LESSON 10

DEMONSTRATION IN TEACHING


LESSON 10



































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







































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.
c

























ss
















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
kinds of maps are physical, relief ,
commercial or economic and political
map.
LESSON 14

MAXIMAZING THE USE OF OVERHEAD PROJECTOR










































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 15





















































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






working
together jointly
to accomplish a
common
intellectual
purpose




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






extend over a
significant time






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




address the
basic
knowledge
and skills of
all students
are expected
to acquire


PROJECT BASED LEARNING AND
MULTIMEDIA
Dimensions of Project Based Multimedia Learning


LESSON 17
ASSESSMENT IN A CONTRUCTIVIST,
TECHNOLOGY SUPPORTED LEARNING




































Assessment in
a
constructivist,
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
EXPLOR
E
EXPLAIN
ELABORA
TE
EVALUA
TE
LESSON 18




































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.