Chapter 15

Project-based Learning and Multimedia

Introduction

           It's best to start with some definitions. By project-based learning, we mean a teaching method in which students acquire new knowledge and skills in the course of designing, planning, and producing some product or performance. By multimedia, we mean the integration of media objects such as text, graphics, video, animation, and sound to represent and convey information. Thus, our definition is:

Project-based multimedia learning is a method of teaching in which students acquire new knowledge and skills in the course of designing, planning, and producing a multimedia product.

          Your students' multimedia products will be technology-based presentations, such as a computerized slide show, a Web site, or a video. These presentations will include evidence that your students have mastered key concepts and processes you need to teach and will be a source of great pride for them and for you.

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Reflection 

Project-based multimedia learning is one instructional strategy that you can use in a school year that may also include non-technical projects, lecture and note-taking, rote practice, writing, and artistic or creative work. Effective teachers employ various teaching methods to achieve a balanced instructional program that is also personalized and reflects the needs and interests of individual students. You know that your students need a balanced diet of academic content and process skills and work outs that include learning, practicing, analyzing, reflecting, and assessing. You also know that students vary in their comfort with these activities and the amount of support they need.

Chapter 14

Maximizing the Use of the Overhead Projector and the Chalkboard

Introduction

           New technology introduced terms like multimedia, hypermedia etc. But let us admit that the technology divide is real. Sometimes some of the school have at least one computer but teachers have not been trained to use it. As a result, they resort to the chalkboard the most available classroom equipment and the overhead projector which has been quite popular in schools.

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Reflection

To maximize the using Projector and chalk. We have to use it in the proper way. We have to make sure that the resources we are planning to use is available. As a teacher we have to be economical and find a way to make our lessons and teachings knowledgeable to the students. There’s no such the best instructional materials but there’s a best teacher.

Chapter 11

Making the Most of Community Resources and Field Trips

Introduction

           A field trip or excursion is a journey by a group of people to a place away from their normal environment. When done for students, it is also known as school trip in the UK, New Zealand; and school tour in the Philippines.

          The purpose of the trip is usually observation for education, non-experimental research or to provide students with experiences outside their everyday activities, such as going camping with teachers and their classmates. The aim of this research is to observe the subject in its natural state and possibly collect samples. Field trips are also used to produce civilized young men and women who appreciate culture and the arts. It is seen that more-advantaged children may have already experienced cultural institutions outside of school, and field trips provide a common ground with more-advantaged and less-advantaged children to have some of the same cultural experiences in the arts. 

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Reflection

Field trips are most often done in 3 steps: preparation, activities and follow-up activity. Preparation applies to both the student and the teacher. The teacher must have to be prepare so that the trip well be organized. Teachers often take the time to learn about the destination and the subject before the trip. Activities that happen on the field trips often include: lectures, seminar, school activity, videos and demonstrations. Follow-up activities are generally discussions that occur in the classroom once the field trip is completed. Even though field trips are risky and expensive we can still get the best knowledge out of the trip.

Chapter 13

Teaching with Visual Symbols

Introduction

                      Like a picture, a graph and all other visual symbols, are worth a thousand words. The proper use of visual symbols will contribute to optimum learning. Visual symbols come in many form, drawing, cartoons, strip drawing comic strip! Diagram, map, chart graph. "Or these visual symbols to be at your finger trips, you ought to be skilled at making them. 

          The collection, preparation and use of these various visuals symbols depends to a great content on your own resourcefulness and creativity. They may be used in different phases of the lesson depending on your purpose. If you use them skillfully, your classroom may turn into a busy students.

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Reflection

Visual displays must be attractive. Visual displays must be aesthetically presented to maintain good taste. There are kinds of Visual Symbols. That tell stories metaphorically through pictures, which need no captions. Symbolism conveys messages, less words more symbolism the better. It presents a certain issue or concern which could be either for or against it. It is a pictorial representation or caricature of a person, idea, situation or issue that is designed to influence public opinion. Therefore cartoons must be presented in a challenging manner. For better understanding they should be drawn around a single idea. Appropriateness to experience level. The age and the experience or maturity of the target learners must be taken into consideration.

Chapter 12

The Power of Film, Video and TV in the Classroom

Introduction

          The appeal of visual media continues to make film, video and television as educational tools with high potentials impact. They are now more accessible and less cumbersome to use. Let’s us take advantage of them in the classroom.

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Reflection

          The film, video and television are powerful tools. When they can used appropriately and moderately, they can make the teaching-learning process more concrete, lively, colorful and interactive. It contributes to a more lasting learning fun. But for some instances they may bring advantages and disadvantages to the learners as well as to the teacher.

        We have to use it on a proper way and productive way and we have to make sure to make it relevant to the objectives of the lesson.

Chapter 10

Demonstration in Teaching

Introduction

           Involves showing by reason or proof, explaining or making clear by use of examples or experiments. Put more simply, demonstration means 'to clearly show'. In teaching through demonstration, students are set up to potentially conceptualize class material more effectively as shown in a study which specifically focuses on chemistry demonstrations presented by teachers. Demonstrations often occur when students have a hard time connecting theories to actual practice or when students are unable to understand application of theories.

          Teachers not only demonstrate specific learning concepts within the classroom, they can also participate in demonstration classrooms to help improve their own teaching strategies, which may or may not be demonstrative in nature. Although the literature is limited, studies show that the effects of demonstration classroom teachers includes a change of perspective in relating to students, more reflection in the teachers’ own classroom strategies, and more personal responsibility for student learning.

          Demonstration, or clearly showing (a gamut that ranges from mere pointing to more sophisticated strategies such as chemical reactions), can possibly be used in portraying ideas such as defining words. At first, simple observation and communication through pointing to an object, area, or place, like the sun, moon, or a large mountain top, occurs. Then basic definitions of words emerge. These definitions allow humans to communicate, interact, plan, and co-ordinate in ways that help us to build cities, large buildings, technology, gain knowledge and to successfully communicate with computers. Further, basic concepts centered on time, space, and mathematics are first required to demonstrate and teach probable theories that accurately describe universal phenomenon such as nature, planets, species, and the world around us.

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Conclusion

          It is not enough that the teacher talks always. To be effective, the teacher must be accompanied by some visuals to attract learners and to be make learning and effective process.

         To make that possible we have to set our goals, the materials we need, our steps, and rehearse.