MWF Class Prelim Project Output

Laminated Cutout Pictures and Pocket Charts

PRELIM PROJECT OUTPUT

Designing Learning Centers Here are some of the prelim project outputs. Groups prepared different displays at rm GH 207, as Learning Centers, applying their very own resourcefulness and creativity in making different display formats as displays or exhibits for the Learning Center.

photos by Sarah

DESIGNING VISUALS FOR INSTRUCTION

Putting your mind into actions...

In producing well -designed visuals - charts, posters, bulletin board displays, graphics for slides or television and the like- it is best to do a preliminary sketch of the intended visual.

The rough layout in commercial art is called a "blueprint" which gives less attention to artistic details and more consideration on choosing the right words and images, their arrangement, lettering style and color.

In planning your rough layout, consider the following:

Use
A - arrangement
B - balance
C - color

to maximize
D - dynamism
E - emphasis
F - fidelity
G - graphic - harmony

BASIC DESIGN CONSIDERATIONS

A. Arrangement

- The pattern should capture the viewer's attention to relevant details.
- A geometric shape (e.g. oval, rectangle, triangle) can serve as a framework to build on.
- Apply the "rule of third". Elements along any of the one-third dividing lines takes on liveliness or movement. The most dominant and dynamic position is at the intersections of the one-third dividing lines (especially the upper left intersection). The center is the most static and least interesting point on the grid.
- Restrict the display to a single idea. In advertising this is called the "unique selling position.
- Lines add to eye movement.
- Horizontal lines give a feeling stability and rest
- Vertical lines imply strength
- Diagonal lines show movement, action and dynamism
- Crossed diagonals give a sense of conflict
- Curved lines give a feeling of motion.
- Contrast lends emphasis. There may be contrasting variations in size, shape, color, or orientation. An arrow is a pointer to direct the viewer's attention.

B. Balance

- Symmetrical or formal balance has an equivalence of elements on each side of the visual either horizontally or vertically.
- Asymmetrical of informal balance has a rough equivalence  of weights among elements. This tends to provide dynamism and interest.

C. Color

Color adds to realism, provides emphasis, and create an emotional tone.

- Blue, green and violet are "cool" colors which physiologically seem to recede from the viewer.
- Red and orange are "hot" colors which seem to approach the viewer.  Red and orange highlights help make objects leap to the viewer.
- Different colors appear to stimulate the senses: Blue is "sweet" orange is "edible" Pink, yellow and green "smell" best.  Dark red and brown evoke masculine images of earth, wood and leather.  Gold, silver and black suggest prestige and status.
- Use color judiciously in order not to lose harmony.  Choose analogous colors (next to each other) on the color wheel.

D. Lettering

- Letterings should be consistent and harmonious.
- Ornate letterings adapt to aesthetic or motivational objects.
- Simple letterings(like the Gothic or Roman Sanserif or without serif) are for informational or instructional purposes.
- Lowercase letters with capitals, only when needed are most legible.
- Short headlines may be all in capitals.
- Color of lettering should contrast with background color for  legibility and emphasis.
- For size, a rule of thumb is to adopt 1/4 inch high letters can be seen by a student at the last row of a 35-feet-long classroom.
- For letter spacing, judge distance by experience stressing an "optical" even and regular pattern.

Ref.:

Paz I. Lucido, Ph. D., and Milagros L. Borabo, Ph. D., Educational Technology. Katha Publishing Co. Inc., 1997

CHOOSING AND APPLYING EDUCATIONAL TECHNOLOGY

All teachers aim to teach well so they do all sorts of preparations like lesson planning ahead of time and preparing appropriate instructional devices. But at times all is not well. One might find that the LCD projector is not compatible with the computer, or the audio-video clip does not work as planned, the CD cannot be played on the CD player or the diskette cannot be opened in the computer. So many other problems may arise. That is why it is advisable that before using any specific technology, teachers and students should be very critical in selecting what technology they are going to use. They should know the merits or strengths and demerits and weaknesses of the technology. It is also very important that teachers should also know how to operate the devices. And they should not forget that the most important consideration is choosing the technology are the purposes or objectives of the lesson and the nature of the subject matter. (Garo)

To help teachers make a good choice of what technology they are going to use, it might help to ask the following questions:

- What instructional material is suited to my objectives and subject matter?

- What instructional material is available for my specific lesson? If ther is none, shall I develop one?

- Shall I use the traditional technology or shall I use computer-based technology? Am I ready? and are my students ready?

- Shall I use multi-media presentation? Is there a technology -enabled environment to meet my needs?

- Shall I use the overhead projector to dramatize my lessons?

- Shall I use film? If yes, what film? Is it really necessary to use film?

- Shall I use recording or audio-video clip? Why this recording? Why this audio-video clip? What can this recording do better than this audio-video clip?

- Why should I bring my class to the rice terraces in Banawe when it is very far, very expensive and very risky? Can I not contrive the experience in one of the corners of the school ground? Or can I not let them view still pictures of the rice terraces and then ask them to write a description?

If a specific material can do better than any other material for the achievement of the objectives of the lesson, use it, otherwise, it's just a waste of time, money and effort.

Planing is important in choosing materials for teaching so that achievement of both the general and specific objectives will be assured. It is because planning provides the direction at which the teacher is bringing his class. The students must also be informed as to why a specific material is being used, and they must be guided as to what to look for and what to listen to in the material that is shown. The principle in the application of educational technology should cater to the general and specific objectives of the lesson.

PROCEDURE IN USING SPECIFIC TECHNOLOGY FOR TEACHING

Edgar Dale's Procedure to be taken into consideration to insure the effective use of the materials in achieving objectives:

1.) Previewing -

2.) Effective Timing -

3.) Tying experiences Together -

4.) Re-view or Follow up -



Reference:

Garo, Candelaria D., 2004 Teaching Educational Technology, National Bookstore

THE ROLES AND FUNCTIONS OF EDUCATIONAL TECHNOLOGY

Both teachers and the students are convinced about the important contributions educational technology can offer. If properly selected and used, instructional materials can do the following:

1.) Arouse and sustain the interest and attention of the pupils/students to learn.

2.) Concretize abstract concepts/ideas to promote meaningful learning.

3.) Makes learning more permanent because of the rich experiences that they provide.

4.) Provide self-activities for independent learning.

5.) Increae vocabulary by eliminating verbalism.

6.) Develop continuity of thought.

7.) Increase the quality of learning while decreasing the time spent.

8.) Check pupils preparedness.

9.) Make learning more interactive, hence learning is improved.


Garo, Candelaria D., 2004 Teaching Educational Technology, National Bookstore

EDUC. TECH.: DISPLAY FORMATS

EDUC. TECH.: DISPLAY FORMATS: Ways to display Visuals Non-projected materials such as charts, graphs, or posters have to be displayed. This can be done in several way...

LEARNING CENTERS

Learning Centers

Learning centers are independent stations set up throughout the classroom where children can go to actually engage in some learning activity. Children choose the center they wish to work in and decide on the amount of time to spend there. The learning center approach provides a time when children explore and practice skills to their own satisfaction. These centers provide children with opportunities for hands-on learning, cooperative learning, social interaction, real-life problem solving, autonomous learning, and open-ended activities.

Children learn various subjects as they move from one center to another. For example, a subject such as life science can be presented in a life-science center of the classroom; such a center may have living animals and plants for children to handle. The classroom may also have an environmental center next to the life-science center. As young children move from the life-science center to the environmental center, they can explore the habitats of some of the animals.

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