Unit code: BET 2101

Unit Title: Peer Teaching and media Practicals

Lesson 8
Use of Examples

By
Benson Njoroge, PhD
 Topic
Use of examples
Specific Learning outcomes/Objectives of the lesson
At the end of this lecture you should be able to;-
1) Describe the importance of examples in a lesson.
2) State with explanation the domains of examples.
3) Describe how and when a teacher uses
analogies and metaphors.
4) Explain the role of language in the use of
examples.
Approaches to the Use of Examples
• Approaches to the Use of Examples
• There are two main approaches to using examples in the class. These are the
deductive and the inductive approaches.
• a) The Deductive Approach
• Here the teacher begins from the idea and then provides as many examples as
possible to support the idea. Consider the following.
 
Idea - Example
• Geometric shapes-triangles, squares, polygons, rectangles etc.
• Textiles - nylon, cotton, wool, silk etc.
• Vehicles - bicycle, lorry, car, tractor etc.
• In all of these the idea is followed by the relevant examples.
Approaches to the Use of Examples
b) The Inductive Approach
• The inductive approach is somewhat indirect and requires good planning. In this
approach the teacher gives examples and challenges the learners to suggest
what the idea may be. It is important to know the intellectual level of your
students in teaching inductively. Consider the following.
Examples Idea
• Tanker, submarine, boat, trawler - Seafaring vessels
• Salmon, perch, tilapia, sardine - Fish
• Cup, spoon, knife, fork - Cutlery
In all of these the examples preceded the idea.
• Whichever of the two approaches is chosen by the teacher, it is imperative that
the examples should be as familiar as possible to the students. As pointed out
earlier, this may not be possible in all instances and particularly where a new
topic is being taught.
 Unit code: BET 2101
Unit Title: Peer Teaching and media Practicals

Lesson 6
• Use of teaching Aids-Charts
• Use of the Blackboard

By
Benson Njoroge, PhD
 •Charts
•Use of the
Blackboard
Teaching Aid-Charts

What is a chart?
• A chart is a teaching and learning resource that summarizes important information and ideas through some combination of drawings, words, symbols and pictures -
e.g. a bar chart (histogram), pie chart, graph, map and diagrams.
What is the value of using a chart as a
teaching resource?
Use of a chart:
• Stimulates interest and provides motivation to the learners.
• Acts as a source of ideas or topics from which a discussion can be developed.
• Involves pupils in the learning process.
• Helps build a gradual familiarization of the pupils to a given content or process.
• Acts as an information store and memory substitute.
• Ensure there is good symmetry for the title.
characteristics of a good chart
characteristics of a good chart
A good chart should be:
• Big and clear enough to be seen by all the learners from the back of the classroom.
• Bold in lettering and even printing to make the message come out clearly for proper legibility and attraction.
• Simple, with few details and only the very vital information.
• Accurate and, if they are maps, drawn to scale.
• Attractive by use of colours where possible to hold the learners’ attention.
• Neat with layouts and margins that make important information stand out.
How should a teacher go about producing a good chart?
How should a teacher go about producing a good chart?
• For a teacher to produce a good chart he/she should:
• Begin by deciding the materials to use, e.g. newsprint for short-life wall charts, sugar- paper for cheap charts, thin card for strength, Manila paper for long-life
charts, etc.
• Select the essential information so as to produce the impact desired.
• Ensure that he/she has margins drawn on the sides, at the top and bottom of the chart.
How should a teacher go about producing a good chart?

How should a teacher go about producing a good chart?

• Project an enlarged drawing of maps with the help of an overhead projector using traced out maps on a transparency.
• Ensure that the lettering is clear, uniform, proportional and bold for legibility.
• Ensure that the first draft is in pencil.
• Use only as many colours as is necessary. For brilliance and emphasis, use a dark colour against a light colour, e.g. black against white, red against light
green, etc. or a warm colour against a cool colour (see chart below).
• Bind the edges of the chart if it is intended for future use by using linen, stronger paper, sisal stalks', etc.
• Store the charts away from dust and pests.
Colour Chart

Dark

Warm Cool
What are the common errors found in
charts used by student teachers?
What are the common errors found in charts used by student teachers?
• The charts that are made and used by student, teachers arc often not to scale particularly so, for the maps.
• The lettering is usually poor and m most cases uneven and with spelling mistakes.
• The colours arc used indiscriminately.
• The charts are never referred to in future lessons. They remain on the walls as decorations long after their use and interest to the learners has gone.
• They are either too detailed or too simple to be effective
Points to Remember in Preparing a Chart

