MODULE -5: INSTRUCTIONAL SUPPORT
q 5.1. Course
Books /Text Books
q 5.2.teacher
Text/Handbooks
q 5.3.Reference
Books (Resource Units, Supplementary Readers and Students Workbook) Periodicals & Journals
q 5.4 Teaching
–learning materials : Improvised teaching
aids , Manuscript Magazine
TEXT BOOK
According to Dr. Radha Krishnan, “Bad
text books spoil the mind of the young, corrupts their taste, and degrade their
nature”.A text book is a manual of instruction in any branch of study.
Role Of NCERT : The NCERT was set up in 1961cwith the
purpose of bringing out model text books in varying subjects at the school
level. Because of its work the standard of text books has improved appreciably
in Kerala. Ideally non detailed text
books are to revised every year and detailed text books are to be revised
in two to six years.
Present Kerala State Curriculum : “The present Kerala state curriculum is developed on the basis of
NCF2005 and KCF2007. The curriculum of English in the state has a continuum
from standard I to standard XII. Social constructivism, critical pedadogy, and
issue based learning are its theoretical foundations. The treatment of the
learning package for English reflected in the learning materials envisions
language as a set of discourses.” (SCERT).
Criteria of Selection: Thurber
and Collette (1964) suggested six criteria in the selection of a good text
book. They are: 1.Content 2.Organization 3.
Literary style and Vocabulary 4. Illustration 5.Teaching aids6. Mechanical
make-up and appearance.
The English Course book: The English Course
book prepared based on the Discour
Oriented Pedagogy comprises the intensive
materials , extensive reader and
work book. Each unit consists of four to
six lessons of discourses for detailed and extensive study.
Course Book in English
serves as the main educational support to pupils next to teacher. It is the universally
accepted educational aid for children both in the classroom and at home, to
reinforce and revise learning. It is the most popular instructional aid in the whole process of learning.
“Text books compensate the
lack of competency of the teacher and fill the information gap. “Hence
textbooks will serve as a homely instructional material and a welcome support
and guide.”Text books in English
introduces the English literature and culture to the learners.
The English language textbooks should consists of
three important components: i)Linguistic and Thematic components ii)Pedagodic component iii)Organizational components.
The text book should be
related to Syllabus and objectives. The entire language courses should be
presented in a series of textbooks r from the first class to the terminal.
There should be scope for practice in
listening, speaking, reading, and writing. Language should be presented in
suitable contexts. Receptive and expressive skill practice and mastery should
be aimed at.
There should be uniformity
in the design of various units. Presentation of the topic should be
interesting. The materials should have continuity, sequence, and integration
from book to book. Vocabulary and structure s should be graded , distributed
and repeated. There should be realistic and appropriate illustrations and
exercises and feed back should be included to ensure effectiveness of teaching.
Other relevant Aspects of text books: 1.Title
of the book 2.Forward
and preface 3.Cover
design 4.Table
of content which include the linguistic elements(list of structures and new
words). 5.A
glossary of difficult words 6.Words requiring special attention are to be listed
in each lesson 7.Typography 8.Layout
and design
Characteristics of
Course Books
•
Intensive reader
•
Meant for detailed study
•
Previously called text book
•
Concord with age group and content
•
Enable self study
•
Two structure: Content and form
•
Content -relevant matters
•
Form –layout,
quality of paper print,size,
attractiveness
•
Can be
structural, notional-functional,
•
task based
•
Prescribed
vocabulary and structure
•
From easy to difficult, familiar to unfamiliar
•
250 structure,2500-3000 words
•
Provision for revising vocabulary
•
Contain prose, poem in 2:1
•
Material interesting, value-based
•
Scope for sufficient exercises
•
Ample examples
•
Fascinating to the children
•
Suits age level
•
Interesting activities
SOURCE
BOOK (TEACHER’S HAND BOOK)
Course book and work book must be
accompanied by a teacher’s handbook. It should contain objectives of teaching
English as a second language for each grade .
The teacher’s Sourcebook enables the
fullest realization of the possibilities
of the text in the classroom process. It helps in the preparation of
supplementary learning materials based on the limitations and possibilities of
each classroom.
The varied classroom processes for facilitating the construction of
discourses are explained in detail in the source book. The Source book also contains relevant subsidiary
information , factual charts and evidences . Sourcebook contains directions about authentic sources
of knowledge and information and hints about additional resource materials .
The Sourcebook details
the approach , methodology , techniques of transaction, planning and
assessment. Sourcebook is developed along with the Course book as a
comprehensive package of learning.
