Lesson 18 Roles and Function of an Educational Media Center

                                The Educational Media Center is a unit indispensable to the teacher-training programs of the College. It provides the following services to the faculty, staff and students of the College: audio and/or video media materials recording services, production services, basic repair services, and consultant service on effective media utilization.

                                 To do its job, the Center has a collection of audio-visual facilities including cassette tape recorders, slide/tape recorders and projectors, film and film strip projectors, overhead and opaque projectors, video camera and other production hardware and equipment. For the most part, the Center serves as a laboratory for undergraduate and graduate students enrolled in Educational Technology courses.

                               The Educational Media Center or EMC is the media depot of a school. It is where all instructional media, equipment and other informational materials are collected, stored, and utilized. A functional EMC eases the jobs of teachers. Less time is spent searching for the right instructional material to use in class. EMC personnel can help in identifying the best materials to use and in what media. Teachers and students alike can also be taught how to use new instructional media that are available. Promoting the use of these materials will help maximize the capacity of the students and teachers in using such materials and more importantly, maximize the learning capability of the students through these materials.

             

                       

Lesson 17 Assessment in a Contructivist

                             From the word to assess, it means to support or guide learner's understanding in order for it to enhance. Constructivists suggest that learning is more effective when a student is actively engaged in the learning process rather than attempting to receive knowledge passively. Constructivism and technology work together in order to produce a productive learning.
                            Therefore, in order to have an effective learning,the teacher should assess the students to understand the lesson actively and attentively with a collaboration of a technology that suits to the lesson and would also help to enhance the knowledge of the learners to become an active participant in the class discussion.

                           Constructivists view assessment as a process that involves both the instructor and the student. Educators who prefer to use constructivist methods and principles in evaluating student work have several different avenues to choose from that can help enhance the learning experience of students. Similarities between constructivist and traditional methods of assessment do exist. Even though constructivists continue to research and experiment with more interactive, experience based assessments, the more traditional methods still prevail and are being used in classrooms as the predominant means of assessment.

                                    Principles of Assessment in a Constructivist Classroom
One principle of assessment in a constructivist classroom is not to isolate evaluation as a single exercise. Constructivists often see learning as a cyclical process. Since the shape of a circle has no beginning and no end, then the mark of where to assess could become blurry. Constructivists do not see assessment as an ending activity, but rather an ongoing process that helps the student continue to learn.


                             

Lesson 16 Using the Project-based Learning Multimedia As a Teaching Learning Strategy

         

                            Project-based multimedia learning is one instructional strategy that we can use and may also include non-technical projects, lecture  and note-talking, writing and artistic or creative project-based multimedia learning strategy in teaching English process through distance education:
 1. It is a powerful motivator students engaged in the creating in multimedia projects.
2. It makes teachers look for and apply the methods that optimize learning effect.
3. It makes teachers structurize the form of material. 
      Collaborative work will help students better remember the lesson. Their involvement in the project will help imprint in their minds the details of the lesson. Much more, students learn to analyze, research, organize, assess, make decisions, manage time and work with others.

In the process, the teacher also learns many things from the students. It is a give-and-take process. The end-result of the project will give satisfaction to both teacher and students.

The effective use of Project-base multimedia   learning requires through planning
             
   Initial Planning Involves:

A.    Clarifying  goals and objectives.
B.     Determining how much time is needed and extent of students involvement in
      the making.
C.     Setting up forms of collaboration.
D.    Identifying and determining what resources are needed
E.     Deciding on the mode to measure what students learn.

                This are the various phases of the project included :

A.    Before the project starts.
B.     Introduction of the project
C.     Learning the technology
D.    Preliminary research and planning
E.     Concept design and story boarding
F.     First draft production
G.    Assessing, testing and finalizing presentations,
H.    Concluding activities.

Lesson 15 Project-based Learning and Multimedia: What It is?

