AUDIO – VISUAL AIDS

INTRODUCTION

Audio-visual material must be seen in their relationship to

teaching as a whole and to the learning process as a whole, until
teacher under-stands the relationship between audio-visual
material and teaching-learning process.

Audio-visual aids, audio-visual materials audio visual media;

communication technology, educational or instructional media’
and learning resources educational technology and instructional
technology’ are broadly meant the same.

DEFINITION

An audio-visual aid is an instructional device in which the

message can be heard as well as seen.

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 CONCEPT OF AUDIO-VISUAL AIDS

Audio-visual aids are sensitive tools used ill aching and as

avenues for learning. These are planned educational materials
that appeal to theof the people and quickens learning,
facilitates for clear understanding.
A Chinese Proverb: If I hear, I forget, If I see, remember, If I
do, I know says the importance sensory perception in
teaching, learning situation.
Seeing - 87%
Hearing - 07%
Odour - 03%
Touch - 02%
Taste - 01%
 Audio-visual aids enhance clarity in communication.
 Provides diversity in method.
 Increases the forcefulness of the subject being learned or
taught.
 Serves in the instructional role in order to supplement and
enrich the teacher’s own learning.

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AUDIO AIDS

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(1) (2) (3) (4) (5) (6)
Radio Tape- Language Audio Tele Sound Systems
Recorder Laboratory Cards Lecture Public Address
Equipment
RADIO
Radio is the most significant medium of education. As a
supplement of classroom teaching its possibilities are almost
unlimited.

Types of Radio Broadcast

o Educational Broadcast o General Broadcast

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 PURPOSE OF EDUCATIONAL
COMMUNICATION MEDIA OR AUDIO-
VISUAL AIDS

1. Improve and make teaching effective

2. Enable the audience to look, listen and learn.
3. Make learning interesting and profitable.
4. Quicken the phase of learning.
5. Economise teacher’s effort.
6. Foster develop the knowledge.
7. Add variety and newness to the Lesson provides vicarious
experience.
8. Overcome possible hurdles during the act of teaching.
9. Bring expected behavioural change among learners.
10. Stimulate curiosity.
11. Provide concrete experience or direct cc with reality or
serves as a source information and life likeness in the teaching
learning situation.
12. Provide a basis for more effective perceptual and
conceptual learning.
13. The student acquires clear, accurate vivid image during
the process of learning.
14. Increase and sustain attention and concentration.

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15. Make personal involvement of the stud active learning
and meet individual need of the learners.
16. Increase the meaningfulness of abstract concepts by
stimulating correct thinking.
17. It can serve as an open window which the student can
view the world a phenomena by bringing remote event: into
the classroom.

DRAWBACKS IN USING
AUDIO-VISUAL AIDS

1.These are not essential for all instruction programmes.

2. These are helpful for teaching, but they will not substitute
teachers and books.
3.Possible risks of ‘Spectatorism ‘instead c ‘attitude of
thoughtful enquiry’.
4.It requires more time for planning and preparing.
5.Tempts the teachers to narrow down the subject.
6. Audio-visual aids are not ends, but means.

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 PROBLEMS IN USING TEACHING AIDS

a.Absence of proper planning.

b.Lethargy of the teacher.
c.Without proper preparation.
d.Correct presentation and appropriate application and
discussion.
e.No proper follow-up work, etc.

THE AIDS DO NOT PROVE THEIRE FULL

USEFULNESS

 Financial hurdles.
 Absence of electricity, if it is needed
 Lack of facilities for training.
 Language difficulty.
 Not catering to local needs, improper selection of aids.

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CHARACTERISTICS OF GOOD TEACHING
AIDS
TEACHING AIDS SHOULD BE:

1. Meaningful.
2. Purposeful.
3. Accurate in every aspect.
4. Simple.
5. Cheep
6. Improvised
7. Large size
8. Up to date
9. Easily portable
10. According to mental level of the students
11. Motivates the learners.

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 SOURCE OF AUDIO VISUAL AIDS

1. Government
2. Educational institutions
3. Professional organization
4. Non government organization
5. National and international voluntary organization.
6. Commercial producers of educational material.

PRINCIPLE OF SELECTION

AUDIO VISUAL AIDS SHOULD SUIT

 The Teaching
 Unique characteristics of the special group of learners
 The age level
 Grade level etc.
1. Specific educational value and stimulate interest and
motivation.
2. True representatives of the real things.
3. Help in the realization of desires, learning objective.

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PRINCIPLE OF PREPARATION

1. Locally available material.

2. Students should be associated in preparation of audio-visual
aids.

PRINCIPLE OF PHYSICAL CONTROL

Management of aids safely to facilitate their lending to the

teachers for use.

PRINCIPLE OF PROPER PRESENTATION

 Carefully visualize the use of teaching aid before their actual

presentation.
 They should fully acquaint themselves with use and
manipulation of the aids to be shown in the classroom.

PRINCIPLE OF RESPONSE

The teacher should guide the students to respond actively to the

audio-visual stimuli so that they derive the maximum benefit in
learning.

PRINCIPLE OF EVALUATION
Continuous evaluation of:
1. Audio-visual material. Based on realization of desired.
2. Accompanying techniques. Objective.

