LESSON 18: ROLES AND FUNCTIONS OF AN EDUCATIONAL MEDIA CENTER

    LESSON 18: 

ROLES AND FUNCTIONS OF AN EDUCATIONAL MEDIA CENTER

“We have said that the best ideas in the world are to be found in a modern library. But the modern educational media center must include excellence in varied media”

An EMC is a facility designed for the housing and utilization of all educational media within the school. It renders various kinds of services. 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 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. Its services boil down to improving the teaching-learning process by making it more interactive, collaborative, interesting and authentic.

This is made possible only by an EMC that is adequately equipped not only with material resources but most important of all by manpower resources, the media specialist and the assistants.

LESSON 17: ASSESSMENT IN A CONTRUCTIVIST, TECHNOLOGY-SUPPORTED LEARNING

    LESSON 17: 

ASSESSMENT IN A CONTRUCTIVIST, 

TECHNOLOGY-SUPPORTED LEARNING

Complex learning cannot be assessed or evaluated using any single measure. We must examine both the processes and products of students learning.

Does memorization really helps the students gain knowledge during examination? I think it is not necessary to memorize the lessons, all the students should have to do is understand the meaning or the thought of the lesson and it’s the part of the student to explain what he/she had understood. It is useless for the students’ part to just memorize the lesson without even understanding them.

The traditional paper-and-pencil tests are not adequate to assess learning in a constructivist technology-supported learning. The authentic forms of assessment such as performance and product assessment are more reliable and adequate to measure students’ communication, analytical, integrative, evaluative and collaborative skills.

 In a technology-supported learning environment, the students are not only users of technology product, they themselves are authors of technology product. Scoring rubrics are therefore, a must in assessment.

LESSON 16: USING PROJECT-BASED LEARNING MULTIMEDIA AS A TEACHING-LEARNING STRATEGY

     LESSON 16: 

USING PROJECT-BASED LEARNING MULTIMEDIA 

AS A TEACHING-LEARNING STRATEGY

Project-based learning enables classrooms to emphasize the undervalued part of the “invisible curriculum” or other name called “emotional intelligence”.

Goals and objectives are always the starting points of planning. When we plan a multimedia learning project as a learning strategy, we begin by clarifying our goals and objectives. Since this strategy requires much time, we need to be realistic in the amount of time we have to spend a seen against time available or run the risk of failure and disappointment afterwards. 

Another important thing is to determine the resources available from the library materials, community resources both material and human, internet, news media, since this project calls for multimedia.

The effective use of project-based multimedia learning requires thorough planning. Initial planning requires/involves clarifying the goals and objectives, determining how much time is needed and extent of students’ involvement in decision making. Important steps involved in multimedia project lesson plan 1. Planning, 2. Researching, 3. Organizing, 4. Developing, 5. Communicating, and lastly 6. Evaluating.

LESSON 15: PROJECT-BASED LEARNING AND MULTIMEDIA: WHAT IT IS?

   LESSON 15:

 PROJECT-BASED LEARNING AND MULTIMEDIA: WHAT IT IS?

Project-based multimedia learning is most of all anchored on the core curriculum. This means that based multimedia learning addresses the basic knowledge and skills all students are expected to acquire as laid down in the minimum competencies of the basic education curriculum.

When using the project-based multimedia learning, teachers face additional assessment challenges because multimedia products by themselves do not represent a full picture of student learning. In multimedia projects, students do not learn simply by using multimedia produced by others, they learn by creating it themselves.

It does not only involve the use of multimedia learning. The students end up with a multimedia product to show what they have learned. So they are not only learners of academic content, they are at the same time authors of the multimedia product at the end of the learning process. 

The students work collaboratively over an extended time frame. As they work, they employ life skills including decision making. Their learning task ends up with a multimedia presentation through their multimedia product.

LESSON 14: MAXIMIZING THE USE OF THE OVERHEAD PROJECTOR AND THE CHALKBOARD

   LESSON 14:

 MAXIMIZING THE USE OF THE OVERHEAD PROJECTOR 

AND THE CHALKBOARD

New technologies were already discovered nowadays. But we can’t assure that these machines and technologies were also available in any remote areas and places. 

There are schools that were blessed with computer and computer-literate teachers. But most schools are not blessed. These results  for other school to use the chalkboard, the most available classroom equipment and the overhead projector which has become quite popular in schools.

With the use of chalkboard, teachers should take note some considerations. The teacher should write clearly and legibly because there are students sitting in the last rows. He/she should look his/her writings on the board from all corners of the room to test if pupils/students from all sides of the room can read the writings on the board.