Points to Remember in Preparing a Chart

Most well designed charts have few words. According to Eastern Kentucky University, “A good aid ( read chart) is like
a window. It should not call attention to itself. It should just let the light in.”
1) The visual elements of a chart should dominate. The major question about charts is, “Is there an impact at first
glance?”
2) The title should be bold, brief and eye-catching. It is an advance “selling point” of your chart. It prepares the
reader for what is to come.
3) In line with the title ask yourself, ”What exactly is the focal point of the chart?”
4) One of the great works of art is the painting “Mona Lisa” and its artistic excellence is in balance. Like-wise the
chart should have balance between the artwork and writing.
5) There will be writing on the chart. Such writing should create interest in the chart; support a point; clarify and
emphasize feature in the chart.
6) Where colour is used it should approximate its natural setting. Therefore blue should be used for water, green for
grass, brown for ground, red for blood and so on.
The use and organization of the Chalkboard
The use and organization of the Chalkboard
• Nobody has pinpointed when the blackboard was invented, but generally James Pillans the headmaster of the Old High School, Edinburgh, Scotland is
acknowledged as the pioneer of it. Perhaps more than anything else this is the most used media in schools worldwide. In Kenya it is difficult to think of a school
without one. Although increasingly schools are incorporating the white board, in manners of practice teachers still call it “blackboard”. It is versatile.
• It can be movable or fixed; it can be made of wood or other materials; it can vary in size from the entire length of the front wall to anything lesser. Finally it is easy
to maintain because all it requires is a coat of paint regularly.
CHALKBOARD USE

CHALKBOARD USE
Name the various types of chalkboards
• Chalkboards can be either black, blue, green or any other colour that reduces glare and provides good legibility.
The most common ones are:
• Fixed chalkboards.
• The portable boards.
• Sliding boards (horizontal).
• Sliding boards (vertical).
Types of Boards…

Portable Board
Fixed Board

Sliding boards (Vertical) and (horizontal)

What are the advantages and disadvantages associated with each type of hoard?

Types of board Advantages Disadvantages

Fixed chalkboard  Provides ample space
 Is always available when needed
 Can afford space to preserve a diagram, etc
 Provides space for making illus­trations
• Some parts may not be easy to reach
due to height
• It requires regular paint­ing particularly
for painted walls
• Painted walls are diffi­cult to clean

Portable boards * Allows the teacher to plan or draw sketches in - It is easily misplaced
the staffroom - It is too small
• Can be used outside the classroom or in a - It is easily damaged
different class to provide information (hat was  
on it
What are the advantages and disadvantages associated with each type of board?

Type of Board Advantages Disadvantages

Horizontal sliding • Provides ample space to work on - Is expensive to install

• Part of the hoard (middle) can be - if poorly handled the rollers may get stuck
board (Involves sliding moved to reduce glare and allow all  
part on roller). pupils to see
 

Vertical sliding board • Can be used to stoic information - Is expensive to install

• Has ample space
• One can adjust the height to write on
the highest or lowest level
• Can conceal information and display it
when needed.
 
What are the advantages of using the chalkboard in
general?
What are the advantages of using the chalkboard in general?
A chalkboard:
1) Is always available except for portable boards which are easily misplaced.
2) Requires no special talent or equipment to use.
3) Allows alterations and amendments to be made easily on work written on it.
4) Is versatile (has many uses) and is adaptable to the requirements of all subjects.
5) Is inexpensive.
6) Helps pupils to perceive the intended information with ease particularly when the chalkboard work is well-organized.
In which ways can chalkboards be used?

In which ways can chalkboards be used?

Chalkboards can be used:

1) For a systematic display of virtually the entire subject matter of a lesson taught to a class.
2) For working out solutions to mathematical problems or writing a test, quiz, etc. for a whole class.
3) To define technical terms, concepts or keywords.
4) To develop a summary of the main parts of a lesson.
5) To develop a sketch, map or drawing as the lesson progresses.
6) To engage pupils in working out examples or answering oral questions in the class.
7) To write notes for pupils to copy.
What are the limitations of using the chalkboards?

What are the limitations of using the chalkboards?

1) Illustrations made on the chalkboard are often not to scale, e.g. sketch maps, and may give the wrong impression.
2) It is easy to write a word wrongly on the chalkboard and if uncorrected, pupils are likely to learn it with the errors.
3) The teacher keeps turning his head away from his pupils, thus breaking the eye contact and appearing to talk to the board. This may lead to loss of class control.
4) Work done and illustrated on the chalkboard is soon erased; storage of vital information cannot be done for long.
5) Unskilled teachers end up smearing- then clothes with chalk dust and occasionally produce disorganized pieces of work.
 How should a teacher plan the use of a chalkboard?
How should a teacher plan the use of a chalkboard?
The teacher can plan the use of a chalkboard by:
• Setting, out how to use the chalkboard in the lesson plan. This should also be dictated by the type and nature of the chalkboard to be used.
• Considering the needs, of the lesson, e.g. new words, examples, problems to be solved, summary, etc.
• Identifying what to write, where and when to write it.
Chalkboard layout

For all-information lessons, the example given below can be followed.