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GUIDES FOR SELECTING & MAKING AUDIO
VISUAL AID

 Aid must be easy to see and understand.

 Simple and direct.
 Easy to handle and transport.
 Emphasizes the key point.
 Good working condition.
 Time and place.
 Please the senses.
 Accurate.
 Represent the things that are common and understandable.
 Conveys up to date ideas.
 Encourage the viewers to eye your ideas.
 The message to be conveyed should be written, brief, clear,
easy, attract the vision of others.

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 DESCRIPTION OF VISUAL AIDS

Visual aids includes: A) Projected aids B) Non-projected aids.

NONE PROJECTED AIDS

1. Photographs.
2. Exact visual recordings of things which will occur in real life
situation.
3. It may be white and black or coloured or mounted or un
mounted photographic prints.
4. Illustrations: Non-photographic reconstructions of reality
e.g. drawing, paintings, sketching, etc.
5. Blackboard: It is helpful in meetings and group discussions,
It is one of the most valuable device for making the
instruction concrete and understandable, when it is used
properly, it can set standards, neatness, accuracy and speed.

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 USE OF BLACKBOARD

1. It makes group instruction more concrete and understandable.

2. If it used properly, it can set standards of neatness accuracy
and speed.
3. It can restore the attention of the group.
4. Many vague statements can be clarified by drawing sketches,
outline, diagrams direction and summaries.
5. To state questions, to cite examples of work desired, to pose
problems and to list sources for study.
6. To illustrate forms of charting and to provide opportunity for
nursing students to practice charting.

TYPES OF CHALKBOARD

1. The ordinary chalkboard

2. The roller type chalkboard
3. The magnetic board.
4. Black ceramic unbreakable board breakable boar:
5. Black or green glass chalkboard:
6. Lobby Stand board
7. Exhibition board
8. Double side stand board
9. Reception board

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10. Tariff board
11. Paging Board
12. Pressing graph perforated board
13. Write and wipe off white board
14. Information notice board
It is a Sort board, which will told pins or tags are most suitable.

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 ITEMS GENERALLY USED IN BULLETIN
BOARD ARE

 Photographs
 Cut out illustrations.
 Publications.
 Drawings
 Specimens.
 Posters.
 Newspapers.
 Pasting up of-Announcements, assignments, distinctions,
achievements.

USE OF BULLETIN BOARD

1. To communicate the ideas.

2. To describe the “Jays of doing a particular item.
3. To follow-up instructions on things demon-started and
emphasized.
4. Photographs to show local activities.
5.To local announcement of importance to all.
6.To motivate the learner.

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 TYPES OF BULLETIN BOARD

 Flannel Board/felt board

 Magnetic board
 Fixed type
 Movable type
 Folded type

FLANNEL/FELT BOARD

The rigid material (plywood or wooden) covered with flannel

cloth/felt sheet/wool/cotton/ suede cloth. The items to be
displayed (e.g. pictures or drawings, etc.)Should have flannel or
sand paper pasted on reverse side.

1. MODEL: It is a life size miniature of over size or original size

whether workable or not whether it differs from or not from
original size of an object to be studied, which is very useful in
teaching. Models are substitutes for real things. Models are
concrete objects of explain clearly the structure of functions of
real things.

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 ESSENTIAL QUALITIES OF MODEL

a. Accuracy
b. Simplicity
c. Utility
d. Solidity
e. Ingenuity
f. Useful

EXHIBIT

It is an arrangement of communication media designee to inform

the observer about a subject. Educational exhibit attars in an
interesting and unique manner of combining multiple in an
interesting and unique manner of combining multiple media into
a small area. It provides an opportunity fort earner for own
creative participation and developmental thinking. To summarize
the work of a unit or course that has been accomplished over a
period of days. Exhibit can be arranged in big gatherings.

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SPECIMEN

Part of real objects taken from the natural setting. It is a simple

that shows quality or structure, e.g. section of lung.

MOCK-UP

If emphasizes the functional relationship between the device

reality and its workability. Certain element of the original
reality is emphasized to make it more meaningful for the
purpose of instruction, e.g. artificial kidney to demonstrate
dialysis.

MOULAGE

Mould can be made up of plastic material to stimulate some

life object, e.g. body which shows evidence of trauma,
infection, diseased, surgical intervention.

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 OBJECT

Brought from Its natural setting into the classroom to supply the
type of sensory experience that will make instruction more
meaningful, vivid and impressive. They make a direct appeal to
the senses, e.g. splints, forceps, and thermometers.

DIORAMA

It is a three-dimensional scene in depth incorporating a group of

modelled objects and figures in a natural setting.
The diorama scene is setup on a small stage with a group of
modelled objects kept on the foreground, which is blended into a
painted realistic background.

FLASHCARDS
 Small compact cards, which flashed before the class to bring
any ides.
 10”×12 or 22\1 ×28∈¿
 Used for small groups not over 30 people.
 Provides variety and activity in the class.
 The messages can be brief, it may be simple line drawing or
photographs or cartoons.

