TEACHING LEARNING MEDIA : NON PROJECTED

By

Dr. Gautam Ash.

B.H.M.S., M.D. (Hom) Reader & Head, Dept. of Anatomy, NATIONAL INSTITUTE OF HOMOEOPATHY, Block GE, Sector III, Salt Lake, KOLKATA 700 106. Formerly : Reader & Head, Dept. of Anatomy, FR. MULLERS HOMOEOPATHIC MEDICAL COLLEGE, Kankanady,www.similima.com 575 002. Mangalore 1

METHODS OF TEACHING
1. Education today is equated with Schooling. 2. It is universally accepted that education takes place only in the class room. 3. Suitable methods of teaching for dealing students is highly essential. 4. The best curriculum and the most perfect syllabus remain dead unless quickened into life by the right methods of teaching and the right kind of teachers. 5. The teaching process, the subject matter, the textbooks and the teaching aids become virtually scientific in their precision and detail, where methods of teaching is properly adopted.
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PRINCIPLE OF GOOD METHOD

1. The method should encourage the initiative of the students. 2. Emphasis should be given on chronology to build up the lectures. 3. Pendulum method should be followed to link past with present. 4. The teacher should follow the method out of his classroom experiences. 5. Students activities and participation should be encouraged. 6. Memorization and verbalism should be avoided and teaching through purposeful, realistic and concrete way should be followed. 7. Full treatment should be made to the facts selected for presentation. 8. Attempts should be made to creative interest among the children.

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NATURE OF EDUCATIONAL TECHNOLOGY

The word technology derived from the Greek words techne and

logia.
Techne means art or craft and Logia means systematic study. The word techniques refer to that which is skillfully and expertly produced. According to KOMOSKI, 1968, Technology is man made device, process or logical technique designed to produce a reproducible effect. According to TOFFLER, 1970, Technological innovations have brought in machines and techniques to the modern societies. According to SCHRAMM ET AL, 1967, the introduction of new media has necessitated improvement in instructional methods for better costeffectiveness value of educational programmes. Technology helps in solving the problems and educational technology www.similima.com 4 helps in solving educational problems.

OBJECTIVES OF EDUCATIONAL TECHNOLOGY

1. Helping teachers to : a. Improve the quality of their teaching. b. To individualize instruction. 2. Helping teachers and administrators to : a. Provide education to more students with minimum resources. b. Cater to growing educational needs. c. Reach members of target group residing in distant and inaccessible places. d. Reach a number of target individuals in comparatively less time. 3. Helping the administrators to equalize educational opportunity. 4. Helping students in improving their learning abilities.
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SCOPE OF EDUCATIONAL TECHNOLOGY

1. Innovations in methods and in techniques of teaching. 2. Production of new instructional materials. 3. Better understanding of the subjects. 4. Changed attitudes towards education. 5. Better curriculum. 6. Storage, retrieval and dissemination of information. 7. Lerner centered education. 8. Formative evaluation. 9. Specialist teachers. 10.Change in role of teacher from task master to guide. 11.Involvement of mass media in education.
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INSTRUCTIONAL AIDS
1. Also called as audio visual aids. 2. Provide experiences similar to direct and purposeful experiences which are not always received by the students. 3. The teachers are helping the students to draw out the best in itself and make it perfect (Sri Aurobindo, 1972.). 4. Instructional aids are necessary for all teachers. 5. Good teachers use these aids for improving the quality of teaching. 6. There are various types of aids. 7. Each aid has its specific functions, advantages and limitations. 8. The teacher has to know the functions and their relevancy in different teaching- learning situations. 9. An aid can not be applied arbitrarily. 10. To be applied at proper place, at proper time and in proper manner. 11.Good teachers do long term planning and try to use proper aids.
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12.Non-use of aids, mostly due to ignorance of teachers.

