Let’s have a simple recall

activity by answering the

questions below:
1. What are the five macro skills in
Communication?
2. Do we consider viewing an essential
skill?
-The International Reading
Association/National Council of Teachers of
English (1996), agreed that being literate in
contemporary society means being active,
critical, and creative users not only of print
and spoken language but also of the visual
language of film and television, commercial
and political advertising, photography, and
more.
-It is important that students are aware that
understanding the viewing process is as
important as understanding the listening
and reading process. Students should
understand that effective, active viewers
engage in the following procedure: 
Previewing:
- Students prepare to view by activating
their schema (the prior knowledge they
bring to the study of a topic or theme),
anticipating a message, predicting,
speculating, asking questions, and setting a
purpose for viewing. 
During Viewing:
- Students view the visual text to understand the
message by seeking and checking understanding, by
making connections, making and confirming
predictions and inferences, interpreting and
summarizing, pausing and reviewing, and analyzing
and evaluating. Students should monitor their
understanding by connecting to their schema,
questioning and reflecting. 
After Viewing / Responding:
- Students should be given opportunities to
respond personally, critically and creatively
to visual texts. Students respond by
reflecting, analyzing, evaluating and
creating. 
What is Comprehension in Viewing?
Comprehension can be assessed, in non-
reading contexts by presenting stories in
different media. Stories can be presented
using pictures (Paris & Paris, 2003), aurally,
or via television (van den Broek, Lorch, &
Thurlow, 1996).
What is Viewing Comprehension?
- Viewing Comprehension refers to the ability of
the participants to perceive meaning from visual
presentations with levels – literal
comprehension, reorganizational
comprehension, inferential comprehension,
evaluation comprehension, and appreciation
comprehension.
- Viewing Comprehension is based on the
presentation of short instructional videos
followed by one or more comprehension
questions concerning the preceding video
stimulus.
Levels of Viewing Comprehension
Literal Comprehension refers to the literal
recognition, recall or verification of details, main
ideas, and sequence of events, comparisons,
cause-effect relationships, and character traits.
Reorganization Comprehension requires students
to synthesize, analyze, and/or organize
information stated in a selection.
Inferential Comprehension is demonstrated
when students use the ideas and information
explicitly stated in a viewing material, students’
intuition and personal experiences as bases in
making intelligent guesses
and hypothesis. Students may infer
supporting details, sequence, comparisons, cause
and effect relationships, character traits,
figurative language and predicting outcomes.
Evaluation Comprehension deals with judgments
and focuses with reality or fantasy, fact or
opinion, adequacy or validity, appropriateness,
worth, desirability and acceptability. It also refers
to judging the language and effect of the material
in the light of appropriate criteria. It requires
responses which indicate that an evaluative
judgment has been made by comparing ideas.
Appreciation Comprehension deals with
psychological and aesthetic.
It refers to emotional responses to content, plot 
or theme, sensitivity to various literary genres,
identification with characters and incidents,
reaction to author’s use of language,
and response to generated images.
 
 Insights/Takeaways
We should be more mindful on the
process or procedure of viewing
and the levels of viewing
comprehension. 
  Asynchronous Activity
Directions: Review the uploaded slides
thoroughly and take the long quiz
(identification type) for 30 minutes.
This is not a case sensitive quiz.
 Synchronous Activity
“Audio-Recorded Response”
1. On a scale of 1 to 10, how will you
rate your viewing comprehension skills
and what will you do to improve them?
Answer briefly.
Perfect score is 30 pts. 
References:
Ausburn, L, & Ausburn, F (1978). Visual Literac: Background, theory and practice. PLET,
15(4), 291-297
BANDURA, A., ROSS, D., & ROSS, S. A. (1961) Transmission of aggression through
imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, p. 575-
582.
Bell, T., Cockburn, A., McKenzie, B. & Vargo, J. (2001). Digital lectures: If you make
them, will students use them? Constraints on effective delivery of flexible learning
systems. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning 3(2).
Available online: http://imej.wfu.edu/articles/2001/2/06 (Retrieved:01/08/ 2004).
Broek,.(2001). The Role of Television Viewing in the Development of Reading
Comprehension. University of Minnesota
Consindine, D (2011), Critical Viewing and Critical Thinking Skills. Center for Media
Literacy