Types of Instructional Software ➢ Simulations are popular in the science and

social studies fields, but are also used in

DRILL AND PRACTICE
other areas.
➢ Drill and practice activities provide ➢ Simulations provide many benefits such as
students with the opportunity to practice observation of complicated processes like
previously learned concepts by presenting making something happen quickly that
items for students to answer. normally takes much longer or slow a
➢ This type of software provides students process down to be examined more
with immediate feedback, which can increase carefully. Other benefits include making the
student motivation for learning and also save impossible happen, engaging students with
teacher time, since teachers don't need to interactive processes, and repetition of a
check drill and practice. process with other variations (Roblyer &
➢ Students benefit from these activities Doering, 2013).
because they gain automaticity of basic skills ➢ http://socialstudiescentral.com/?q=cont
with repetition (Roblyer & Doering, 2013). ent/online-interactive-simulations
provides many educational simulations for
Types: elementary and middle school students. For
• Math Facts example, among the list
• Typing http://www.marsquestonline.org/, allows
• Vocabulary students to launch a spacecraft to Mars, and
• High Stakes Testing Practice explore photos of its surface.
➢ http://www.smg2000.org/ is The Stock
• Music
Market Game Simulation that can be used
with grades 4-12 to simulate a stock market
for students to learn about how to make
financial decisions.
INSTRUCTIONAL GAMES
➢ Instructional games provide students
with competition during instructional
activities. When students know they're
playing a game, they're more likely to be
excited and engaged in learning.
Relative advantages of instructional games are:
• Games can be used across all content
A great example of drill and practice software for areas
elementary and middle school math is
http://www.ixl.com, which is based on grade • Roblyer & Doering (2013) suggest that
level concepts and aligned to state standards. the use of instructional games provides
higher retention of material over time
A create your own drill and practice website,
http://www.quizlet.com, allows teachers (or • Games have a strong appeal with
students) to create their own drill and practice students due to their competitive nature,
items, which can include math facts, vocabulary, thus increasing interest in the topic and
subject-specific content, and even standardized content area
test content.
Another math drill and practice website for
elementary students:
http://www.aplusmath.com
SIMULATIONS
➢ Simulations are computerized models of a
real world process or system. There are two Through a school subscription,
types of simulations: ones that teach http://www.educationcity.com provides
someone about something and ones that interactive instructional games for students K-6
teach someone how to do something in math, language arts, and science. It also has
(Roblyer & Doering, 2013).
games for English Language Learners. All ➢ Tutorials have the benefit of self-
games are aligned to state standards and paced instruction that is self-
students also have the option of playing certain contained. They are beneficial for
games "live" against other students in the class, students who may need extra practice or
school, state, and country. In addition to games, extra instruction if they miss a class.
EducationCity comes with interactive Students should be able to stop and start
whiteboard lessons and student progress tutorials to fit their needs, and they can
tracking. A free trial is available. be used for differentiated instruction.
https://www.khanacademy.org/
Khan Academy provides tutorial videos on
various content areas idea for students who
have missed lessons or need extra practice.
http://www.coolmath.com provides online
math tutorials and games for students of all
ages.
http://aaamath.com provides math tutorials for
elementary and middle school students.
http://www.abcya.com provides free
educational games for grades K-6 in math and
reading. Instructional game apps for iPads and PROBLEM SOLVING
other devices can also be downloaded from this
➢ "Problem-solving software is
site.
designed specifically to teach
problem-solving skills" (Roblyer &
Doering, 2013, p. 89).
➢ Three components include
recognizing a goal, a process, and
mental activity (Roblyer & Doering,
2013).
Relative advantages of problem-solving
software:
• helps students to visualize concepts
• provides student engagement and
motivation to learn
• makes knowledge and skills more
meaningful for students
A great site for reading, http://www.starfall.com • opportunities for discovery learning
provides free educational read-alongs and
http://www.criticalthinking.com
games. Students interactively read while also
practicing reading skills as games. provides software for memory skills in reading
http://more.starfall.com is an extension of the and math. Software demos can be downloaded
site that provides games in other areas like and practiced before purchasing.
math.
TUTORIALS
➢ Tutorials give instruction without the
teacher. Good tutorials include a practice
section with immediate feedback to
check comprehension, provide user-
control, cover content adequately, and
allow students to answer appropriately
(Roblyer & Doering, 2013)
http://www.mathplayground.com/ provides pace, moving on only after they master
problem-solving games for elementary students content knowledge and skills.
in math.
ADVANTAGES OF DIGITAL RESOURCES
CHARACTERISTICS OF DIGITAL AND NON-
✓ Interactive resources can provide students
DIGITAL RESOURCES
with feedback.