  Lesson summary

16/6/2021
Diorama

- Creates a highly realistic effect

- Brings a historical environment to the

present

- Is attractive and motivating.

 
What should n teacher do in order to
produce a good piece of work on the
chalkboard?
What should n teacher do in order to produce a good piece of work on the chalkboard?
For a teacher to produce effective work on the chalkboard, he/she should adhere to the following techniques:
• Ensure the surface of the board is clean by using a clean duster.
• Draw light guide lines on the board to aid in writing uniformly spaced horizontal lines.
• Hold the chalk stick between the thumb and first two fingers, pointing the chalkstick towards the centre of the palm. Present it to the board as shown below.
• Keep the end of the chalk blunt and rounded by rotating it slightly as each stroke is made. This helps to keep lines of uniform thickness.
• Use enough pressure to produce a sharp brilliant line that will be clearly visible from all parts of the room.
What should n teacher do in order to
produce a good piece of work on the
chalkboard?
What should n teacher do in order to produce a good piece of work on the chalkboard?
• Always try to place the chalk-length in line with the stroke being done so that the chalk may be pulled across the board.
• Stand in a position such that the board can be reached easily with the elbow of the writing arm only slightly bent. Also stand slightly to one
side as when writing so that children can watch as you write (this comes with experience).
• Keep the head at the height at which you are writing.
• Use body sway and bending of the knees to reach different parts of the board during a stroke, keeping a balanced stance throughout.
• Fairly quick, confident strokes are more successful than hesitant, slow ones.
• Try to develop a clear writing or printing style that can be easily read from the back of the classroom.
What should a teacher do in order to
produce a good piece of work on the
chalkboard?
• Check for legibility and accuracy of the information on the board by walking to the back of the room. The writing should be uniform in style and size.
• Leave generous spaces between words to increase legibility.
• Use coloured chalk carefully. Wise use of colour makes illustrations command attention and makes for effective emphasis and contrast. Indiscriminate
use of colour can be so distracting as to defeat the purpose of the illustration.
• Let illustrations grow in front of the children. Drawings should be simple, easy to draw and clearly visible from the back of the room.
• Leave the chalkboard clean after use.
Tips on how to use the blackboard effectively

Tips on how to use the blackboard effectively

• Do one thing at a time! Do not talk as you write. Talk your point then write it.
• Just like in speech write using simple understandable language.
• Write only the main idea and the key support points for this idea. Remember that the size of the blackboard is limited. Where area defines the way we work we
need to exercise economy.
• Never start with a blackboard that has matter on it. Always start with a clean board.
• Whatever you write on the board may be copied by your students. So attend to grammar, spelling and conventions [e.g. periods (comma, full stop etc.),
abbreviations ( USA, UN, NaCl)] and so on.
Legibility on the Chalkboard
Legibility on the Chalkboard
• Quite often we assume that the way we write is read correctly by other people. This is not always the case. Perhaps the only writing read by all of us the same way
is the standard one as by a typewriter or a word processor. All else are deviations of these. The message for the teacher is that one should try to copy the style of
the typewriter as close as possible but also within human ability.
Legibility on the Chalkboard
Legibility on the Chalkboard
Let us look at some ways we can attempt this.
1) Write sufficiently large letters. Check the readability of your lettering with those seated at the back of the classroom. If they can
read you, it is fairly accurate to assume that those at the front can do so as well. But as a counterweight check with those too!
2) Use white chalk for maximum contrast. If you must use colour explain the code to your students. This is especially important in
diagrams, maps, graphs etc.
3) Write boldly by applying pressure on the piece of chalk.
4) Space letters, words and sentences so as to reduce the pressure upon the reader.
5) Plan ahead. Practice drawing figures, maps, diagrams etc. before coming to the class.
6) Use the board systematically. Plan its use. Divide it by margins which separate sections. The last section to the left should be for
rough work. Always proceed left-right systematically.
7) Occasionally invite students to write on the board for increased classroom interaction
Materials that can aid the teacher in effective use of the chalkboard
Materials that can aid the teacher in effective use of the chalkboard
The materials that can be used by a teacher to enable him /her use the chalkboard effectively are:
• Metre rulers — for drawing lines and taking measurements.
• A string — to draw circles when one has no pair of compasses.
• A duster — to clean the chalkboard to make tidy work.
• Perforated map outlines and template maps — to be used in tracing out sketch map, outlines that are regularly used, e.g. maps of locations, districts, and Kenya
for Social Studies at various levels.
• Mathematical sets for illustrating construction of mathematical figures on the chalkboard.
 The End.
Thank you for Listening