Exhibit in teaching and learning can be an improvised media such as a model that is made to

make learners understand the concept faster. Models of teaching relate to several models that
assist teachers in honing their communication skills. The models enable teachers to assist the
overall learning curves of students. Teaching models provide direction to teachers while also
speeding up the educational process. It helps teachers to assess and scaffold the knowledge and
skills of learners. When developing such models, teachers consider elements such as social,
personal, information processing, and behavior. A scale is an example of exhibit that can be used
to teach a concept of measuring weight in Mathematics. Key terms are defined below for
clarity’s sake.

Exhibit refers to the evidence of that which is under scrutiny (Amadi, 2002). It provides details to
eye open people such that all misconceptions and misunderstandings can be cleared (Adebimpe,
2005). Exhibit in teaching and learning refers to media which can be used by the teacher and for
learners to facilitate the process of teaching and learning. A scale

A scale can be used to record weight (Bassey, 2002). Learners need to understand the way in
which a scale functions and also how to record weight. Before they are taught how to use a scale,
learners need to understand the standard units of measurement in weight. They need to be
knowledgeable about grams and kilo grams and tonnes. The teacher may demonstrate adding up
quantities to prove to learners that in 2kg there are 2000 grams. Varied containers of specified
volume can be used in the process.

The teacher will then use the actual scale, demonstrating to learners how to scale objects. It will
be necessary also to explain to learners about the importance scaling items especially for
packaging. Examples can be given such as basic commodities which are scaled to determine the
quantity. The quantity will also determine the price of the item (Eshiet, 2001). In light with this,
it is true that both quantity and quality are important in as much as pricing of goods is concerned
(Bassey, 2002). Not only grams and kilo grams but mili metres and litres also.

Learners will be allowed to demonstrate the use of the scale. An activity of checking their weight
will be done. Each learner’s weight will be recorded. A discussion on the importance of knowing
one’s weight can be relevant. Learners will be expected to allude issues pertaining to overweight
such as obesity. The teacher will then demonstrate the calculation of body mass index which
spells the relationship between height and weight and whether there is balance or not.
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However, use of improvised clocks has its weaknesses. Although such a model as an exhibit is
instrumental in developing the vocabulary bank of learners, it has its weaknesses. Models are
human inventions, based on an incomplete understanding of how nature works. Models use, as a
comparison, something that is familiar to explain or describe something that is unfamiliar
(Bassey, 2002). Consequently, most models are limited or "wrong" in some key aspect. Keep this
is mind, as learning problems may arise if your students take a different meaning from the model
than the one you intended. For example, students may learn the model rather than the concept it
is meant to illustrate. Likewise, they may lack awareness of the boundary between the model and
the reality the model represents. They may lack the necessary visual imagery to understand the
model, or they may fail to distinguish between a mental image and a concrete model.

In conclusion, this essay has explicitly explained how the improvised clock can be used to
develop the concept of time in the classroom. Media is so important in as much as teaching and
learning is concerned because it is an eye-opener. It helps the teacher to convey his message with
efficacy and clarity. It is the best way of motivating learners to learn and it is the hub of every
teaching and learning in primary school learners.

References

Amadi, R. (2002). Harnessing Educational Resources in the teaching of history of sustainable

development. Journal of Teacher Education (1) pp 140-141

Adebimpe, A. O. (2005). Improvisation of Science Teaching Resource. Science Teachers

Association of Nigeria (STAN) 40th Annual Conference Proceeding, 55-60

Bassey, U. (2002). Science and Technology and Mathematics (STM) Education. As a Basis for
Sustainable Industrialization. 43rd Annual Conference of Science Teachers Association of
Nigeria (STAN). 111-113.

Eshiet, I. T. (2001). Using Local Resources in Teaching. Journal of the Royal Society of
Chemistry (RSC). London 25, 718-120.

Eniayeju, I. E. (2005). Improvisation of Effective Learning of Physics: The Asaba Education

Technical and Science Education Journal, 1 (1), 92-93