TYPES OF THE INSTRUCTIONAL AIDS

Activity aids
1. Dramatics 2. Field trips 3. Demonstrati -ons

Non Projected aids

1. Visual aids
a. Display boards i. Chalk board

Projected aids
1. Films 2. Filmstrips

ii. Marker board

3. Slides 4. Transparencies 5. O.H.P. 6. Opaque projection of pictures 7. T.V. & Video

iii. Magnetic board iv. Bulletin board v. Flannel board b. Two dimensional aids :Posters, Diagrams, Flash cards, Graphs, Comics, Cartoons, Charts;- Flip- chart, Flow chart, Pictorial chart, Tree chart c. Three dimensional aids:Models, Objects, Specimen, Dioramas, Puppets, study kits, Mock ups, Jump up picture books, Mobiles

1. Audio aids
Voice of teacher, Radio, Recordings:Tep recorder, www.similima.com Cassette recorder, Gramophone
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COMMUNICATION, EDUCATION & OBJECTIVES OF LEARNING

1. Communication and Education are interwoven. 2. Communication can be regarded as two way process of exchanging or shaping ideas, feeling and information. 3. Communication is part of our normal relationship with other people. 4. Communication strategies can enhance learning. 5. The ultimate goal of all communication is to bring about a change in the desired direction of the person who receives the communication. The changes may be : a. At the COGNITIVE level in terms of increase in knowledge. b. May be AFFECTIVE in terms of changing existing pattern of behavior and attitudes. c. May be PSYCHOMOTOR in terms of acquiring new skills.
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THE COMMUNICATION PROCESS

Awareness SENDER MESSAGE CHANNEL RECEIVER Interest Evaluation Adoption (Behavior change)

MAIN COMPONENTS OF THIS COMPLEX PROCESS 1. Sender 2. Receiver 3. Message 4. Channel(s) 5. Feedback (Source) (Audience) (Content) (Medium) (Effect)www.similima.com
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SENDER :
Must Know : His objectives, clearly defined. His audience, its interests and needs. His message. Channels of communication. His professional abilities and limitations.

RECEIVER :
1. May be single / a group. 2. Their frame of mind : Opinions, Attitudes, Prejudices.
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MESSAGE :
A good message must be : 1. In line with objective (s). 2. Meaning full. 3. Based on felt needs. 4. Clear and understandable. 5. Specific and accurate. 6. Timely and adequate. 7. Fitting the audience. 8. Interesting. 9. Culturally and socially appropriate.

CHANNELS OF COMMUNICATION :
1. Interpersonal communication : face to - face communication. 2. Mass media : T.V., Radio, Printed media.
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3. Traditional or Folk media : Folk dance, Folk drama, Dramas.

FEEDBACK : The flow of information from the audience to the sender

Obtained through : Opinion polls, Attitude surveys, and Interviews.

TYPES OF COMMUNICATION
1. ONE WAY COMMUNICATION (Didactic Method) : a. From the communicator to the audience. E.g. Lecture method in class room. b. Process of learning is passive. 2. TWO WAY COMMUNICATION (Socratic Method): a. Both the communicator and the audience take part by raising questions, add their own information's, ideas, opinions to the subject. b. Process of learning iswww.similima.com active.
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1. VERBAL COMMUNICATION. 2. NON _ VERBAL COMMUNICATION. 3. FORMAL AND INFORMAL COMMUNICATION. 4. VISUAL COMMUNICATION> 5. TELECOMMUNICATION AND INTERNET.

How non-projected displays can be used in different teaching/learning situations

1. Mass instruction. 2. Individualized learning. 3. Group learning.
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Chalkboards and marker boards :

Chalkboards The different types of chalkboard. How chalkboards should (and should not) be used : The systematic display of virtually the entire subject matter of a lecture or taught lesson to a class. The display of a 'skeleton guide' to such a lecture or lesson, e.g. in the form of a set of section and sub-section headings. The display of specific items (maps, diagrams, tables, etc) during such a lecture or lesson.

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How to develop basic chalkboard skills

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Some useful methods of producing graphic displays

The grid method :

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Marker boards : Electronic marker boards : Adhesive displays :

Use of a felt board to show that the area of a triangle = 1/2 base x height
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Hook-and-loop boards:

Use of a hook-and-loop board to display rock samples

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Magnetic boards:

Use of a magnetic board www.similima.com

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Charts, posters and similar flat displays. Flipcharts :

Use of a set of pre-prepared flipcharts www.similima.com

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Charts and wall charts:

1. Make the chart and all items on it big enough to be seen clearly by the entire class or group that you will be using it with, or, in the case of a wall chart, in the context within which it is to be used. 2. Aim for maximum clarity, using a layout and printing technique that make the 'message' that you are trying to get across perfectly clear. 3. Do not make the chart unnecessarily complicated, especially with a chart designed for display to a largish group during a lesson; too much detail may well lead to loss of clarity and/or confusion. 4. Try to make the chart visually attractive, using color if at www.similima.com 22 all possible.

www.similima.com Some standard formats that can be used in charts

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Posters : Producing your own posters.