The activities suggested in the Source
book are suggestive and not prescriptive. It contains the various alternative
classroom possibilities to be explored . Teachers are free to adopt and modify
and suggest activities to suit to the level of the learners of their classroom.
Characteristics: 1.Aid and guide to the teacher 2.Source
book for evaluation also 3.Serves as a hand book 4. Additional material and
information to the teacher 5.Gives freedom to the teacher in choosing
methodology 6.Gives variety of
situation, examples, exercises, tasks, activities etc.
SUPPLEMENTARY READERS
SUPPLEMENTARY READER
—
Non-detailed text book
—
For extensive reading
—
Affirms passive vocabulary and structure
—
Between a library book and text book
—
Supplement what is already learnt
—
Usually collection of stories,
discoveries, histories
—
Vocabulary already learnt
—
After the lesson meanings are given
—
Exercises are provided
Characteristics
—
Generate interest in extensive reading
—
Consolidate what is learnt
—
Enrich vocabulary
—
Reading is easy, interesting
—
Enthusiasm is created
—
Suitable for age level
—
Familiar vocabulary and structure
—
Limited hard words
—
Comprehension questions at the end
Areas
of Teaching Literarure:
1)
Linguistic level
2)
Cultural level
3)
Pedagogic level
4)
Genre representation
5)
Classic status
TEACHER’S
ROLE
Teacher’s
role in the non-detailed study may be classified in to three :
1)Class
Teaching.
2)Supervised
Study
3)Assignment.
Steps of Class
Teaching.
1.Conversational
Introduction
2.Short
Oral Summary
3.Model
Reading
4.Silent
Reading.
5.Broad
Analysis of the passage by :
i)Sweeping Questions
ii)Explanation of difficult words
iii) Written Summary (in Black Board, charts,
slides/Powerpoints) presented in progress.
6.
Review questions
7.
Assignments
Steps of
Supervised Study
1.Conversational
Introduction( outline of the lesson is included)
2.Questions
are presented.(pre reading questions)
3.Silent
Reading
4.Comprehension
Questions
5.Answers
are written, discussed, corrected and supplemented.
6.Preparation
of the summary
Steps of Assignment
1.Create
interest in reading the lesson in the class or at home. (Independent self
study)
2.
Assignments are given to do in the class or at home in the form of:
i)Analysis
of the study
ii)Question
Answers
iii)Meaning
of new words
iv)Use
of new words
v)Summary
vi)Explanation
vii)Exansion
viii)Appreciation
ix)Rewriting
the story
x)Story
Completion etc.
3)Separate
units ( Split up the portion) can be given each day
4)Pupils
are asked to prepare a comprehensive summary of the entire work.
WORKBOOK
The aim of the work book is to help the learner
solve problems through pair work, group
discussion, interaction with others and reference works.The course book and practice book are complementary
and at the sometime different in nature.
The core elements of the chunks of
language introduced in the course book are presented again in the form
of discourses from real life and near life situations such as
writing diary, notes, announcements, applications and so on.
The
underlying assumption of integrating the skills
and component skills in the form of various tasks and activities is that
language is best learnt only when it is used.Each unit in the Course book will
be completed only when it is followed by the corresponding worksheet in the
practice book.So the corresponding worksheet should be completed partly in the
class and partly at home before proceeding to the next unit in the course book.
How to Utilize Practice
Book?
Teacher
should ask the learner to do the related
tasks in the worksheet and should help them begin each task in the class and
ask them to complete it at home. Students should be encouraged to make use of
their dictionary. Tell students to seek the help of thir parents or friends if
they are in doubts. Motivate them to utilize the community resources locally available. Teacher
should make sure that the tasks are done by themselves. Worksheet should be
completed before moving on to the next
unit in the course book. Workbooks
are great help to the pupils particularly the slow learners. It provides
further practice in pronunciation, spelling , vocabulary , structure and
composition
Merits: 1.Part of the course book 2.To use the
knowledge from course book 3.Using is important 4.Without teacher’s help 5.Do
what they can 6. work in groups/ pairs 7.40% of weightage to work book, 35% to
course book 8. Link with the course book 9.Attractive layouts
RESOURCE
UNIT
The term
‘Resource Unit’ refers to a huge
collection of resource materials and activities
related to a given topic”(Joseph
,1982). It is a resource of teaching learning materials from which a
teacher and students can select topics,
activities, books and audio- visual aids
for curriculum transaction.
The
resource unit is broader and much comprehensive reservoir of information ,
activities and materials from which a
teaching unit can be built. It is a
guide, resource pool , a store house for a teacher for effective teaching.
