LESSON 10

DEMONSTRATION IN TEACHING





























ESTABLISHING
RAPPORT
Greet your audience. Make
them feel at ease by your
warmth and sincerity.
Simulate their interest by
making your demonstration
and yourself interesting.
AVOID THE COLK
FALLACY
It is the assumption that
what is clear to the expert
demonstrator is also
clearly known to the
person for whom the
message is extended.
WATCH FOR KEY
FORMATS
They are the ones at which
an error is likely to be
made the places at which
many people stumble and
where the knacks and
tricks of the trade are
especially important.
MAKING THE MOST
OF COMMUNITY
RESOURCES AND
FIELD TRIPS
Make preliminary
contacts, a tour
arrangement with
the place to be
visited
Make final
arrangements with
the school principal
about the details of
the trip, schedule,
transportation,
arrangements,
finances, and
permission slips from
parents
Make a tentative route
plan, subject to later
alteration based on
class planning and
objectives
Try to work out
mutually
satisfactory
arrangements with
other teachers if
the trip will
conflict with their
classes.
Prepare
preliminary lists
of questions or
other materials
which will be
helpful in planning
with the students.

Discuss the objectives
and write them down.

LESSON 11


MAKING THE MOST OF COMMUNITY RESOURCES AND FIELD
TRIPS

































LESSON 12
































THE POWER OF FILM, VIDEO AND
TV IN THE CLASSROOM
Transmit a wide
range of audio.
Bring models of
excellence to the viewer.
Bring the world of
reality to the home and
to the classroom through
a live broadcast or as
medicated through film
or videotape.
Make us see and hear
ourselves world events as
they happen
Be the most believable
news source.
Make some programs
understandable and
appealing to a wide
variety of age and
educational levels.
Become a great equalizer
of educational opportunity
because programs can be
presented over national
and regional networks.

provide us with sounds and
sights not easily available
even to the viewer of a real
event through long shots,
close ups, zoom shots,
magnification and split
screen made possible by the
TV camera.


Can give opportunity to
teachers to view themselves
while they teach for purposes
of self-improvement


Can be both instructive and
enjoyable.

LESSON 13














































TEACHING WITH VISUAL SYMBOL
DRAWINGS
may not be real thing but better to have a
concrete visual aid than nothing
avoid confusion, it is good our drawing
correctly represents the real thing
CARTOONS
another useful visual symbol that can bring
novelty to our teaching
it tells the story metaphorically
STRIP
DRAWINGS
commonly called as comics or comic
strip
make use of strip that are educational and
entertaining at the same time.
DIAGRAM
any drawing that shows arrangement and
relations as part of the whole
such as relative, value, origins and
development, chronological fluctuations,
distribution and etc.









































CHARTS
is a diagrammatic represenatations of
relationship among individual whether as
organization
examples of this are time chart,
comparison and contrast chart,
organizational, pareto and trend chart
GRAPHS
examples of this are pine, bar , line and
pictorial graph
MAPS
representation of the surface of the earth
or some part of it
Examples of these are physical,
economic and political map.
CHALKBOARD
Write clearly and legibly on the board
It helps if you have a hard copy of your
chalkboard diagram or outline
Dont crowd your notes on the board
Make use of colored chalk to highlight key
points
Dont turn your back to your class while
you write the chalkboard

Provide the lines for your board if needed
with the grade level you teach
Make sure your board works are readable
in all sides of the room
Replace chalkboard with a detail concaved from
left to right to avoid glare
Write Please Save if there are board works for
tomorrow and cover with curtains
Make full use of the chalkboards
OVERHEAD PROJECTOR (OHP
Show pictures and diagrams using a
pointer on the transparency
You can use a marker or wax
based pencil to add details
You can control the rate or presenting
information by using progressive
disclosure technique
LESSON 14

MAXIMAZING THE USE OF OVERHEAD PROJECTOR












































students do not
learn by using
multimedia
produce by
others but can
learn by
creating it
themselves
MULTI
MEDIA






working
together jointly
to accomplish a
common
intellectual
purpose
COLLABORATION



determining what
substantive content
would be included
is their projects as
well as the process
for producing
them
STUDENT
DECISION
MAKING



extend over a
significant time

EXTENDED TIME
FRAME



seek to connect
students work in
school with the
wider world in
which students
live
REAL
WORLD
CONNECTION

address the
basic
knowledge
and skills of
all students
are expected
to acquire
CORE
CURRICULUM
LESSON 15




































PROJECT BASED LEARNING AND
MULTIMEDIA
Dimensions of Project Based Multimedia Learning

LESSON 17:

ASSESSMENT IN A CONTRUCTIVIST, TECHNOLOGY
SUPPORTED LEARNING



























Assessment in
a contructivist,
technology
supported
learning
Complex learning cannot be assessed or
evaluated using any single measure. We
must examine both the processes and
products of students learning
Contructivist
classroom
Ideas were gripped on how we value it in our daily
life
Construction of ideas out from collected facts
occurs
Discourages memorization of
facts
5 Es of constructivism
ENGAGE
EXPLORE
EXPLAIN
ELABORATE
EVALUATE
Rules and
functions of
an
Educational
Media Center
It functions
as a vital
instrument.
It reflects and
supports the
philosophy of
the School.
It shares and
implements
the school
aims and
objectives
It is involved
in the
teaching and
learning
process.
It is a source
center.
It is a
learning
laboratory.
It is a
teaching
agency
It is a service
agency.
It is a
coordinating
agency
A center for
recreational
reading,
viewing, and
listening
LESSON 18

Rules and functions of an Educational Media Center