                    Project-based multimedia learning is most of all anchored on the core curriculum. This means that project-based multimedia learning addresses the basic knowledge and skills all students are expected to acquire as laid down in the minimum competencies of the basic education curriculum. When using project-based multimedia learning, teachers face additional assessment challenges because multimedia products by themselves do not represents a full picture of student learning. In multimedia projects, students do not learn by using multimedia produced by others; they learn by creating it themselves.
                  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.Project-based learning is an old and respected education method. The use of multimedia is a dynamic new form of communication. The merging of project-based learning English and multimedia represents a powerful teaching strategy that is called “project-based multimedia learning”.
                  Project-based multimedia learning is value added to your teaching. It is a powerful motivation. Avoid the tendency to lose track of your lesson objectives because the technology aspect has gotten the limelight. Project-based multimedia learning does not only involve use of multimedia for learning. The students end up with a multimedia product to show what they learned. So they are not only learners of academic content, they are at the same time authors of multimedia product at the end of the learning process. The goals and objectives of a project are based on the core curriculum as laid down in the curricular standards and are made crystal clear to students at the beginning of the project.

                                       

Lesson 14 Maximizing the Use of the Overhead Projector and the Chalkboard

                   
                     In this topic maximizing the use of overhead projector and chalkboard it is the use for the new technology for this generation, as what we know during our time when we are in elementary and high school we are using the blackboard in every classroom for our materials.But because of our new technology some of the school are using television, a computer in presenting their lessons. It help so much to our new learner by using computers, TV's and other technology that can be use in the classroom. And this Overhead Projector seems more available in schools and it has a lot of advantages. So now, we already know and learned the technology we should maximize using the chalkboard.
                      Today the chalkboard comes in all colors, shapes, sizes and degrees of portability. Some have special surfaces that require a particular type of felt-tip pen rather than chalk. Most times, however, this medium includes a large writing area, a writing substance (usually chalk), and an eraser.

                     The chalkboard is so common that not much attention is paid to maximizing the use of this

fantastic sub-strategy, but by following the guidelines below, the potential of even the trusty old "blackboard" can be greatly increased.

                       The overhead projector is probably one of the most versatile and useful visual aids that has been made available to the modern-day lecturer. The overhead projector has long since replaced the traditional chalkboard as one of the main teaching aids and is used in lecture theaters and classrooms all over the world.

                                 

Lesson 13 Teaching with Visual Symbols

                     Visual symbols are representations of direct reality, which comes in the form of signs and symbols. The following is a detailed discussion on the different kinds of visual symbols, which are drawings, sketches, cartoons, comics or strip drawing, diagrams, charts and graphs, maps, and posters.

Kinds of Visual Symbols

1. Cartoons

Cartoons tell stories metaphorically through pictures, which need no captions. Symbolism conveys messages, less words more symbolism the better. The cartoon presents a certain issue or concern which could be either for or against it.

2. Posters

A poster is combination of bold designs and color primarily intended to catch attention on a significant fact, idea or message. Simply stated, a poster is a picture with appropriate caption.

3. Drawings and Sketches

These are crude and simple lines, which are effective in showing what needs to be shown with sufficient clarity, to make the meaning vivid to learners or students.

4.Diagrams

Diagrams are simplified drawings designed to show interrelationship primarily by means of lines and symbols. They are used to explain rather than to represent. It is a drawing that shows arrangement and relationship, as parts to a whole, relative values, origins and developments, chronological flow, fluctuations and distributions.

5. Charts

Charts are graphic or pictorial representations of a large mass of information or show progression thru time and space of people or events, ideas and objects.

6. Graphs

Graphs present quantitative data for easier analysis and interpretation. It shows comparative relationship of data involved in size, trends and growth. Graphs are best used in developing and in summarizing a unit.

7. Strip Drawing or Comic Strip

Strip drawings are recommended for their story value in adaptation of the classics. They are affective in instruction not only because they are simple, clear and easy to read but because they deal with materials that has been made personal.

8. Maps

Maps are usually shown on flat surface and are used to represent the surface of the earth or some parts of it, showing the relative size and position according to scale or projection and position represented.