Preparation
of a Resource Unit : Resource Unit is usually prepared by a team of experts in workshops, or inservice programmes etc.
Contents
1)Title
: presents in simple, attractive and catchy way.
2) Introduction relevance and significance of
the topic.
3)Objectives:
Specify Learning outcomes.
4)Content
Analysis: Detailed content analysis
5)Unit
Activities : Explicit description of
learning activities, strategies, discourses etc. for the complete
treatment of the unit.
6)Teaching Learning Materials and Resources:
Contains i) Teacher’s Resources and ii)
Learner’s Resources.
Teacher Resources Available for the Classroom include reference
materials, books, pamphlets,
periodicals, articles, artefacts, and traditional and technological
resources for the teachers. The
reference materials for students include text books, supplementary reading
materials, periodicals and audio visual aids, audi video lessons , personalised
materials etc.
7)Evaluation
procedures: Evaluation procedures explained. Measuring tools, sample tests,
rubrics, and grids for assessing CCE tools like projects, assignments, seminars
and seminars.
Merits of
Resource Unit
1.New
and Notable English Language Arts
Resources are available.
2.All resources for each unit is hand selected for you.
3.Bring together the
best for building student confidence and enthusiasm for reading and writing.
4. Easy to use resources with the whole class, in small groups
or with individual students.
5.Assessment activities,
projects, labs and interactive simulations helps for easy and better
evaluation.
6.The teacher resources brings multisensory approach, and stimulus variation brings fun and excitement to the classroom.
7.e-Resource
Unit: Online teacher resources can be an invaluable tool for the
technology enhanced classes. eResources include eTextbooks, Blogs, e-books, video lessons, wikis, e-portfolios. Online teacher guides and lesson assignment tools
PERIODICALS (PERIODICAL
LITERATURE)
Periodicals
are publications which are issued at regular intervals, such as journals,
magazines, and newspapers. Periodicals are
publications which are issued at regular intervals, such as journals,
magazines, and newspapers. They are also often referred to as serials.
Periodicals usually consist of a collection of articles. Periodical is also called Periodical literature or periodical publication. It is a published work that appears in a new edition on a regular
schedule.periodicals are publications issued at regular intervals; a
basic means of conveying mass information and propaganda.Periodicals include
newspapers, journals and magazines, and collections and bulletins published in
series. Serials and yearbooks are grouped together with periodicals in library
classifications, catalogs, and holdings.
The newspaper, often
published daily, or weekly; o the magazine,
typically published weekly, monthly, or as a quarterly. Other examples are newsletters, literary magazines (literary
journals), academic journals, and yearbooks.
They are typically published and referenced by
volume and issue. "Volume" typically refers to the number of years
the publication has been circulated, and "Issue" refers to how many
times that periodical has been published during that year
Periodicals can be classified
into two types: popular and scholarly. The popular periodicals are magazine and
newspapers, The scholarly periodicals are found in libraries and databases.
Examples are The Journal of Psychology and the Journal of Social Work.
Trade/Professional journals are also examples of periodicals. They are written
for an audience of professionals in the world.
The International Standard Serial Number (ISSN) is to
periodical publications what the ISBN is to
books: a standardized reference number.
The chief
characteristics of periodicals are their regularity and continuity of
publication; an identical name on all issues; and successive numbering of
volumes, issues, and years of publication. Periodicals have either an editor, a
combined editor and publisher, or an editorial staff headed by an editor in
chief.
The Advantages of Using
Periodicals
Because they are published frequently,
periodicals are the best sources for current information. Current events are
usually discussed in periodicals long before they become the subject of a book.
Periodicals often contain information on the latest trends, products, research
and theories. Periodicals are the best source for ephemeral or very specialized
information. Periodicals exist for every field and every interest, providing access
to a variety of hard-to find information. Due to the shorter length of
periodical articles, more topics may be covered within one volume of a
periodical than in one book. The most common types of periodicals are Scholarly, Popular, and Trade Journals.
