A1

http://www.divshare.com/download/15940501-a74

act.1

http://www.divshare.com/download/15940503-3a7

act.2

http://www.divshare.com/download/15940504-5de

act.3

http://www.divshare.com/download/15940507-11e

act.4

http://www.divshare.com/download/15940510-843

act.5

http://www.divshare.com/download/15940511-d32

exel 2

http://www.divshare.com/download/15940513-794

exel 1

http://www.divshare.com/download/15940515-ac2

midterm

http://www.divshare.com/download/15940516-2f3

vinca

http://www.divshare.com/download/15940526-5a5

My Tarpaulin

http://www.divshare.com/download/15940539-197

LB #18 ROLES AND FUNCTIONS OF AN EDUCATIONAL MEDIA CENTER

• What is an educational media center?

                     The Educational Media Center functions as a vital instrument as well as a basic requirement for quality education by enriching all parts of the school's educational process.

1. It reflects and supports the philosophy of the school.
2. It shares and implements the schools'aims and objeectives.
3. It is involved in the teaching and learning process.
4. It is a source center.
5. It is a learning laboratory.
6. It is a teaching agency.
7. It is a service agency.
8. A coordinating agency.
9. A center for recreational reading, viewing and listening.

• What roles and functions does an educational media center perform to serve the teaching learning process?

Roles of EMC

1. center of resources
2. laboratory for learning
3. agent of teaching
4. service agency
5. coordinating agency
6. recreational reading center
7. a stepping stone to other resources of the community.

FUNCTIONS OF EMC

1. The institutional media services
2. Media and instruction
3. Classroom facilities
4. Media program

          An EMC is a facility of the school system tasked to acquire,maintain,care and promote the full effective use of educational media. It houses both old and new technologies meant to make learning more efficient and effective. It facilitates and ensures the optimum use of all instructional media. It organizes learning activities for students and teachers alike for them to upgrade and improve on their technology manipulative skills all for the purpose of motivating them to keep on developing their communication, analytical, integrative, creative and collaborative skills for meaningful lifelong learning.

LB #17 ASSESSMENT IN A CONSTRUCTIVIST, TECHNOLOGY-SUPPORTED LEARNING

1. Which form of assessment fits a constructivist technology-supported learning environment?

              The form of assessment that fits a constructivist technology-supported learning environment is the "Authentic assessment". AUTHENTIC assessment measures collective abilities, written and oral expression skills, analytical skills, manipulative skills, integration, creativity and ability to work collaboratively.

              In authentic assessment, students perform real world tasks, thus the world "authentic". It is an assessment of a process or a product. That is why authentic assessment includes performance or product assessment. The performance is reliable measure of skills learned and the product is a proof of the acquisition of skills.

LB # 16 USING THE PROJECT-BASED LEARNING MULTIMEDIA AS A TEACHING -LEARNING STRATEGY

• What are the steps involved in the use of project-based multimedia learning strategy?

                   The effective use of project-based multimedia learning requires through planning. Initiak planning involves:

1. clarifying goals and objectives
2. determining how much time is needed and extend of students' involvement in decision making
3. setting up forms of collaboration
4. identifying and determining what resources are needed
5. deciding on the mode to measure what students learn.

       THE VARIOUS PHASES OF THE PROJECT INCLUDE:

1. before the project starts
2. introduction of the project
3. learning the technology
4. preliminary research and planning
5. concept design and storyboarding
6. first draft production
7. assessing, testing and finalizing presentations
8. concluding activities

LB # 15 PROJECT-BASED LEARNING AND MULTIMEDIA:what is it?

1. What is project-based multimedia learning?

                 Project-based multimedia learning is a teaching method in which students "acquire new knowledge and skills in the course of designing, planning, and producing multimedia product".

2.What are the elements of project-based multimedia learning?

                The elements of project-based multimedia learning are:

• core curriculum
• real-world connection
• extended time frame
• student decision making
• collaboration 
• assessment
• multimedia

3. Why use project-based multimedia learning?

                Because it is "value added" to your teaching.It is powerful motivator as proven in the class. It actively engages students in the learning task. Students are likewise engaged in the production of multimedia presentation.

4. What are the disadvantages of the use of project-based learning and multimedia project?

• You need time to orient the students on what are expected of them, guidelines, goals and objectives of the project, and more , so for your students to gather and organize their data, work on their presentations and the like.
• If the basic computer courses did not teach them these skills demanded by this strategy, there will be a problem.
• The tendency to lose track of the goals and objectives of your lesson because the technology aspect has gotten the limelight.

LB # 14 MAXIMIZING THE USE OF THE OVERHEAD PROJECTOR and THE CHALKBOARD

1. What techniques can help us maximize the use of the overhead projector and the chalkboard?

         CHALKBOARD TECHNIQUES

a. Sharpen your chalk to get good line quality.

b. Stand with your elbow high. Move along as you write.

c. Use dots as "aiming points". This keeps writing level.

d. Make all writing or printing between 2 and 4 inches high for legibility.

e. When using colored chalk , use soft chalk so that it can be erased easily.

OVERHEAD PROJECTOR TECHNIQUES

• You can show pictures and diagrams, using a pointer on the transparency to direct attention to a detail. 
• You can use a felt pen or wax-based pencil to add details or to make points on the transparency during projection.
• You can control  the rate of presenting information by covering a transparency with a sheet of paper or cardboard and then exposing data as you are ready to discuss each point.
• You can superimpose additional transparency sheets as overlays on a base transparency so as to separate  processes and complex ideas into elements and present them in step-by-step order.
• You can show three-dimensional objects from the stage of the projector .
• You can move overlays back and forth across the base in order to rearrange elements of diagrams or problems.