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 POSTERS

It is good substitute for firsthand experience. It varies from a

simple printed card to a complicated and artistic design. It should
be always a party of campaign, it will serve first to inspire the
people, and lastly it will serve as a remainder to the group.

RULES TO PREPARE POSTER

1.To do a special job.
2.To promote one point.
3.To support local demonstration and local exhibits.
4.Planned for the specified people,
5.It should stop the people and make to look.
6.Tell the message in single glance.
7.Use bold letters (20×30 ¿
8.USP Simple, few words which conveys one Idea
9.Use pleasing colours.
10. Must be timely.
11. It contains:
 1st Division announces the purposes of the project
 2nd division-set out conditions.
 3rd division-recommends action’
 It should be placed, where people pass or gather together.

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USES OF POSTER

 To make an instant appeal.

 To convey single idea or few ideas.
 To be understood at a glance.
 Comprehensive at a distance and sufficiently clear.
 Suitable for patient education, presenting scientific facts,
showing safety measures and many other facets relating to
health.

GRAPHIC MATERIALS

It is a combination of graphic and pictorial material designed for

the orderly and logical visualizing of relationships between key
facts and ideas, e.g. comparisons, relative amounts,
developments, processes, classification or organization.

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 DIAGRAM/DRAWING

It is a simplified drawing designed to show interrelationship

primarily by means of lines and symbols. e.g. Stick figures,
science figures, geometry diagrams, facial expressions. Drawings
can be drawn by hand to convey a variety of ideas, concepts and
situations. It can 00 better used for summary and review.

STANDARD OF A GOOD DIAGRAM

 Technically correct
 Neatly drawn in proper proportions.
 Well labelled and explained
 It can be moved and seen from all angles.

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 CHARTS

These visual symbols used for summarizing comparing,

contrasting or performing other services in explaining subject
matter. Diagnostic representation of the facts and ideas. A chart
is a combination of pectoral, graphic numerical or vertical
material, which presents a clear visual summary. Teacher has to
prepare charts by incorporating his own ideas and lines of
approach of the specific topic are more useful

PURPOSE OF CHARTS
 For showing relationships by means of facts and figures.
 For presenting the material symbolically.
 To show continuity in process.
 For presenting abstract ideas in visual form.
 For showing development of structure.
 For creating problems and stimulating thinking.

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 TYPES OF CHARTS
NARRATIVE CHART

Arrangement of facts and ideas for expressing the events in the

process or development of a significant issue to its point of
resolution or we can how an improvement over a period of
years.

THE CAUSE AND EFFECT CHART

Arrangement of fact and ideas for expressing the relationship

between two systems or between two and responsibilities or
between a complex of conditions and change or conflict.

THE CHAIN CHART

Arrangement of facts and ideas for expression transitions or

cycles.

THE EVOLUTION CHART

Facts and ideas for expressing changes in specific items from

beginning data and its projections into the future.

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 STRIP TEASE CHART
It enables the speaker to present the present the information step
by step. It has great suspense value, which aids in holding
attention and building interest.

PULL CHART
It consists of written messages which are hidden by strips of thick
paper. The massages can be shown to the viewer. One after another
by pulling out the concealing strips.

JOB CHART
Job responsibilities of specific categories will be listed out and
circulated among its members.

TREE CHART
To show the development or growth or they types in the form of
a tree, e.g. complications or types of a specific disease.
FLIP CHART
A set of charts related to specific topic have been tagged together
and hang on a supporting stand. The individual charts will carry
a series of related materials or message in sequence. The salient
points of specific topic will be presented.

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OVERLAY CHART

It consists of illustrated sheets which can be placed one over the

other conveniently and in succession. The drawing or illustration
on each sheet forms a part of the whole picture. It enables the
viewers to see not only the different parts but also to see them
against total perspective when one is placed over the other.
When the final overlay is placed, the ultimate product is exposed
to view.

PIE CHART

A circle will be drawn and the divisions will be made into

different sections; each section will be coded differently and
code key will be given at right corner of the chart as a legend.
The circumference is divided into suitable sections. It is relevant
for showing the component parts of the total.

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 MAPS

Graphic representation of the earth’s surface or portions of it are

termed as maps. These are flat representations of the earth’s
surface, which convey the information by means of lines,
symbols, words and colours.

TYPES OF MAPS

1. Relief maps.
2. Historical maps
3. Distribution maps. Vegetation, population, economic, etc.
4. Geographical maps.

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 PHOTOGRAPH

Photograph (see section below for etymology) is the art, science

and practice of creating durable images by recording light or other
electromagnetic radiation, either chemically by means of a light-
sensitive material such as photographic film, or electronically by
means of image sensor. Typically, a lens is used to focus the light
reflected or emitted from objects into a real image on the light-
sensitive surface inside a camera during a camera during a timed
exposure. The result in an electronic images sensor is an electrical
charge at each pixel, which is electronically processed and stored
in a digital image file for subsequent display or processing.

PAPER FOLDERS

Ideal photograph storage involves placing each photo in an

individual folder constructed from buffered or acid-free paper.
Buffered paper folders are especially recommended in cases when
a photograph was previously mounted onto poor quality material
or using an adhesive that will lead to even more acid variation.
Store photographs measuring 8*10 inches or smaller vertically
along the longer edged of the photo in the buffered paper folder
protects the photo from slumping or creasing, as long as the box is
not packed too tightly or under filled. Folder larger photos or
brittle photos stacked flat within archival boxes with other
materials of comparable size.