On the other hand, with the use of OHP(overhead projector), which is very simple to operate and should be used in front of the room by the instructor, who has complete control of the sequence, timing and manipulation of the materials. 

The projected image should be as large as necessary for all in the audience, control its attention, and regulate the flow of information in the presentation. This is very useful to present the illustrations that are impossible to be witnessed by the audience.

Adopting them in our teaching spells visual and lasting learning for the students.

LESSON 13: TEACHING WITH VISUAL SYMBOL

        LESSON 13:

 TEACHING WITH VISUAL SYMBOL

Visual symbols will be made meaningful if we use them as summaries of our own direct experiences or our rich indirect experiences. 

A little can stand a lot.

These visual symbols can be a replacement of the real things which are impossible to be presented in class. These may also be the reason for students to be motivated and interested during the discussion.

All of these different types of visual symbols can make the discussion/lesson easier and understandable for they are represented and explained in person.

The teacher should make his/her visual symbol accurately where students will not be confused for the real thing supposed to be seen/observed. It is the most important thing a teacher should take note, the accuracy of the scale and other descriptions on the visual symbol ought to be presented to avoid complications.

LESSON 12: THE POWER OF FILM, VIDEO AND TV IN THE CLASSROOM

LESSON 12:

 THE POWER OF FILM, VIDEO AND TV IN THE CLASSROOM

The film, video and tv are indeed powerful. When they were used properly and appropriately,

they can make the teaching-learning process more concrete and interactive.

It contributes to a more lasting learning because of its visual, audio and motion effects.

And these effects makes learning fun. It can bring models of excellence to the viewer.

On the other hand, the misuse and abuse of their use in the classroom has a far reaching damaging

 effects in the development of children's imaginative  and thinking powers and sensitivity

to human life. It can lead to being resulting people's aggressive behavior.

LESSON 11: MAKING THE MOST OF COMMUNITY RESOURCES AND FIELDTRIPS

LESSON 11: 

MAKING THE MOST OF COMMUNITY RESOURCES AND FIELD TRIPS

Field trips are expensive. They require much time for preparation and planning.

Preparations and planning for field trip includes discussion and decisions on what to do 

before the field trips, during the field trip, and after the field trip.

The teacher should be at the side of his/her students so that he/she will explain on what is going 

on to their field trip. The teachers were the ones responsible on showing or explaining things to the

students for them to understand the things showed to them. 

Field trip can be successful when the students learned something from the given trip.

LESSON 10: DEMONSTRATIONS IN TEACHING

LESSON 10:

DEMONSTRATIONS IN TEACHING

What is then a demonstration? It is a public showing and emphasizing of the salient merits, utility, 

efficiency, etc., of an article or product. In teaching it is showing how a thing  is done and

emphasizing a method or a process or an attitude.

The photo shows a teacher demonstrating to her students/pupils.

While the picture below shows a demonstration on a Science class.

A good demonstration is an audio-visual presentation. It is not enough that the teacher talks. To be 

effective, a teacher's demonstration must be accompanied by some visual. 

To plan and prepare adequately for a demonstration, we first determine our goals,

the materials we need, our steps, and we should rehearse.

LESSON 9: TEACHING WITH DRAMATIZED EXPERIENCES

         LESSON 9:

TEACHING WITH DRAMATIZED EXPERIENCES

Some forms of dramatic experiences are plays, pageant, pantomime, tableau,

puppets and role playing. Being dramatic can hold, catch up attention and has a 

big impact to the students/pupils. 

             

                                 

The pictures shown were examples of puppet, hand/sock puppet and marionette.

To be successful in doing this kind of experience, one should make his/her materials presentable and motivating in order for the pupils to be attracted.

     

Role-playing.

It is another form of a dramatized experience. It is unrehearsed, unprepared, and

spontaneous dramatization of a lets pretend situation where participants are observed

by their own roles in the situation described by the teacher.

LESSON 8: TEACHING WITH CONTRIVED EXPERIENCES

           LESSON 8:

TEACHING WITH CONTRIVED EXPERIENCES

What are contrived experiences? These are edited copies of reality and
are used as substitutes for real things when it is not practical or not 
possible to bring the real thing in the classroom.

These were designed to stimulate the real situations.

The planetarium is an example of a mock-up which is one of the contrived experience.

Mock-up sample of a planned subdivision and a specimen are also examples.

We make use of these contrived experiences to overcome limitations of space and time,

to overcome difficulties of size and help learners understand abstraction.