           With the use of this things we can easily teach our students and we  can easily understand  by them. So we need to maximize the use of projector and chalkboard because as a teacher we need to use this things someday.

LB # 13 TEACHING WITH VISUAL SYMBOLS

         Visual symbols include drawings, cartoons, strip drawings, diagrams, formulas, charts, graphs, maps and globes.

      A drawing may not be the real thing but better to have a concrete visual aid than nothing. To avoid, confusion, it is good that our drawing correctly represents the real thing. A first-rate cartoon tells its story meta phonically. The perfect cartoon needs no caption. The less the artist depends on words, the more effective the symbolism. The symbolism conveys the message. You can also use this as a springboard for  a lesson or a concluding activity. It depends on your purpose. Strip drawing are commonly called comic or comic strip. The strip drawing can serve as motivation and a starter of your lesson. You can obtain strip drawings from newspapers, magazines and books. Diagrams is " any line drawing that shows arrangement and relations as of parts to the whole, relative, values, origins and development, chronological fluctuation, distribution, etc."

 Types of diagram:

• Affinity diagram
• Tree diagram
• Fish bone diagram

      A chart is a diagrammatic representation of relationships among individuals within an organization. We can have:

•  time chart
• tree or stream chart
• flow chart
• organizational chart
• comparison and contrast chart
• pareto chart
• run chart or trend chart                                                                            There are several types of graphs
• circle or pie graph
• bar graph
• pictorial graph
• line graph

     Map is a "representation of the surface of the earth or some part of it".

                Kinds of map:

• Physical map
• relief map
• commercial or economic map
• political map

               By using these visual symbols your lesson can be easily understand by your students only that you must learn how to draw, sketch,make diagrams,graphs and charts. It really requires more preparation and more learning on your part. 

LB # 12 THE POWER OF FILM, VIDEO, and TV in the CLASSROOM

1. Why are the film, video and tv powerful in the classroom?

• transmit a wide range of audio-visual, materials, including still pictures, film, objects, specimens and drama.
• bring the world of reality to the home and to the classroom through a "live" broadcast or as medfiated through film or videotape.
• make us see and hear for 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

 2. What are the educational benefits of the use of film, video and tv in the classroom?

• can make the teaching-learning process more concrete, lively, colorful, and interactive.
• more lasting learning because of its visual, audio and motion effect.
• these effect make learning fun.

3. What are the disadvantages or the limitations of the use of tv?

• the effect of tv violence on peoples' agressive behavior.
• the students will no longer study their lessons.
• effects in the development of children imaginative and thinking powers and sensitivity to human.

4. What basic procedures ought to be followed for effective use of tv as a form of lesson enrichment?

• prepare the classroom
• pre-viewing activities
• viewing
• post-viewing
• go to the questions you raised at the pre-viewing stage
• tackle questions raised by students at the initial stage of the post-viewing discussion
• ask what the students learned
• summarize what was learn

LB # 11 MAKING THE MOST OF COMMUNITY RESOURCES and FIELD TRIPS

1. What procedures and criteria must be observed in planning and conducting field trips?

• Make preliminary contacts, a tour on final arrangements with the place to be visited.
• Make final arrangements with the school principal about the details of the trip.
• 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 of the trip and write them down.
• Prepare a list of questions to send ahead to the guide of the study trip.
• Define safety and behavior standards for the journey there and for the field trip site itself                          

2. What educational  benefits are derived from a field trip?

•       The acquisition of lasting concepts and change in attitudes are rooted on concrete and rich experiences.
• Field trips bring us to the world beyond the classroom.
• Field trips have a wide range of application.
• It can bring about a lot of realization which may lead to changes in attitudes and insights.

3. What community resources can be utilized for learning?

      These can be persons and places in the community.For persons, let us begin with the parents of our students. The dentist, journalist, a senior citizen, and the barangay captain.

      As to places to visit, popular destinations are museums, zoos, botanical gardens, historical places, places of exhibits, scenic spots. Public libraries and private libraries can also be community learning resources.

LB # 10 DEMONSTRATIONS IN TEACHING

 1. What does demonstration mean?

               Demonstration is showing how a thing is done and emphasizing of the salient merits, utility and efficiency of a concept, a method or a process or an attitude.

               Demonstrations is a visualized explanation of an important fact, idea or process by the use of photographs, drawings, films, displays, or guided motions.It is showing how things are done.

2. How should demonstration be done to make it work?

              To make your demonstration work, you should planned and rehearsed your demonstration. Your materials and equipment should be ready.

LB # 9 TEACHING WITH DRAMATIZED EXPERIENCES

       If our teaching is dramatic, our students get attracted, interested and affected. If they are affected and moved by what we taught,we will most likely leave an impact on them.

   Dramatized experiences can range from the formal plays, pageants, to less formal tableau ,pantomine, puppets and role playing. Plays depict life, character or culture or a combination of all three.A pantomine is " the art of conveying a story through bodily movements only".A tableau is a picture like scene composed of people against a background, puppets, unlike the regular stage play, can present ideas with extreme simplicity.

     Types of puppet:

• shadow puppets 
• rod puppets
• hand puppets 
• glove- and finger puppets
• marionettes                                                                                                                                         Role playing is an unrehearsed, unprepared and spontaneous dramatization of a"let's pretend" situation where assigned participants are absorbed by their own roles in the situation described by the teachers.