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POLYESTER ENCLOSURES

The most stable of plastics used in photo preservation,

polyester, does not generate any harmful chemical elements, but
nor does it have nay capability to absorb acids generated by the
photograph itself. It protects the photograph from humidity and
environmental pollution, slowing the reaction between the item
and the atmosphere. This is especially risky in a storage
environment that experiences drastic fluctuations in humidity or
temperature, leading to ferrotyping, or sticking of the
photograph of the plastic. The plastic used for enclosures has
been manufactured to be as frictionless as possible to prevent
scratching photos during insertion to the sleeves. Unfortunately,
the slippery nature of the enclosure generates a build-up of
static electricity, which attracts dust and lint particles.

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 GLOBE
Three-dimensional representation of the earth in a spherical
manner. We can see the physical unity of the world, the relation
of one part to all rest and the direction of one part of the world
relative another.

GRAPHS
It depicts numerical or quantitative relationship or statistical data
are presented in the form of visual symbols. Exact specifications
depict specifically quantitative data for analysis, comparison and
interpretation.

PIE GRAPH
Pie diagram or circle diagram: The data are presented through
the sections or portions of a circle. In determining the
circumference of a circle we have to take into consideration a
quantity known as, Pie.

BAR GRAPH

A Graphic presentation, which extends the scale horizontally

along the length of bars. Each bar must be of same width, height
of the bar over a period represents the corresponding time of the
variable. Graphs are available in 2 forms i.e. vertical and
horizontal.

PICTORIAL GRAPH

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It is an outstanding method of graphic representation. Pictures
are used for the expression of ideas; they are more attractive and
easily understood. Vivid pictures will be used to create rapid
association with the graphic message; each visual symbol may
be used to indicate quantity.

HISTOGRAM OR COLUMN DIAGRAM

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It presents an accurate picture of the relative proportion of the
total frequency from interval to interval.

FREQUENCY POLYGON

A line graph for the graphical presentation of the frequency

distribution.

OGIVE

To determine quickly and accurately the statistical data like

percentile, median, quartile deviation can be used.

CUMULATIVE FREQUENCY GRAPH

A line graph drawn by plotting actual upper limits of the class

interval on the X-axis and the respective cumulative frequencies
on Y-axis.

CARTOON

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 It is a metaphorical presentation of reality. It makes learning
more interesting and effectives as if creates a strong appeal to
the emotions. The cartoon is an interpretive illustration, which
uses symbols to portray an Opinion, a scene or a situation.

It makes use of :

 Personalized humour.
 Fantasy.
 Incongruity.
 Satire.
 Exaggeration.

NEWSPAPERS

The newspaper furnishes many examples which can be used to

introduce lessons. Health messages can be published in local
languages which can reach to the public easily. The information
will be available in low cost, easy to read and understand simple
language. The people may learn to read and interpret the contents
along with pictures use adequate and sufficient suitable pictures
to enhance easy grasping.
PUPPETS

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 One of the old and popular arts in Indian villages has been
puppetry. Puppets can serve as an effective aid to learning. They
can be made to Illustrate lessons. Events of tales in an interesting
vivid manner, they are accompanied by effective narratives. It is
necessary to have a great deal of action in puppetry as well as
plenty of music dancing.
In writing or selection a puppet play, the age, background and
tastes of the students should be taken into consideration. A short
puppet play is always preferable.

TYPES OF PUPPETS

 HAND-PUPPETS: This fit in the hand like a glove and are

operated from below by fingers.
 ROD PUPPETS: Which are operated from below the stage by
a combination of rods and strings.
 MANONETTES OR STRING PUPPETS: Figures with
movable limbs operated through strings.

SKETCHING
Nature has provided us sand, material, soil, and mud which can
be very effective, inexpensive and are readily available which
will be used to prepare some models or illustrations and to
present different ideas.
PUBLICATIONS

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 To communicate information and findings of research study in
an accurate, brevity and clarity form, the articles can be
published.

FIELD TRIPS OR SCHOOL JOURNEYS

It brings the pupils into direct contact with a real life situation.
It is the most concrete and most real of visual technique.
Objects and, materials can thus be studied first hand in their
natural environment.

VALUE OF FIELD TRIPE

They furnish first-hand information to supplement and enrich

classroom instruction.
 They correlated and blend school life with the outside world,
providing direct touch with persons and with community
situations.
 They create situations which help to develop observation and
keenness.
 They offer an opportunity apply that which has been taught.
 To verify what has been learned.
 They provide actual material for study.

MUSEUM

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It is made up of materials used in classroom teaching which in
many cases are collected classified and exhibited by students
with or classified the help of a teacher. The activities of
museum may be an extracurricular function of the class or they
may be incorporated into a scientific experimental method of
teaching.