Scholarly Journals
Report original research or
experimentation, often in specific academic disciplines. The targeted audience
is the scholarly researcher, faculty, and students. Articles are written by
experts in the field, and are signed. Articles often use specialized jargon of
the discipline, and assume a familiarity with the subject. Illustrations are few,
and support the text, typically in the form of charts, graphs, and maps. Often
do not include advertisements. Any advertisements included would be
unobtrusive. Most scholarly journals
subject articles to the peer review process prior to publication. Journals that
employ the peer review process are also referred to as "refereed
journals." Articles usually include footnotes or bibliographies to other
sources, using a standardized citation format. Are typically published
quarterly. Examples of Scholarly Journals: Journal of Clinical Child
Psychology, Journal of Cultural Anthropology, Journal of the American Medical Association, Social Problems and EDUFOCUS
Popular Magazines
Popular
Magazines are
targeted at the general public, and available to a broad audience Cover news, current events, hobbies, or
special interests. Articles are usually written by a member of the editorial
staff or a free lance writer. Include many illustrations, often with large,
glossy photographs and graphics for an aesthetically pleasing appearance. Include
advertisements. Publication does not involve a peer review process. Sources are
sometimes cited, but articles do not usually include footnotes or a
bibliography. Are typically published weekly or monthly.
Trade Journals
Trade
Journals discuss practical information and concerns in a particular
industry. Contain business news, product information, advertising, trends in
technology, and law. Are targeted at the professionals in that industry, or
students researching that industry.
JOURNALS
It is a learning tools
based on the ideas that students write to learn. Students use the journals to
write about topics of personal interest, to note their observations, to
imagine, to wonder and to connect new information with things they already
know.
Types Of Journals: 1. Personal Journals 2.Dialogue
Journals 3. Reading Response Journals 4.Math Journals 5. Science Journals 6.
Art Journals
What is Journal Writing?
Journal writing is a
learning tool based on the ideas that students write to learn. Students use the
journals to write about topics of personal interest, to note their
observations, to imagine, to wonder and to connect new information with things
they already know.
What is its purpose?
Using journals fosters
learning in many ways. Students who use journals are actively engaged in their
own learning and have the opportunity to clarify and reflect upon their
thinking. When students write in journals, they can record such things as ideas
and feelings, special words and expressions they have heard, interesting things
that have happened to them or information about interesting people. Journal
writing offers students opportunities to write without fear often associated
with marking. Every journal entry is individualized.
How do I do it?
Journals can be used
throughout the day, at different times of the day and for different purposes.
1.
Decide what type of journal
you want to use in your classroom. Think about the purpose of the journal and
how will you use it.
2.
Prepare materials. Your
students' journals may be looseleaf notebooks or folders. Individual pages
should be contained in some way so that they are not lost over time.
3.
Model initial entries.
Using an overhead projector or classroom chart, work together to write a sample
response. Students can copy the class response in their own journal or write
one of their own.
4.
Schedule time for regular
journal use. Students are all engaged in the act of writing and this enables
individuals to generate ideas, observations and emotions.
While you should not grade
or correct the writing in journals – only finished pieces should be used for
grading – you could comment on your students' writing. Offer suggestions,
constructive remarks, questions, and encouragement whenever possible. Sometimes
students will respond to the teacher's comments.
One of the biggest problems
with writing journals is that some students use them simply as a way to record
the day's events. They slip into the routine of writing diary entries without
reflection or real purpose. You can reduce this by encouraging your students
to write about a variety of topics and take what they feel are
the better entries and develop them into finished pieces.
Journals offer students the
opportunity to reflect on their world and expand their awareness of what is
happening in their lives. For many students journals become a rich source of
ideas for writing.
How can I adapt it?
There are several variations of journals that can be adapted to
fit the needs of the classroom.
Personal
Journals
These journals allow students the freedom to write about their feelings, opinions, expressions and about topics of personal interest. If they wish, students may share these entries with others.
These journals allow students the freedom to write about their feelings, opinions, expressions and about topics of personal interest. If they wish, students may share these entries with others.
Dialogue
Journals
Dialogue journals are conversations in writing. Most often the conversation is between the student and the teacher or classmates. These journals are interactive - the two conversation partners comment on one another's entries. These conversations encourage students to express themselves in thoughtful and informal ways.
Dialogue journals are conversations in writing. Most often the conversation is between the student and the teacher or classmates. These journals are interactive - the two conversation partners comment on one another's entries. These conversations encourage students to express themselves in thoughtful and informal ways.
Reading
Response Journals
These journals are used to capture students' reactions to books and to track their reading. The entries might include questions, comparisons, evaluations, letters to characters, predictions and comments on style or mood.
These journals are used to capture students' reactions to books and to track their reading. The entries might include questions, comparisons, evaluations, letters to characters, predictions and comments on style or mood.
Art Journals
The art journal gives students a place to plan, to gather resource and research materials, to do preliminary drawings and to experiment with media; in short, to explore and document their personal creative processes. On a very basic level, it helps students keep all required and exploratory material together.
The art journal gives students a place to plan, to gather resource and research materials, to do preliminary drawings and to experiment with media; in short, to explore and document their personal creative processes. On a very basic level, it helps students keep all required and exploratory material together.
