Using Visual Aids &The Language of Using Visual Aids

Preview Questions How do I prepare visual aids? How do I use visual aids in the classroom? How do I present graphs and tables? How do I emphasize trends and patterns in graphs and tables?

Using Graphs and Tables Information is presented graphically in many academic disciplines. As a science teacher you may find yourself discussing charts and graphs from textbooks, research articles, and lab reports. Many of these graphs and tables will contain important statistical information, and it is essential that you are able to present and discuss the data with your students. Preparing Visual Aids
Keep Each

visual aids simple and clear. visual aid should focus on only one idea. It is better to show several simple visual aids than

to put too much information on one.

Be

sure that your visual aids are aimed at the appropriate technical level of your listeners. aids should be neatly prepared with as few words as possible. The lettering and numbers

Visual

should be large and easy to read. Colors should be bright and in sharp contrast to the background. Guidelines for Using Visual Aids
Stand

to the side when you present visual aids so that the students can see them. You can use a

pointer so that your body does not block someones view.

You

do not need to explain every item of information on the visual aid. Instead, you should focus

on any important points or trends.

When

you show your visual aid you should continue to face your students. You should be familiar

enough with the visual aid that you do not have to keep looking at it.
Limit Do

the number of visual aids that you use.

not stop talking while you are showing the visual aid. You should explain and interpret the

visual aid as you are showing it to the listeners.

Show

each visual aid only when you are discussing it. Show the visual aid when you want people

to look at it and then remove it when you move on to another point.

Before

your class make sure that the room has the necessary outlets in the right place. Check

that all the equipment is working correctly. Graphs There are four key questions that you must answer when presenting a graph: 1. What is the subject of the graph? 2. What does the X axis represent? What does the Y axis represent? 3. What trend does the graph illustrate? 4. What predictions can you make from the graph? Useful Expressions 1. This graph shows . . . This graph illustrates . . . 2. The horizontal axis represents . . . The vertical axis represents . . . 3. The line on the graph illustrates the relationship between ______ and ______. The line shows that _______ increased steadily/went up dramatically. The graph illustrates that _______ dropped/went down slightly. The line shows that ________ decreased gradually/ declined sharply. The graph illustrates that _______ remained (relatively) stable. The line shows that ________ stayed (relatively) steady. There was a significant/steep increase/rise in _________. There was a gradual/steady decline/drop in _________. 4. By examining this graph, we can predict that _________.

How to Effective Science Teacher

Understanding Diversity in Classroom Diversity is otherness, or those human qualities that are different from our own and outside the group to which we belong, yet are present in other individual groups. It is important to distinguish between the primary and secondary dimensions of diversity. Primary dimensions are the following: age, ethnicity, gender, physical abilities/qualities, race, and sexual orientation.

Secondary dimensions of diversity are those that can be changed and include, but are not limited to: educational background, geographic location, income, marital status, military experience, parental status, religious beliefs, and work experiences. 1. Adjust your expectations. Do not assume that all your students will perform well. Rather, address the interested student of average ability and try to gain the attention of those who seem unconcerned.ain the attention of those who seem unconcerned. 2. Remember where you are. The community and community culture really matter a lot in teaching. As a good science teacher you need to learn cultural divergencies among students. In a new environment you need to understand expectation of community members. 3. Consider your students backgrounds. It is also very important to consider background of the student. As students belong to urban and educated families are more concious about their studies as compare to students belonging to rural and uneducated families. Students need motivation depending upon their background. 4. Learn how students learn. Tell your students specifically what assignments they are supposed to complete and when they are due. Make all deadlines clear. Grade and return assignments and exams promptly. 5. Be friendly. Learn the students names. Engage in informal conversation. Listen them carefully. But remember that you are expected to be a bit distant and serious. 6. Communicate without words. Do not dress too formally. Move around the room. Use your hands when talking. Stand about an arms length away when chatting one on one. Establish intermittent eye contact while talking. 7. Learn departmental policies. Talk to experienced teachers about how they respond to students complaints and excuses. Do not be intimidated by threats from students. Learn how cheating is defined and what a teacher should do when a particular science student is a suspect. 8. Dont be afraid to ask for help. Do not pretend you know the answer to a question when you dont. Ask your students for help. Try to arrange informal meetings with other teachers, who have had the job you are about to begin. Ask them to comment on your classroom performance.

Useful Classroom Expressions

Many different phrases are used to organize presentations and to identify for the student what type of information is being presented. Some are used to introduce a topic, give examples and emphasize main points, invite questions and support participation, and to conclude a teaching session. Introduce a discussion section or lab by giving an overview of what you will cover :

What we are going to cover today is . . . Today, we are going to talk about . . . Last time we talked about . . ., today we will go on to . . . Todays topic is . . . The purpose of our lab experiment today is . . . Give examples and emphasize main points with clear language clues, so that students know what requires specific attention: Let me give you an example . . . For instance/For example . . . Now, there are two things that are really important. First, . . . What this means is that . . . Now pay attention to this next part . . . Useful Classroom Expressions Many different phrases are used to organize presentations and to identify for the student what type of information is being presented. Some are used to introduce a topic, give examples and emphasize main points, invite questions and support participation, and to conclude a teaching session. Introduce a discussion section or lab by giving an overview of what you will cover : What we are going to cover today is . . . Today, we are going to talk about . . . Last time we talked about . . ., today we will go on to . . . Todays topic is . . . The purpose of our lab experiment today is . . . Give examples and emphasize main points with clear language clues, so that students know what requires specific attention: Let me give you an example . . . For instance/For example . . . Now, there are two things that are really important. First, . . . What this means is that . . . Now pay attention to this next part . . .

Invite questions and support participation by giving students the opportunity to express their ideas and comments, and encouraging their attempts to participate in the class even if their responses are not correct. Part of learning is making mistakes too. What do you think? Could you explain that a little more? Can you think of an example? Who can tell me what our next step is? Exactly. Almost. Consider . . .. Now, what do you think? Conclude a class or lecture topic with a brief summary of the main points. To summarize . . . What we have been talking about is . . . The important points to remember are . . .