OBJECTIVES OF MUSEUM

Permits visual instruction and experimentation with actual

museum specimens.
Stimulates enthusiasm for study and research among both
teachers and students.
Stimulates interest, cooperation and participation.
To instruct the students in proper scientific methods of
laboratory. Research and museum conservation and exhibition
techniques.

PICTURE

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It provides an environment of ‘reality’ learner’s point of view is
the main criterion in the selection of pictures. It should be
relevant to the topic and it should be coloured, accurate and
suitable size, watched by all students easily too many pictures
should not be displayed in one lesion, after showing the picture,
it should be removed from the view of students, sufficient time
should be allowed.

CONE OF EXPERIENCE

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 Edgar Dale in his book ‘Audio-visual Methods in Teaching’
described the Cone of Experience’ in a pictorial device-
‘Pinnacle form In the cone from base to top, every aid has been
arranged in the order of increasing abstractness or decreasing
directness.
The cone classifies the audio-visual aids according to their
effectiveness in communication-aid at the base of the cone as,
‘most effective’- relative effect gradually decreases.
The experiences included in the cone are:
1. DIRECT, PURPOSEFUL EXPERIENCE: “An ounce of
experience is better than a Tone of theory as it has vital and
verifiable significance”. These are mentioned at the base of the
cone.
2. CONTRIVED EXPERIENCE: It is a working model which
is an editing of reality and differs from the original size and in
complexity. It the real object is differ in size, confused or
concealed, imitation is preferred for better and easier
understanding.
3. DRAMATIC PARTICIPATION: Real events are presented
through the play, pageant, (community drama based on local
history), pantomime (actors make movements but will not
speak), Table an (picture line scene in which the characteristics
stand still, silently) and the puppets.

COMPUTER ASSISTED INSTRUCTION

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 DEFINITION
When the computer is used as an aid to teaching, method of
instruction is called the computer aided instructions of CAI.

TYPES OF CAI
o LOGO: It is the instructional procedure for learning the
program through simple tasks.
o SIMUATION: This CAI programs is learning the computer
language through gaming and simulation
o CONTROLLED LEARNING: it is concerned with drill and
practice activities supplementary to the prescribed curriculum
in any subject area.

ADVANTAGES
 It can be used for handling a large body of students.
 CAI provides the multi-dimensional learning through words,
graphic and problem solving students.
 It can also work as an aid in the independent study schemes
based upon reference work.
 The high storage capacity of a computer allows many
programs or many complete courses at time for students.

DEMONSTRATION

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 DEFINITIONS

A demonstration is an activity to show ‘how’ and providing

proofs for a process or happening.

STAGES OF DEMONSTARATION

 PRE-PLANNING: It is the advisable to prepare a checklist

of all the things required for the demonstrations.
 REHEARSAL: After having gathered all the material and
pieces of equipment for demonstration, the teacher must be
try out the demonstration for his own sake.
 PERFORMANCE: During the classroom instruction the
teacher show the demonstration at the appropriate point of
lesson.

DO’S OF DEMONSTRATION

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 Before the demonstration, keep everything ready and be
well organized.
 Present the information sequentially stressing the main
ideas.
 Ask question from the students regarding what they
observed.
 Use other teaching aids to supplement your
demonstrations.
 Summarize the points after the demonstrations.
 Have a friendly and warm behaviour during your
demonstration.

DRAMATIC

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Dramatic means having to do with a play, as in “a dramatic
production.” It also means striking or exaggerated.
Half an hour of exercise a day can have a dramatic effect on
your physical well being. If you burst into tears when you get
a B on a paper and wail, “Now I’m never going to get into
college, ‘you can be accused of being dramatic, which means
you’re acting out your reaction, or overly dramatic, which
means your reaction is over the top.

TYPES OF DRAMA

Drama is used to describe plays that address a serious subject.

 COMEDY: Comedy is a form of drama that has a happy
ending. Humour comes from the dialogue and situations.
 TRAGEDY: Tragedy is a form of drama in which events
lead to the downfall of the main character, often a person of
great significance, like a king or hero.

EXPERIMENTATION

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DEFINITION

An experiment is an orderly procedure carried out with the goal

of verifying, refuting, or establishing the validity of a.
Hypothesis Controlled experiments provide insight into cause
and effect by demonstrating what outcome occurs when a
particular factor is manipulated. Controlled experiments vary
greatly in their goal and scale, but always rely on repeatable
procedure and logical analysis of the results.

INSTRUCTIONS REGARDING ON DOING

EXPERIMENT
The teacher should organize the instructions so as to make
students aware of the following steps of the experiments.
 Object of the experiment
 Apparatus required
 Procedure or methodology
 Observations of data
 Treatment of observations or data
 Results or conclusions
 Recautions

ADVANTAGES OF EXPERIMENTS

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  The teacher can individually attend students while they are
performing an experiment.
 Students learn to work together and this results in the
inculcations of values of cooperation and coordination.
 It helps students in manipulation piece of apparatus and
instruments.
 It builds scientific attitudes, observational power and ability
to draw conclusion.

EXAMPLES OF EXPERIMENTS

 Verifying boyle’s law of gases.

 Providing congruence of triangles.
 Verifying law of moment.

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 FIELD TRIPS
DEFINITION

A field trip is defined as a planned and supervised visit of a

group of students outside the classroom to get the first hand
educational experiences.