Math
Journals
The goal of writing in mathematics is to provide students with opportunities to explain their thinking about mathematical ideas and then to re-examine their thoughts by reviewing their writing. Writing will enhance students' understanding of math as they learn to articulate their thought processes in solving math problems and learning math concepts.
The goal of writing in mathematics is to provide students with opportunities to explain their thinking about mathematical ideas and then to re-examine their thoughts by reviewing their writing. Writing will enhance students' understanding of math as they learn to articulate their thought processes in solving math problems and learning math concepts.
Science
Journals
Writing science journals could be a great way for the teacher to have a better understanding on how the students are thinking about the science lesson. Science journals are a way to incorporate personal ideas with observation and interference. Students can express their opinions with every experiment. Encourage students to write questions about process or outcomes of explorations. They can use drawings, diagrams, data charts and graphs.
Writing science journals could be a great way for the teacher to have a better understanding on how the students are thinking about the science lesson. Science journals are a way to incorporate personal ideas with observation and interference. Students can express their opinions with every experiment. Encourage students to write questions about process or outcomes of explorations. They can use drawings, diagrams, data charts and graphs.
Assessment & Evaluation
Considerations
The journal can be used as
a reference file to help the teacher monitor individual development and
progress. Entries should not be evaluated as finished products. The evaluation
of journals should emphasize the content. While each journal is unique, good
journals share the following characteristics:
- personal observations
- questions
- speculations and predictions
- evidence of developing
self-awareness
- connections between personal
experience and new information
A journal is like a good friend who is never too busy to listen.
SUPPLEMENTARY
READER :Supplementary Readers are the Non-detailed text books for
extensive reading. It is usually a collection of stories discoveries,
histories.
Characteristics
of Good Teaching Aids
A few characteristics of good teaching aids are
as follows :-
1) Teaching aids are large enough to be seen by the students for whom they are used. 2) Teaching aids are meaningful and they always stand to serve a useful purpose.3) Teaching aids are upto the mark and upto date in every respect.
4) Teaching aids are simple , cheap and may be improvised. 5) Teaching aids are accurate and realistic. 6) Teaching aids are according to the mental level of the learners. 7) Their purpose may be informative but it is not just entertainment. 8) Teaching aids helps in realization of stipulated learning objects. 9) Teaching aids are really very useful and can be used in many lessons and at different class levels. 10) Teaching aids are useful for supplementing the teaching process but they cannot replace the teacher.
1) Teaching aids are large enough to be seen by the students for whom they are used. 2) Teaching aids are meaningful and they always stand to serve a useful purpose.3) Teaching aids are upto the mark and upto date in every respect.
4) Teaching aids are simple , cheap and may be improvised. 5) Teaching aids are accurate and realistic. 6) Teaching aids are according to the mental level of the learners. 7) Their purpose may be informative but it is not just entertainment. 8) Teaching aids helps in realization of stipulated learning objects. 9) Teaching aids are really very useful and can be used in many lessons and at different class levels. 10) Teaching aids are useful for supplementing the teaching process but they cannot replace the teacher.
Advantages
of Teaching Aids: 1) Supplement in verbal instructions. 2) Teaching aids makes learning
permanent. 3) Teaching aids provide variety.
4) Teaching aids are helpful in attracting attention of the students. 5) Teaching aids saves time and energy. 6) Teaching aids encourages the healthy classroom interaction. 7) Teaching aids helps the teacher to create situations for teaching the beginners. 8) Teaching aids are helpful in creating positive environment for discipline. 9) Teaching aids are helpful in meeting individual differences. 10) Teaching aids helps in providing speech training to the pupils. 11) Teaching aids enable the children to retain language items for a longer time. 12) Teaching aids gives vividness to the learning situation. 13) Teaching aids makes the abstract ideas concrete and thus help in making learning more effective. 14) Teaching aids provide good substitutes for the real objects as they make learning equally meaningful.15) Teaching aids help in the development of various skills such as, how to draw a diagram of the topic among the students.
4) Teaching aids are helpful in attracting attention of the students. 5) Teaching aids saves time and energy. 6) Teaching aids encourages the healthy classroom interaction. 7) Teaching aids helps the teacher to create situations for teaching the beginners. 8) Teaching aids are helpful in creating positive environment for discipline. 9) Teaching aids are helpful in meeting individual differences. 10) Teaching aids helps in providing speech training to the pupils. 11) Teaching aids enable the children to retain language items for a longer time. 12) Teaching aids gives vividness to the learning situation. 13) Teaching aids makes the abstract ideas concrete and thus help in making learning more effective. 14) Teaching aids provide good substitutes for the real objects as they make learning equally meaningful.15) Teaching aids help in the development of various skills such as, how to draw a diagram of the topic among the students.