             

Lesson 12 The Power of Film, Video, and Tv in the Classroom

                          This lesson is all about the power of film, and television in the classroom, next to the home and school, I believe television to have a more profound influence on the human race than any other medium of communication. The film, the video and the tv are indeed very powerful that Dale says: it transmit a wide range of audio, it bring models of excellence to the viewer, it bring the world reality to the home and to the classroom through a live broadcast or as mediated through film or videotape, make us see and hear for 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, it become a great equalizer of educational opportunity, provide us with sounds and sights not easily available even to the viewer of areal event through long shots, can give opportunity to teachers to view themselves while they teach for purposes of self improvements, can be both instructive and enjoyable.

                         Films are powerful communicators because a person remembers five times more of what he hears and sees (as opposed to what he only hears). The visual element gives the motion picture its special impact; and the bigger the image, the greater the impact. Yet the visual element is often neglected when people show videos. I learned also the basic procedures in the use of TV as a supplementary enrichment, the following are: prepare the classroom, Pre-viewing activities, viewing, and post viewing. The film, video and tv are powerful instructional tools. When they are used appropriately and moderately, they can make the teaching-learning process more concrete, lively, colorful and interactive. It contributes to a more lasting learning because of its visual, audio and motion effects.

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Lesson 11 Making the Most of Community Resources and Field Trips

                            This lesson is all about the field trip, the teacher's comments given above indicate failure of the field trips conducted. This is definitely the consequence of no planning or if ever there was, planning was done poorly. There are procedures must we follow to avoid the failed study trips described above. Planning a field trips includes these steps: preliminary planning by the teacher, pre -planning with others going on the trip and taking the field trip itself and post-field trip follow up activities.
                           Planning should be done to avoid failure in the learning process. Contact people in charge of the locations to visit and make arrangements with them. The time and date should be given precisely as this will help them prepare the location. Transportation is also essential. You should make sure that it is safe to travel in such vehicle.
                           Field trips offer, however, a crucial advantage: They can bring balance to the curriculum. The most popular destinations—museums, zoos, outdoor venues, and performances—have a natural fit with science, history, and the arts, subjects that have been marginalized by our current focus on basic skills.


                                                    

Lesson 10 Demonstrations in Teaching

                     In the demonstration of a new product, the speaker shows the product, tells all the good things about the product to promote it in order to convince the audience that the product is worth buying.
 A demonstration is a teaching method used with both large and small groups. Demonstrations
become more effective when verbalization accompanies them. For example, in a half
demonstration-half lecture, an explanation accompanies the actions performed. It is a generally
accepted learning theory that the greater the degree of active participation and sensory
involvement by the learner, the more effective learning will be.

                                             Advantages 
Utilize several senses; students can see, hear, and possibly experience an actual event
Stimulate interest
Present ideas and concepts more clearly
Provide direct experiences
Reinforce learning
                                            Disadvantages
May fail
May limit participation
May limit audience/client input
Require pre-preparation


                            

                        Demonstrations are valuable tools for teaching both concrete techniques (skills) and abstract concepts (principles). A good demonstration permits a student to learn by observation, a skill we use innately when learning to talk, walk, and even clap our hands. They can be used to teach techniques like conducting a counseling session, using a computer program, or drawing blood for analysis.

Lesson 9 Teaching with dramatized Experiences

                                                        Teaching with Dramatized Experiences

                                All dramatization is essentially a process of communication, in which both participant and spectators are engaged. A creative interaction takes place, a sharing of ideas.Dramatic entrance is something that catches and holds our attention and has an emotional impact. Dramatization of a story means that we are “inside” of events and not “outside”, as often in story reading activity. “the pupils can be liberate to explore, what they understand of the original author’s ideas, they can embellish, expand, create one.
                              Dramatizations together with adults offer an opportunity not only to observe but to practice ‘acting’ skills as well. We can conclude that the story gives shared content to children’s play activity and creates strong motivation.Dramatized experience can range from the formal plays, pageants to less formal tableau, pantomime, puppets, and role playing.