TYPES OF FIELDS TRIP

 LOCAL SCHOOL TRIP: It is a trip within the school

and its immediate neighbour to acquaint students about the
potential of learning from the immediate environment.
 COMMUNITY TRIP: It is the trip made to a nearby
place of educational interest and it requires some hours or a
completed day.
 EDUCATIONAL TRIP: It is the trip made to a distant
place requiring more than one day.

AIMS
 To get the first hand experience and direct contact with the
things and systems of real life.
 To arouse interest in an instructional unit.
 To impart positive attitudes and sharpen social skills.

CHARACTERISTIC

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 INTEGRATED LEARNING: Field trips cannot teach
one idea, but many. A field trip to a vegetable farm, for
example, can bring disparate topics together, such as
photosynthesis, the scientific method, how to collect data,
plants, insects, parts of flowers, soil erosion and math
 ADDITIONAL RESOURCES: Field trips can provide
additional resources for learning that neither classroom
learning nor computer-assisted learning can. For example,
a science field trip can allow for field labs, an extended
length of time spent in a natural area for students to collect
data, experiment and draw conclusions.
 COOPERATIVE: Field trips are taken in large groups. It
can provide a good opportunity for students to work
together cooperatively with others.

LIMITATIONS

 They can be expensive and out of reach for many

disadvantaged and poor children.
 They require proper and detailed planning to make them
meaningful.

PROGRAMMED INSTRUCTION

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DEFINITION:

Programmed instruction is a method of self-instruction that

enlists machines or specially prepared books to teach
information.

PURPOSE:

To manage human learning under controlled situations.

To promote learning.
To present the material in small pieces.
To provide quicker response.

CHARACTERISTICS:

Subject matter is broken down into small steps called

frames and arranged sequentially.
Frequent response of the student is required.
There is immediate confirmation of the right answer or
correction of wrong answers given by learners (self-correcting
feature)
The interaction between the learner and the program is
emphasized in programmed learning.

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 Continuous evaluation is possible by recording the student’s
response.
The teaching medium is appropriate for the subject matter
and the students.
The materials are self-paced or presented in a manner which
suits the learner.

TYPES OF PROGRAMMED INSTRUCTION:

1. Linear programming.
2. Branching or intrinsic style program.
3. Computer assisted instruction.

TEACHING MACHINES

Machine teaching is the practice of infusing context- and often

business consequences- into the selection of training data used

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in machine learning (ML) so that the most relevant outputs are
produced by the ML algorithms.

BENEFITS OF MACHINE TEACHING

The chief benefit of machine teaching is that it puts automation

tools into the hands of subject experts with no computer science
background. The goal is to make machine teaching tools as easy
to use as word processing software or computer spreadsheets,
wherein writers and accountant don’t need to know computer
programming to use them. It that goal is achieved, it would free
up computer scientists to tackle more creative tasks, rather than
the monotonous tasks of creating training sets.

APPLICATIONS OF MACHINE TEACHING

Machine teaching is being tested in a variety of applications,

notably in industry settings. In 2017, Siemens’ subject matter

49
experts, using Bonsai’s platform (since acquired by Microsoft,)
trained an Al model to auto calibrate a computer a computer
numerical control (CNC) machine more than 30 times faster than
an expert human operator. CNC machines need to be recalibrated
frequently, as even minor friction leads to errors that result in
costly manufacturing imperfections.
Other applications being tested include keeping carbon dioxide
levels safe in buildings with large, automated heating, ventilation
and air conditioning (HVAC) systems; supply chain
management; healthcare operation; and transportation logistics.

50
 Verbal
Words-words-words
Chalk board white coloured chalk charts
Least effective method
Display boards
----------------------------------
-------------------------------------------------
Non-projected teaching aids
Static
Model
Sectional
Model

Working Model

Diorama
Effectiveness increase

-------------------------------------
-------------------Projected
Epidiascope

Slide Projection black & White

More effective than non-

Coloured slides

Filmstrip Projection-colour

Overhead projector

Motion Picture-silent-black and white

Motion Picture sound colour

Direct
Loop (cassette) colour film Expenses

C.C.T.V Demonstrations T.V

Experiments

Individual doing experiments

Projects excursions
Relative effectiveness ,
of teachings aids
Cone on Experience
51
 THE FILMSTRIP

Filmstrip is a continuous strip of film consisting of individual

frames or pictures arranged in sequence, usually with
explanatory titles. Each strip contains from 12 to 18 or more
pictures. It is a fixed sequence of related stills on a roll of 35 mm
film or 8mm film.

ADVANTAGE

1. It is an economical visual Material

2. It is easy to make and convenient to handle and carry.
3. Takes up little space and can be easily stored.
4. Provides a logical sequence to the teaching procedure and the
individual picture on the strip can be kept before the students for
a length of time.
5. Filmstrip can be projected on the screen or wall or paper
screen as the convenience the teaching situation demands.

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 PROJECTED VISUAL AIDS

THE OPAQUE PROJECTOR

It is very useful means for using reflected light to pick-up the
image or for projection of flat pictures, diagrams, maps to a
screen in enlarged form so that the entire group can see them.
The opaque projector will project and simultaneously enlarge,
directly from the originals, printed matter, all kinds of written,
or pictorial.

