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AIDS AND APPLICATIONS FOR EASIER LEARNING
AND TEACHING
WELLINGTON J. NII DARKO
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OUTLINE• INTRODUCTION
• LEARNING AND TEACHING
• AIDS USED INTEACHING AND LEARNING
• TYPES OF AIDS
• APPLICATIONS FOR EASIER LEARNING AND TEACHING
• IMPORTANCE OF TEACHING AND LEARNING AIDS
• CONCLUSION
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INTRODUCTION
• learning and teaching sometimes challenging
• several approaches to make teaching and learning easier and effective
• aids inclusive in these approaches
• effective application of these aids to make teaching and learning easier
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LEARNING
• process
• acquisition of knowledge, attitudes or skill
• through study, instruction or skill
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TEACHING
• process
• undertaking ethical tasks
• induce learning
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TEACHING AND LEARNING AIDS
• concrete materials- real life tools used in out-of-school settings,
• artificial material developed for educational purposes
• and games
• materials used by the student or the teacher to help in the processes of learning and teaching.
• examples include maps, prints, models, films, tape recorders etc
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TYPES OF AIDS•VISUAL
•AUDIO
•AUDIO-VISUAL
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VISUAL AIDS•utilises the sense of vision
•“seeing is believing”- adds visual aspect to presentation
•examples: actual objects, models, overhead projectors,whiteboards, pictures, flashcards etc.
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AUDIO AIDS•uses sense of hearing
•suited for teaching and learning languages and recorded historical events
•examples: tape recorders, compact discs (cd’s), radio etc
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AUDIO-VISUAL AIDS
• involves both senses of vision and hearing
•examples: television, film strips, film projectors
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APPLICATIONS •Chalkboard/ Whiteboard
• Flipcharts
•Overhead Projector/Transparencies
• PowerPoint
•Data Projectors/Smart Board
•Audiotapes/CDs
•Videotapes/DVDs
•Others
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WHITE/ BLACKBOARD• Get to the lecture hall early to make sure that the board has been cleaned.
• Bring your own chalk/markers and eraser.
• If you have problems with keeping your writing level, draw horizontal lines in advance using a pencil and metre stick.
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WHITE/ BLACKBOARD
•Draw complex diagrams, charts, etc. in advance and cover with a piece of newsprint until needed.
•Stress the important points
•Summarize and reinforce key points
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FLIPCHARTS
•When to USE:• if electricity is unavailable,•to enable students to illustrate group reports•to provide a written record of points made by students
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FLIPCHARTS•Check the room and equipment beforehand.•Get your own pad of newsprint.•Write out important pages in advance.•Don’t put too much on a page.•Carry a collection of felt-tip pens and check that they haven’t dried out.
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FLIPCHARTS• Complicated or time consuming illustrations should be done ahead of time
•Do not walk with back to audience
•Writing should be legible
• Involve students
• If illustrations pre-drawn, staple 2 pages together, so cannot show through
•Write notes to self in pencil at edge –audience cannot see
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OVERHEAD PROJECTORS• Prepare complicated transparencies ahead of
time, by hand, computer, printing, printer or photocopier
• Arrange in order – use something to keep in order – number them
• Cover unwanted portions until ready for audience to see
• Leave on long enough for audience to read, take notes, etc.
• Highlight/point-out key concepts
• Involve students
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OVERHEAD PROJECTORS• Focus Projector!
•Make sure font size is large enough to be readable
•Use non-permanent pens for spontaneous additions
•Highlight permanent parts with different colors
•Create on computer, etc.
•Use clip art or other graphics
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OVERHEAD PROJECTORS•Run through copy machine to put on transparency –make sure using right machine and blank transparencies
• Set machine at right length away from screen
•Do not use a full typewritten page –only bullets or outline type
•Draw as you go for best effect
• Turn off if not using –fan, light, etc. distracting
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POWERPOINT
•Make certain that projector is focused
•Leave word slides on longer than action slides
•Use to reinforce and highlight
•Know how to change bulbs, troubleshoot, etc.