      Plays-depict life, character, or culture or the combination of all three.They offer excellent opportunities to portray vividly important ideas about life.
      Pageants -are usually community dramas that are based on local history, presented by local actors.An example is the historical pageant that traces the growth of a school.
      Pantomime- is the art of conveying a story through bodily movements only.It affects on the audience depends on the movements of the actors.
      Tableau- a french word which means picture. It is a picture-like scene composed of people against a background.It is often used to celebrate Independence Day, Christmas and United Nations day.


            Teaching with dramatized experiences could also include the use of different kinds of puppets which can present ideas with extreme simplicity. As instructional device, the puppet show can involve the entire group of students.
The common puppets use are:
Shadow puppets- flat black silhouette made from light weight cardboard and shown behind the screen.
Rod puppets- flat cut out fingers tacked to a stick.,with one or movable parts, and operated from below the stage level by wire rods or slender sticks.
Hand puppets- the puppet's head is operated by the forefinger the puppeteer, the little finger and thumb being used to animate the puppet hands.
Glove-and-finger-puppet- make use of old gloves to which  small costumed figure are attached.
Marionettes- flexible, jointed puppets operated by strings or wires attached to a cross bar.

Lesson 8 Teaching with Contrived Experiences

                   We teach through a re-arrangement of the raw reality: a specimen, a manageable sample of a whole when the direct experience cannot be used properly in its natural setting. Contrived experiences are those which are designed and arranged closely resembling direct experiences. It is not always possible to let a student have a direct experience of all things; some contrivances such as laboratory experiments, working models, etc. are very useful. Contrary to belief, contrived experiences are usually better than direct experiences. This is because models are made less complex, see-through as also easier and safer to operate.
                     Contrived experience is use to overcome limitations of space and time,to edit reality to focus on parts or a process of a system that intent to study, to overcome difficulties of size, to understand the inaccessible and help the learners understand abstraction.


                           

                 The teacher use simulations and games to make their class interactive and to develop the decision-making skills and knowledge construction skills of their  students.

Lesson 7 Direct, Purposeful Experiences and Beyond

                        From the rich experiences that our senses bring, we construct the ideas, the concepts, the generalizations that give meaning and order to our lives.Whatever skills or concepts we have did not come out of the blue. We spent hours doing the activity by ourselves in order to acquire the skill.

Is a complex, integrated process involving people, procedures, ideas, devices, and organization for analyzing problems and devising, implementing, evaluating, and managing solution to those problems, involved in all aspects of human learning. Is a very board item. It is the application of scientific findings in our method, process or procedure of working in the field trip of education in order to effect learning. It embraces curriculum and instructional design, learning environment, theories of teaching-learning. It is also a filed study and a profession. It is the use of all human inventions for teachers to realize their mission to teach in order that students learn.

                               


 This are experiences we first encounter in our lives, we learn it by doing, and it became our foundation or based in our learning. In this experience, were we give meaning of what we see or hear and feel. It involves our senses that helps us to construct our own ideas or concept of the things or happenings we experienced.

Lesson 6 Using and Evaluating Instructional Materials

                                                      Using and Evaluating Instructional Materials

                                One of the instructional materials used to attain instructional objectives is field trip.It is enough to bring the class out for a field trip and make them observe anything or everything or use other instructional materials for no preparation and clear reason at all.
                               There have a three Selections of Materials such as Do the materials give a true picture of the ideas they present? Do the materials contribute meaningful content to the topic under study? Is the material appropriate for the age, intelligence, and, experiences of the learners.

                             Instructional materials shall be evaluated and selected according to specified procedures by qualified certified staff to ensure that the materials in the educational structure support the curriculum and meet the diverse needs of students. The instructional materials selected must be age and grade appropriate and must contribute to, and be aligned with, the curriculum and competencies.

                                   

Instructional staff shall consider the following factors in the selection evaluation and use of instructional materials:

• Directly support student achievement

• Impact on instructional time

• Authenticity

• Age/grade appropriateness