Harley et al, 1999 divides learners into 3 characteristics which are broad.

Which
are ref: romzowlski
1 general characteristics common among a group or class of learners for
instance DE3 do maths, pes and science including age, form, sex, culture,
religion. Based on these characteristics the teacher would select appropriate
media which give learners relevant learning experience (Dale). When working
with a new class or when the teacher is the one who is new, it is generally
difficult to assess the characteristics of learners however with a little effort, a
teacher can find the info within the school from various documents and people.

Documents People
Result slips of previous exams Clerk
Co-curricular Sports master
Record books H.O.D
Behaviour Senior teacher
Report book Class teacher
Attendance Class teacher
Remedial Other teachers

2. Specific entry competencies these refer to knowledge and skills that learners
either possesses or lack. They include prerequisite skills, target skills which can
be cognitive, psychomotor or affective and attitude. These vary according to
individuals, making it necessary for the teacher to verify them as much as
possible before going ahead with lesson planning. Analysing what learners
already know allows the teacher to select appropriate media and teaching
methods. If learners have different entry points in terms of knowledge and skills
when they start a lesson, the teacher may want to opt for individual instructional
material, this allows the learn to move at his/her own pace. Learners at the same
level maybe grouped together

3. Heinrich et al (1999) learning styles refer to certain psychological traits,

perceives, interacts with and responds to the learning environment. learners
learn through the use of their five senses refer (dale) the main senses are
auditory or visual and at other times they may be asked to smell a gas in
science, they me asked to taste food in tourism and maybe asked to feel texture
in woodwork or clothing and textile. The learning styles are visual, auditory and
kinaesthetic. The visual learner wants to see the image and transform it in his
mind. The auditory needs to hear the information, discuss and presented to
information, kinaesthetic wants to touch knowledge, manipulate knowledge with
their hands or body, transform spoken or seen knowledge into experiments and
adventures. They find it difficult to sit still for a long time. Knowing the learning
style allows the teacher to suite for certain learners and if possible the teacher
should cater for all learning styles

The 1st s is for SMART objective, for example define osmosis

The 2nd s is for select methods, media and materials- a teacher must always
remember that there is no one method that is more superior than another. The
success of a method is dependant upon a number of variables(ref romzolwski )
different aims in a lesson have different purposes

Method Purpose
Group work Learners share ideas. Each learner
knows something about the topic and
contribute
Field trip Learners can see the actual things
Experiment Learners can have the hands on
experience
Demonstration Learners to have a feel of how things
are done and allows them to follow
Explanation To introduce new concepts and hard to
grasp
Guest speaker Excite learners and inspire them
Dramatizing

Choosing media: different media have different strengths and weaknesses in

relation to the messages that can be recorded and displayed. They are different
models used in the selection of media like Romzolwskis(1999)
Material Hein rich et al (1999, 407) defines material as item in a particular media
or format. The material either be selected from existing one or modified or
designed. Whatever option a teacher decides on, it should match all the critical
issues like lesson topics, objectives, and learners (romzolwski)

U is for utilising media and materials

This is based on 5ps
1st p- preview materials before using them, do not rely on recommendations of a
colleague who used them earlier. Remember that your learners are different from
those of your colleague
2nd p prepare the materials- gather the materials and if possible arrange them in
the sequence you are going to use them. Determine which materials are going to
be used by you the teacher and materials, avoid situations where you will leave
the classroom to collect the equipment or material leaving delicate material
unattended. Your learners, especially the kinaesthetic may take over the lesson
3rd p prepare your environment. Learners should sit comfortably where they can
see what is happening in front. There is need for adequate ventilation. They
should be enough materials so hat learners will not fight for it and make sure it is
working
4th p- prepare the learners- prepare the learners mentally for the media and
material coming, each time they is new media to be used hence the need to
prepare learners for a changeover. Not preparing learners might create enough
stress in them to hinder successful learning.
5th p provide the learning experience- if the lesson is teacher centred, the
teacher has to be an expert, and if child centred, the teacher has to be a good
facilitator. Learners to a certain extent should be in charge of their own learning,
they know how much they should take in at any given moment.

R stands for required attention. They should be equipment to suite all learners
E is evaluate and revise, it is an ongoing process happening before, during and
after the lesson. It does not mark the end of the lesson, rather the beginning of
another one. No lessons are 100% successful.
Discuss the importance of classroom management in relationship to media use