How
to Use Teaching Aids ? 1) Teaching aids
should be simple and brief.
2) Teaching aids should be related to the objectives of teaching. 3)
Teaching aids should be big door to be seen by all the students. 4) Teacher must use proper teaching aids according to
the interest of the student. 5) Teaching aids should be prepared and planned in advance. 6) Teaching aids should be properly selected according
to the physical and mental level of the student. 7)
Teaching aids should be colorful and should have direct impact on the lesson. 8) Teaching aids
should be meaningful and
interesting.
What is the role of teaching aids in teaching?
Teaching aids are a boon for a teacher in making his or her task easy in making students to understand a concept. Teaching aids involve in the use of the senses of hearing and sight. Scientists through their research estimated 86% of the learning process of an individual depend on the senses of hearing and seeing. From the following example one can clearly understand the role of senses in learning process. A baby after birth at the beginning try to learn things by his or her senses. First through the sense of sight he or she is able to identify mother and other family members. Slowly the baby is able to hear sounds and learn to respond them which finally help the baby to speak small words. After that, the senses coupled with mind leading to perception of the child. Perception leads to ideas or concepts. From this example we can clearly see how the senses helped in learning the various abilities of the baby like recognizing, speaking and concept forming. Learning through senses is more permanent than mechanical learning. At the same time, one has to keep in mind that teaching aids have to be used as aids to supplement teaching but should not be used to replace the teacher itself which otherwise will have a detrimental affect on the learning process of students.
What is the role of teaching aids in teaching?
Teaching aids are a boon for a teacher in making his or her task easy in making students to understand a concept. Teaching aids involve in the use of the senses of hearing and sight. Scientists through their research estimated 86% of the learning process of an individual depend on the senses of hearing and seeing. From the following example one can clearly understand the role of senses in learning process. A baby after birth at the beginning try to learn things by his or her senses. First through the sense of sight he or she is able to identify mother and other family members. Slowly the baby is able to hear sounds and learn to respond them which finally help the baby to speak small words. After that, the senses coupled with mind leading to perception of the child. Perception leads to ideas or concepts. From this example we can clearly see how the senses helped in learning the various abilities of the baby like recognizing, speaking and concept forming. Learning through senses is more permanent than mechanical learning. At the same time, one has to keep in mind that teaching aids have to be used as aids to supplement teaching but should not be used to replace the teacher itself which otherwise will have a detrimental affect on the learning process of students.
Benefits
of using teaching aids:
1. Using teaching aids in teaching makes his or her lesson more interesting and real. It motivate the student to imagine and think mentally. Audio-visual aids used for this purpose will make use of the senses of hearing and sight of the student. This will ensure quick and effective learning. For example, a Social teacher if he uses a Globe model in his teaching the students feel the lesson will be more real and interesting. They can learn things like shape of the earth, the various aspects of the earth like latitudes, longitudes, poles etc. more effectively.
2. It saves the time of the teacher in teaching his or her lesson as well as it makes the learning process of the student more solid and durable. A biology teacher who is teaching about the digestive system of man may do it by drawing the diagram of the same on the board. But this consume much of his time of his period for drawing the diargram with no time left for the teacher to explain. But using a chart for this purpose saves his time as well as it makes the teaching more interesting.
3. Using teaching aids in teaching will help the students to form a direct bond between the word and object what the teacher is teaching. For example, a language teacher in a primary class, if he wants to make his students to understand the difference between 'parrot green' and 'thick green' he cannot do it by using his verbal expression for any length of time. Using teaching aids makes this task easy by selecting the two different color papers or cloth pieces of the same what he is talking about.
4. Teaching aids will remove the barrier of class room walls by bringing vivid reality into the class room. For example the specimens of various animals and plantsstored in sealed bottles were shown to the students for teaching a biology lesson will arouse interest and enthusiasm as well as widen the scope of their learning.
5. Using teaching aids will help slow learners or those who lack power of concentration to learn things by way of doing practically. It provides a first hand experience to see a demonstration, handle the apparatus and perform the experiments by themselves, prepare charts, models etc. This type of experience makes the learning permanent.
6. Teaching aids are needed for those things which we cannot have accessibility, very expensive or physically cannot be carried has to be shown in the form of a chart or a model replace the original thing and help the students to understand easily. For example, extraction of a metal from its ore through various steps can be explained clearly with the help of a chart.