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POWERPOINT•Use colored background –darker for computer–generated slides –lights can be brighter in room
• Keep slides simple –should only take a moment to figure out what slide is about
•Use graphics and images when appropriate
•No more than seven to ten words to a line and seven lines to a slide
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POWERPOINT•Use short sentences and bullet lists –not complete sentences
•Use full screen
•Use colored background –darker for computer–generated slides –lights can be brighter in room
• Keep slides simple –should only take a moment to figure out what slide is about
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POWERPOINT•Use graphics and images when appropriate
•No more than seven to ten words to a line and seven lines to a slide
•Use short sentences and bullet lists –not complete sentences
•Make sure the screen and the image are large enough for all to see
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POWERPOINT•Have back up notes in case the slide projector or computer quit
•One idea per slide
• Charts and graphs are great
•No more than 3 colors per slide
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AUDIO TAPES•When to USE:
• Particularly suited for language learning, media studies, English literature, etc
• Valuable when referring to recorded historical events (e.g. Martin Luther King’s “I have a dream” speech)
• Background music can also be played before class starts and during group activities
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AUDIO TAPES• Check the room and equipment beforehand.
• Can it be heard from the back of the room?
• Find the right spot on the tape/CD and queue it up in advance
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AUDIO TAPES
•Don’t play more than a few minutes of audio at one time
•Break up longer clips into segments, interspersed with discussion or other activities
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VIDEO TAPES• When to USE:
• Adds a dimension not available through audio alone -helps students to visualise
• Essential when illustrating things that are impractical to do in real life
• Particularly suited for language learning, media studies, engineering, etc
• Valuable when referring to recorded historical events
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VIDEO TAPES• Check equipment beforehand.
• Can images be seen from the back of the room?
•Queue up the tape in advance.
• Break viewing into short segments, interspersed with discussion or activities.
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OTHERS• real objects
• internet and e-mail
• electronic devices- computers, smart phones, tablet devices
• the teacher as an aid
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IMPORTANCE•Motivation
• Clarification
•Discouragement of Cramming
• Increase the Vocabulary
• Saves Time and Money
• Classroom Live and active
• Avoids Dullness
•Direct Experience
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CONCLUSION• powerful tools
• overcomes word-only communication
•meaningful representations of abstract ideas
• complements descriptions
• gives more accurate impression of a subject matter
• select to suit subject under discussion
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thank you!
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REFERENCES• Lambert, N. M., & McCombs, B. L. (1998). How
students learn. Washington, DC: American Psychological Association
• Gerlach, V. S. and Ely, D. P. (1971). Teaching and media: a systematic approach. Englewood Cliffs: Prentice-Hall.
• How to Make and Use Visual Aids. Voluntary Service Overseas, London, UK, 1997.
• Coppen H. (1969). Aids to teaching and learning. Oxford: Pergamon Press.
• Brown, J. W., Lewis, R. B. and Harcleroad, F. F. (1977). AV instruction: technology, media, and methods. New York: McGraw-Hill.
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REFERENCES• McKay, H. & Tom, A. (1999). Teaching Adult Second
Language Learners. Cambridge: Cambridge University Press.
• Bulgren, J.A., Deshler, D.D., Schumaker, J.B., & Lenz, B.K. (in press). The use and effectiveness of analogical instruction in diverse secondary content classrooms. Journal of Educational Psychology.
• Lestage A. The use of audio-visual aids in education. Extract from U NESCO Chronicle, November 1959
• Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 84, 389–401.
• Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn. Washington, DC: National Academy Press.
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REFERENCES• http://bsaifulbahri.hubpages.com/hub/Teaching-aids-
in-teaching-and-learning-process
• http://madefrombali.hubpages.com/hub/Teaching-Aids
• http://vellur.hubpages.com/hub/Materials-and-Aids-for-Teaching
• http://dianelockridge.hubpages.com/hub/How-to-Use-Visual-Aids-Effectively-in-the-Classroom
• http://www.preservearticles.com/2011121918580/how-many-types-of-teaching-aids-are-used-in-modern-age-of-teaching.html
• Dale E 1957. Audio-visual Methods in Teaching. 4th Edition, New York: Macmillan.