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.