1. Using teaching aids in teaching makes his or her lesson more interesting and real. It motivate the student to imagine and think mentally. Audio-visual aids used for this purpose will make use of the senses of hearing and sight of the student. This will ensure quick and effective learning. For example, a Social teacher if he uses a Globe model in his teaching the students feel the lesson will be more real and interesting. They can learn things like shape of the earth, the various aspects of the earth like latitudes, longitudes, poles etc. more effectively.
2. It saves the time of the teacher in teaching his or her lesson as well as it makes the learning process of the student more solid and durable. A biology teacher who is teaching about the digestive system of man may do it by drawing the diagram of the same on the board. But this consume much of his time of his period for drawing the diargram with no time left for the teacher to explain. But using a chart for this purpose saves his time as well as it makes the teaching more interesting.
3. Using teaching aids in teaching will help the students to form a direct bond between the word and object what the teacher is teaching. For example, a language teacher in a primary class, if he wants to make his students to understand the difference between 'parrot green' and 'thick green' he cannot do it by using his verbal expression for any length of time. Using teaching aids makes this task easy by selecting the two different color papers or cloth pieces of the same what he is talking about.
4. Teaching aids will remove the barrier of class room walls by bringing vivid reality into the class room. For example the specimens of various animals and plantsstored in sealed bottles were shown to the students for teaching a biology lesson will arouse interest and enthusiasm as well as widen the scope of their learning.
5. Using teaching aids will help slow learners or those who lack power of concentration to learn things by way of doing practically. It provides a first hand experience to see a demonstration, handle the apparatus and perform the experiments by themselves, prepare charts, models etc. This type of experience makes the learning permanent.
6. Teaching aids are needed for those things which we cannot have accessibility, very expensive or physically cannot be carried has to be shown in the form of a chart or a model replace the original thing and help the students to understand easily. For example, extraction of a metal from its ore through various steps can be explained clearly with the help of a chart.
Various
teaching aids in use at present: Many teaching aids
which are in use widely at present include both traditional as well as modern
ones. A traditional teaching aid like black-board has the same importance at
present as before. Some of the traditional teaching aids are so important that
we can not replace them with any other. So one has to use modern teaching aids
in combination with the traditional aids for effective teaching. The success of
a teacher in teaching a topic effectively, depends upon the suitable type of
teaching aid he or she select for his or her teaching according to the demand
of the situation. For example in a primary class, a language teacher explaining
the difference between two words like 'roar' and 'bark' he cannot do it by
showing the pictures of Lion and Dog. The teacher will be successful if he or
she use a tape recorder to reproduce the sounds before the students which were
prerecorded. Various most important traditional teaching aids and modern
teaching aids which are widely used at present were discussed in detail below.
Important traditional teaching aids which are in wide use at present: Some of the traditional teaching aids which are in use even at present include Chalk Board, Charts, Models, Specimens, Slides, Text books, Demonstrations, Flannel Graph, Bulletin Board, Radio, Tape Recorder, Flash cards, Pictures, Photographs, Globes, Graphs, Maps, Puppets, Field trips, Aquarium, Vivarium etc.
Important traditional teaching aids which are in wide use at present: Some of the traditional teaching aids which are in use even at present include Chalk Board, Charts, Models, Specimens, Slides, Text books, Demonstrations, Flannel Graph, Bulletin Board, Radio, Tape Recorder, Flash cards, Pictures, Photographs, Globes, Graphs, Maps, Puppets, Field trips, Aquarium, Vivarium etc.
Most
popular Modern teaching aids in use at present: The most popular modern teaching aids in use at present are
English language lab, Interactive electronic white screen, Computers, Overhead
projectors, Power point presentations, Internet, Online dictionaries, Online
Encyclopedia, E-books, VCD'S, DVD's, Televisions, Tablets, DVD players etc.
IMPROVISED AIDS
Improvisation as part of
teaching: Improvisation is a critical part of the
teaching process. Improvisation is the ability to take existing pieces and put
them together in a new combination for a purpose. The pieces could be bits of
information or resources. Teachers or students apply tools or methods to these
pieces in a very flexible manner.
What are Improvised aids? Improvised aids are teacher made or pupil made learning
resources. If the resources are not readily available , the existing aids can be tailor made for a specific purpose. In
stead of purchasing expensive ready made
resources, a creative teacher can prepare Improvised aids. A lot of useful aids
can be made out of ordinary or scrap materials. A typical example is matchstick
drawing in a teachers kit.