1. To attract attention, a poster should be dramatic, with any prominent or central feature's standing out sharply. 2. Having caught the viewer's attention, the poster should get across its message clearly and quickly; this message should therefore be a simple one, capable of being taken in at a glance. 3. A poster should also be visually attractive, even though its subject matter may be anything but pleasant (warnings about health hazards, the dangers of equipment, etc).

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Lamination :
The advantages of laminating are: Preservation. Materials are kept rigid and in mint condition. Professional appearance. The gloss and sheen of lamination are literally that, reflecting commercial and conference standards. The disadvantages of laminating are: Reflection. The surface produces glare, providing reduced legibility. Subsequent mounting. Lamination makes materials heavier and smoother. Adhesive tape and pliable pads such as Blutac no longer work, so that pins or combination Velcro are required.

Three-dimensional display materials:

Mobiles

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Models :
1. They can be used to reduce very large objects and enlarge very small objects to a size that can be conveniently observed and handled. 2. They can be used to demonstrate the interior structures of objects or systems with a clarity that is often not possible with two-dimensional representations and at a cost that is not yet matched by virtual-reality products. 3. They can be used to demonstrate movement - another feature that it is often difficult to show adequately using two-dimensional display systems and that is more expensive in virtual-reality experiences. 4. They can be used to represent a highly complex situation or process in a simplified way that can easily be understood by learners; this can be done by concentrating only on essential features, eliminating all the complex and often confusing details that are so often present in reallife systems.
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Making your own models :

1. Use of commercially-available kits of parts, such as the ball-and-spring systems that are used to make models of molecules and the various types of tube-and-spigot systems that can be used to make models of crystals. 2. Use of construction systems such as 'Mecca no' and 'Fischer-Price' to make working models. 3. Use of inexpensive materials such as cardboard, hardboard, wood and wire to make up static models of all types (models of buildings, geometrical bodies, threedimensional shapes, and so on). 4. Use of materials like modeling clay and plasticine to produce realistic models of animals, anatomical demonstrations, and so on. 5. Use of materials like Plaster of Paris and papier Mache to produce model landscapes.
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CONCLUSION
The various non-documentary materials that can be displayed to or studied by learners without the need for an optical or electronic projector constitute some of the most basic - and most useful - of all teaching and learning aids.

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BIBLIOGRAPHY :
1. Conference Papers, Part I, II & III., I.C.R. Conference on Education I, Published by Institute of Clinical Research, Symposium Council December, 1984, Bombay. 2. Dhawale, M.L.: Principles & Practice of Homoeopathy, Part I, Second Edition, 1985, Institute of Clinical Research, Bombay. 3. Ryburn, W.M.: The Principles of Teaching, 3rd Edition, 1957, Oxford University Press. 4. Mohanty, S.B.: Educational Technology, 1986, Kalyani Publishers, Ludhiana. 5. Dash, B.N.: Educational Philosophy & Teaching Practice, 1986, Kalyani Publishers, Ludhiana. 6. Banerjee, A: Philosophy and Principles of Education, Revised Fifth Edition, Jan, 2000, Published by Biswa Bikash Kundu, Kolkata. 7. Chakraborty, Prof. J.C.: Modern Education its Aim and Principles, New Edition June 1980, Dasgupta & Co. (P) Ltd., Kolkata. 8. Newble DI, Cannon R.A handbook for medical teachers. 4th ed. Dordrecht, Netherlands: Kluwer Academic, 2001. 9. Gibbs G, Habeshaw T.Preparing to teach. Bristol: Technical and Educational Services, 1989. 10. Bligh DA. What's the use of lectures? San Francisco: Jossey-Bass, 2000. 11. Brown G, Manogue M.AMEE medical education guide No 22: refreshing 29 www.similima.com lecturing: a guide for lecturers. Medical Teacher 2001;23:231-44.

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