ADVANTAGES

1. Stimulate attention.
2. Arouse interest.
3. Clarify information.
4. Help students to retain knowledge for a longer period of time.
5. To introduce subject or topics.
6. Present specific information.
7. Test knowledge and ability.
8. Review instructional problems.
9. Facilitate cooperative students-teacher participation in
problem-Solving.

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 THE OVER-HEAD PROJECTOR

It projects transparencies with brilliant screen images suitable

for use in a lighted room. The teacher faces the class as he uses
OHP, and the class views the projections.
The teacher can write or draw diagrams on the transparency
while he teaches, these are projected simultaneously on the
screen by the OHP, and thus it is used as aid and tool in
teaching-learning situation.

ADVANTAGES

1. To develop concepts, and sequences in a subject matter area,

each component part can be presented. As the teacher senses the
student, readiness for the next step.
2. To make marginal notes on the transparencies for the use of
the teacher that can be carried without exposing them to the
class, when projected.
3. To test students’ performances, while other classmates
observe.
4. To show relationships by means of transparent overlays in
contrasting colour.

54
 THE SLIDE PROJECTOR

A slide is a small piece of transparent material on which a single

pictorial image or scene or graphic image has been photographed
or reproduced otherwise.
Molded slides range in size from 2×2 or 4.5 ×4 inches. Slides can
be made from photographs and pictures by the teachers and
pupils taking photographs and snapshots when they go on trips
for historical, geographical, literary or scientific excursions.
The arrangement of slides in proper sequence. According to the
topic discussed, is an important aspect of teaching with them. A
teacher needs to use imaginatively and creatively to make the
best use of them.

ADVANTAGES OF SLIDES

1. Help in retention of the material taught in the minds of the

pupils.
2. Attract attention.
3. Arouse interest.
4. Assist lesson development.
5. Test student understanding.
6. Review instruction.
7. Facilitate student-teacher participation.

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 TRANSPARENCIES

Single image i.e. seen by means of a light passing through a

visual projectual, is usually given to those materials which are
projected in the overhead projector.
The Stereograph The still picture gives an illusion of space; the
observer receives the impression of reality. Hence, it is known as
three-dimensional photograph.
The stereo film is a double photograph made by the stereoscopic
cameras, the 2 photographs being taken from a slightly different
angle. The 2 pictures are enlarged and merged into one view
when seen through the lenses of the stereoscope.

ADVANTAGES

Present realistic view, which stimulates the interest of the

student.

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 MICROFILM
Microfilm and microfiche are used widely for storage and
retrieval of information. Microfilm contains photographed
reading material on 35mm film, frame being the reduced photo
of a printed page. Thus, printed of a book can be stored in a
small loop of 35mm film.
When the microfilm is passed through a microfilm reader, an
enlarged image approximately of the size of the printed page is
formed on a ground glass (rear-view) screen and the observer
can read the matter by moving the film through the microfilm
reader images of different pages can be obtained and read.

EPIDIASCOPE
It can project images or printed matter or small opaque objects on
a screen or it can project images of a 4” × 4” slide. Any diagram
or picture can be: projected on the screen without tearing in off
form the book. Through epidiascope we can project slides or
objects.
It works on the principle of horizontal straight line projection with
a lamp, plane mirror placed at 45 degree angle over the projects
or reflects the light so that it passes through the projection lens
forming a magnified image on the screen.

MICRO-PROJECTOR
It consists of a projection lens, a plane mirror at 45 degree
angle to the vertical plane and a vertical ground glass screen.

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 AUDIO-DEVICES
RADIO

Characteristics of audio experiences through radio and

recordings:
1. IMMEDIACY: Radio can describe events as they happen.
2. EMOTIONAL IMPACT: Through the combined effect of
voice, environmental sound and music, the student’s interest
can be captured and her imagination stirred.
3. AUTHENTICITY: It is possible, (through audio media) for
experts to visit any classroom at any time. Students’ knowledge
of a subject can be enriched by listening to an expert, discuss
the topic understudy on the radio. In this way, radio can bring
the outside world the classroom.
4. CONQUEST OF TIME AND SPACE: Through simulated
programs, audio-media actually can overcome the barriers of
time and space.
5. ONE-WAY COMMUNICATION: No possibility of
students’ feedback.
6. AUDITION: Cannot be auditioned, to determine their
educational value.

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 USES

 To develop increased skills in listening participation and

evaluating what is heard.
 To set the stage for student discussions by presenting opinions
of outside experts from remote sources.
 To provide interest and carried sources of new knowledge and
to contribute to the development of appreciation and attitudes.
 It keeps the nurse well-informed on all sources of information
relating to health preservation and education, so that not only
she will be well-informed herself but also she can help in the
health education of the patients.
 Radio, can help the nurse with background and understanding
for listening attentively.
 To acquire information about the cultural background of
many different ethnic group.