Merits: 1.Highly economical 2.Cost
effective 3.Eco friendly approach 4.Develops creativity and scientific attitude 5.Cater to individual
differences. 6.Maximum utilization of community resources 7.Active
participation when students are involved. 8.Students learn more when they make home made aids.9 Inspires for further learning and
experimentations and inventions 10.Learning by doing. 11. Become Initiative and
resourceful. 12. Motivates and creates
interest and literary skills 13.Provides variety.
Limitations: 1.Time consuming 2. Creativity and resourcefulness
are need. 3. Lack perfection
of the finished products 4. Limited
scope.
MANUSCRIPT MAGAZINE
Magazines are publications,
usually periodical publications, that are printed or published electronically.
Manuscript Magazines are publications, usually periodical publications, that
are prepared manually by the group of students
as a creative endear published
Journal writing is a
learning tool based on the ideas that students write to learn. Students use the
journals to write about topics of personal interest, to note their
observations, to imagine, to wonder and to connect new information with things
they already know.
What is its purpose?
Using journals fosters learning
in many ways. Students who use journals are actively engaged in their own
learning and have the opportunity to clarify and reflect upon their thinking.
When students write in journals, they can record such things as ideas and
feelings, special words and expressions they have heard, interesting things
that have happened to them or information about interesting people. Journal
writing offers students opportunities to write without fear often associated
with marking. Every journal entry is individualized.
How do I do it?
Journals can be used
throughout the day, at different times of the day and for different purposes.
1.Decide what type of journal you want to use in your classroom. Think about
the purpose of the journal and how will you use it.
2. Prepare materials. Your
students' journals may be looseleaf notebooks or folders. Individual pages
should be contained in some way so that they are not lost over time.
3.Model initial entries.
Using an overhead projector or classroom chart, work together to write a sample
response. Students can copy the class response in their own journal or write
one of their own.
4.Schedule time for regular
journal use. Students are all engaged in the act of writing and this enables
individuals to generate ideas, observations and emotions.
While you should not grade
or correct the writing in journals – only finished pieces should be used for
grading – you could comment on your students' writing. Offer suggestions,
constructive remarks, questions, and encouragement whenever possible. Sometimes
students will respond to the teacher's comments.
One of the biggest problems
with writing journals is that some students use them simply as a way to record
the day's events. They slip into the routine of writing diary entries without
reflection or real purpose. You can reduce this by encouraging your students
to write about a variety of topics and take what they feel are
the better entries and develop them into finished pieces.
Writing
Prompts/Journal Topics:Journals offer students the opportunity to reflect on their world
and expand their awareness of what is happening in their lives. For many
students journals become a rich source of ideas for writing.
How can I adapt it? There are several variations of journals that can be adapted to
fit the needs of the classroom.
1.Personal Journals :These
journals allow students the freedom to write about their feelings, opinions,
expressions and about topics of personal interest. If they wish, students may
share these entries with others.
2.Dialogue Journals : Dialogue
journals are conversations in writing. Most often the conversation is between
the student and the teacher or classmates. These journals are interactive - the
two conversation partners comment on one another's entries. These conversations
encourage students to express themselves in thoughtful and informal ways.
3.Reading Response Journals:
These journals are used to capture students' reactions to books and to track
their reading. The entries might include questions, comparisons, evaluations,
letters to characters, predictions and comments on style or mood.
4.Math Journals: The goal of writing in mathematics is
to provide students with opportunities to explain their thinking about
mathematical ideas and then to re-examine their thoughts by reviewing their
writing. Writing will enhance students' understanding of math as they learn to
articulate their thought processes in solving math problems and learning math
concepts.
5.Science Journals: Writing science
journals could be a great way for the teacher to have a better understanding on
how the students are thinking about the science lesson. Science journals are a
way to incorporate personal ideas with observation and interference. Students can
express their opinions with every experiment. Encourage students to write
questions about process or outcomes of explorations. They can use drawings,
diagrams, data charts and graphs.
6.Art
Journals: The art journal gives students a
place to plan, to gather resource and research materials, to do preliminary
drawings and to experiment with media; in short, to explore and document their
personal creative processes. On a very basic level, it helps students keep all
required and exploratory material together.
Assessment & Evaluation
Considerations
The journal can be used as
a reference file to help the teacher monitor individual development and
progress. Entries should not be evaluated as finished products. The evaluation
of journals should emphasize the content. While each journal is unique, good
journals share the following characteristics:1.personal observations 2.questions
3.speculations and predictions 4. evidence of developing self-awareness 5.connections
between personal experience and new information
A journal is like a good
friend who is never too busy to listen.
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