spread your message or record your memories in a more engaging way than
ever before. Another advantage is that it can help engage customers who might not be
interested in reading a traditional brochure or flyer. It also helps make the brand more personal
through social media marketing. Other advantages of multimedia are as follows:

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Very effective for learning – Multimedia is a very effective way to learn. It helps students retain
the information they have learned. Media can also be used to create visuals for learning tools
such as PowerPoint presentations, websites, and blogs.

More appealing over traditional work – The use of multimedia is so powerful and versatile that
it can be very effective in educating a group, company or individual. While traditional lectures
have a limited time span, multimedia can have an unlimited time frame. This is why many
companies invest in promoting video training to keep the attention of their employees for long
periods of time.

Improves personal Communication – Multimedia is a powerful tool that enhances personal

communication. It allows for better storytelling and gives people more control over the story.
Creating multimedia content is a great way to engage with your audience and tell your story in
a way they can relate to.

Saves time and costs – It is important to note that multimedia learning engages more senses
than other forms of training. It is ideal for people with busy lives because they can access the
information on their own time rather than having to take a class. This reduces the costs that
would typically be associated with traditional training methods.

Multimedia can be a great way to reach out to your audience – They allow you to provide high
quality information while reaching different demographics and making it much easier for
people to share your content online. The Internet is an incredibly important market, and with
the multimedia trend continuing to grow, it is wise to invest or incorporate this into every
business.

Multimedia compliments user interface – Multimedia includes text, audio, or visual elements
that communicate information to the user. These can include images, videos, games, and
animations. They can be embedded in a website or blog post or provided as standalone items.
It is important for users to have multimedia available to them because they allow them to
engage with their content in a more impactful way by providing a bridge between their
thoughts and the rest of the Internet.

Multimedia is Multi Sensorial – Multimedia can take advantage of different senses, such as
sight, sound, touch and even smell (4D-cinemas etc). Targeting these senses together can
increase appeal to any audience.

Integrated and Interactive – Multimedia can be integrated into existing marketing activities to
create a more interactive, engaging process. This helps the customer feel more a part of the
process and builds stronger relationships between company and consumer. For example,
content might be shared on YouTube while promoting a product on Instagram or Facebook.

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Highly flexible – Multimedia allows for flexibility in business plans. With multimedia, you can
communicate with your audience in a way that is meant to be understood regardless of the
location. It provides a wide range of opportunities for planning and marketing.

Disadvantages of Multimedia

Multimedia presents a host of challenges – from limited storage space to the time needed to
produce multimedia content, hence, this technology might not be for everyone. Other
disadvantages of multimedia are as follows:

Information overload – One of the biggest problems with multimedia is information overload.
The more time a person spends on the internet, the more likely they are to feel overwhelmed
by all the information available. Additionally, research has shown that people are less
productive when using multiple media at a time.

Misuse of Multimedia – Multimedia can be a useful tool in education, marketing, and many
other aspects of life. However, there are several disadvantages to the use of multimedia. For
example, it is distracting because many people like to watch videos while they are doing
anything else, such as working or driving. This distracts people from what they should be
focusing on. Multimedia also consumes a lot of time and resources that could be used for other
activities.

Limited interaction – The disadvantage of multimedia is that it’s hard for users to interact with
their content. People have limited ways in which they can engage with the text, images and
sounds on a website. It doesn’t give them the same experience that they would get from
visiting a physical store.

Consumes a lot of time – Multimedia is a resource that can be used to create many different
types of content. However, there are some drawbacks to using this technology. One major
downside is that multimedia consumes a lot of time. People may spend hours on their phone or
computer while they could have been doing other things like exercising or spending time with
friends and family.

Dependent on marketing – Multimedia can be a great tool, but it does come with some
disadvantages. Multimedia is typically expensive because of the resources required for
development. When new multimedia platforms are released, most people buy into them
because of the marketing that’s done. In cases where the marketing fails, multimedia becomes
essentially useless.

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Resource intensive – Multimedia is a resource intensive format. As a medium, it takes up space
on your computer and can consume a lot of power. This adds to the overall cost for multimedia.
It’s also difficult to give multimedia content the proper attention that it deserves when it’s
being consumed across multiple devices and platforms

Requires huge investments – Multimedia requires a significant investment. You will need to
hire artists, singers, videographers, and other individuals with unique talents

Comparison Table for Advantages and Disadvantages of Multimedia

Following are the advantages and disadvantages of Multimedia.

Highly flexible Requires huge investments

Integrated and Interactive Resource intensive

Multimedia is Multi Sensoria Dependent on marketing

Multimedia compliments user interface Consumes a lot of time

Multimedia can be a great way to reach out to Limited interaction

your audience

Saves time and costs Misuse of Multimedia

Improves personal Communication Information overload

More appealing over traditional work

Very effective for learning

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