EDUCATIONAL RECORDINGS

Teacher should listen to the records from various sources and

select those most useful for the subject and the topics they are
going to teach. The voices and speeches of many professional
leaders can be heard on records and discs; classroom teaching
can be enriched and made interesting and meaningful by their
appropriate use. Recordings should be handled carefully.

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 TYPES OF RECORDINGS
 Phonograph records or disc recording.
 Wire recording
 Tape recording

ADVANTAGES OF RECORDING
 Recordings are two way communications.
 Recordings can be stopped at will.
 To discuss passages.
To answer questions.
To clarify certain points.
It eliminates the time-adjustment problems of radio.
Recordings can be made to play desire and teaching need.
Recording can be heard and evaluated (to see how far they are
suitable to fulfil the objectives for which they are meant)
Recording offer a wide range of helpful material

USES
To mend speech defects in one’s own language.
To teach good pronunciation in a foreign language.
For co-curricular activities in the school, e.g. song, dancing,
back-ground music.

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 TO RECORD
 Radio Programmes for classroom use.
 Pupils, discussions, debated, round table talks.
 Speeches at celebration, ceremonies, political rallies.
 Interviews with workers, business-men, community leaders.
 Extracts, from disc records, with comments.
 Plays classroom dramatizations, puppet shows.
 Student participation in assemblies.
 Corrective work in speech.

AUDIO-VISUAL AIDS

MOTION PICTURES
Communicating through sound and sight simultaneously, the
motion pictures blends pictures, words, objects, motion and even
colour to make impact on the children’s minds.
The viewer sees motion that can be recreated. The time factor can
be controlled in any series of events, objects can be enlarged or
reduced; processes hitherto a mystery may now be visualized. By
the use of straight photography and special effects, motion
pictures may transport the viewer into another world. Thus, this
medium can bring to the student a realistic portrayed of the trials.

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EDUCATION VALUE OF MOTION PICTURE

1. It enriches the learning process and leads to greater all round

achievement.
2. It directly modifies beliefs in desirable directions and causes
students seek additional information about subject studied.
3. It helps in the improvement of educational achievement by
different subjects.
4. It compels attention.
5. It makes the experience almost first hand.
6. It is an edited version of reality.

PURPOSES FOR WHICH FILMS MAY BE USED

1. To provide a background of sensory experience.

2. To provide concrete experiences which serve as a basis for
thinking, reasoning and problem- solving.
3. To provide an easily accessible fund of knowledge this
stimulates Interest and motivates the students to further study
and learning activities.
4. To present a large amount of information in a short period of
time.
5. To increase the amount of initial learning and permanency of
learning.

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EDUCATIONAL TELEVISION

Television is the electronic means by which sound and light

energy are transmitted from one place to another. Technically it
is an electromechanically system to converting the energy
contained in sound and light patterns into electrical and
electromagnetic energy when it is then reconverted back into
sound and light.

TWO KINDS OF LICENSED TELEVISION STATIONS

 Commercial
 Educational
 Educational television: Instructional television. Enrichment
television.

ENRICHMENT TELEVISION

Designed towards enriching learning, but is not directed towards

any particular course of study not is it presented in any particular
learning sequence, e.g. demonstration of nursing procedures.

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 INSTRUCTIONAL TELEVISION

1. TOTAL TELEVISION

 The student is on his own.

 Only direction that he receive3 is through instructions given
in the telecast, the syllabi, the books etc.
 The student must be highly motivated and sufficiently mature
to direct his own study efforts.

2. MAJOR RESOURCE TEACHING

Teaching takes over the main burden or the main burden of

the formal course presentation, but the student’s learning is
directed and facilitated by a classroom teacher.

THIS MAY BE DONE THROUGH:

 Class assignments.
 Small group discussions.
 Use of audio-visual materials, e.g. filmstrip recordings
demonstrations.

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3. OBSERVATIONAL TELEVISION

Broadcasts over a closed-circuit system. It provides a closer

view of important phenomena, e.g. a telecast of a nursing
procedure can give every student in a large nursing class a front
row seat from which she can see clearly every step of the
procedure.

65
 FUNCTIONAL CHARACTERISTICS OF
TELEVISION

1. Image multiplication: The simultaneous disc play of some

information at two or more physically separated locations.
2. Image magnification.
3. Imago association.
4. Image transportation

LIMITATIONS

1. one way communication is the major limitation.

2. Listening to and viewing a particular TV programme in
school hours would very often require teacher to rearrange the
school schedule.
3. Classes cannot be made to work identical timings.
4. Financial problem, not all schools can afford a TV set.

66
 CONCLUSION

When making a presentation it’s impotent to make your

message visual and that you design visuals that support your
presentation rather than distract from t.
In today’s visual society of TV, computers and films, visuals
are essential if you wish to make an impact. Mohamed ali
once said: ‘one in the eye is worth two in the ear. While he
was referring to boxing, this also applies to making
presentations: ‘a picture is worth a thousand words.’

Even though early aids such as maps and drawings are still is
use, advances in the audiovisual field have opened up new
methods of presenting the aids such as videotapes and
multimedia equipment which allow more professional and
entertaining presentations to be presented.

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 BIBLIOGRAPHY

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4. Neeraj K.P. “Text book of Nursing Education” first edition,
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