Digital Resources can be defined as
✓ Digital resources can create a varied
materials that have been conceived and
learning experience.
created digitally or by converting
analogue materials to a digital format. ✓ Digital resources are flexible: the student
Online resources include journal can pause, fast-forward or rewind them
collections, newspapers, electronic reflecting their own preferences.
books, individual electronic journals and
magazines, bibliographic indexes, ✓ Digital resources are asynchronous: the
directories and guides learner can access them at any time, not
Digital media files which include video, just in the classroom.
music and other sound recordings ✓ It has never been easier to locate digital
INSTRUCTIONAL SOFTWARE resources on diverse topics and to share
them in a course.
➢ Simulations
➢ Animations ✓ Some concepts are more powerfully learnt
➢ Prepared or programmed learning from a video (e.g. seeing an artwork,
modules observing a dance, illustrating an abstract
concept).
QUALITIES OF GOOD DIGITAL CONTENT
DISADVANTAGES OF DIGITAL RESOURCES
Graphics - The content should include
images and graphics that are clear, with  Interactive resources can be more
crisp colors and edges. Select images expensive to licence or create.
and text that are complementary and not  Digital recourses can be more
cluttered. challenging to update than, say, a
Learning paths - Students should be reading list.
able to embark on individual pathways of
learning based on their level of mastery  Digital resources can take longer to
on embedded formative assessments. review than, say, a text which can be
Interactive elements - Students should quickly skimmed.
be able to easily interact with the content  Video clips can degrade over time
by clicking on it, scrolling through it and (unless they are saved in specific formats
mousing over it. Content should be that require particular software).
mobile friendly.
Assessment elements - The digital  Additional work may be required in order
content should include assessments that to make the materials accessible to those
feature multiple-choice and fill-in-the- with disabilities – e.g. providing
blank queries, as well as those that transcripts.
measure higher-order thinking.  Technology problems – and the need for
Opportunities to reflect on learning and expensive equipment – may inhibit
interactive skill assessments should be student access
incorporated as well.
User interface - The content should be SELECTING DIGITAL SOURCES
highly visible with intuitive navigation for Beyond what has already been discussed,
an optimal user interface. there are four further considerations when
Data collection - Capture data via deciding whether, and what, digital resources
assessments or other user interface you might use.
features so you have a 360-degree view
of the learner’s capabilities. Copyright: You must ensure that you are
Self-paced - Students should be able to not violating copyright law. Music and
work through the material at their own movies are well-monitored by their
owners. Talk with your resource officer or
 librarian to learn how to use media DISPLAY BOARDS
appropriately, and make sure you
➢ Chalkboard
purchase the appropriate rights (for
➢ Flannel board
example, 'group' as opposed to 'home'
➢ Magnetic board
viewing).
ADVANTAGES OF USING NON-DIGITAL
Pedagogic value: Just showing a movie
RESOURCES
or image isn't teaching. You need to
provide the students with an explanation ✓ Relevance: Materials can be produced
of the purpose of the media and direct that are directly relevant to students’ and
their attention to what is important and institutional needs and that reflect local
how it connects with what they are content, issues, and concerns. Develop
studying. A follow-up discussion helps expertise: Developing materials can help
them consolidate their learning. develop expertise among staff, giving
them a greater understanding of the
Production values: Is the quality of the
characteristics of effective materials.
resource appropriate? Before deciding
whether or not to select it for your course, ✓ Reputation: Institutionally prepared
consider whether or not the quality of the materials may enhance the reputation of
images and sound are sufficient and the institution by demonstrating its
whether you think the clip has been well- commitment to providing materials
enough edited. specifically for its students.
Format: How will students access the ✓ Flexibility: Materials produced within the
resource? Via computer? Via an MP3 institution can be revised or adapted as
player? On their phones? Make sure the needed, giving them greater flexibility
format in which the resource is available than a commercial course book.
caters to all the mediums you expect
students to use. DISADVANTAGES OF USING NON-DIGITAL
RESOURCES
NON-DIGITAL RESOURCES
 Cost: Quality materials take time to
➢ Non digital teaching learning produce and adequate staff time as
resources, as the name suggests, well as resources need to be
means those teaching learning resources allocated.
which are developed or used by a  Quality: Teacher-made materials will
teacher or any other individual, not with not normally have the same standard
the help of digital technology. of design and production as
commercial materials and hence may
PRINTED MATERIALS
not present the same image as
➢ Textbooks commercial materials.
➢ Workbook and Copybook  Training: To prepare teachers for
➢ Self Instructional Module materials writing projects, adequate
➢ Newspapers and Magazines training is necessary. Materials
➢ Case Studies and Case Reports writing is a specialized skill and not all
teacher's area capable of writing good
NON-PROJECTED TEACHING LEARNING
materials.
RESOURCES
 Storage
➢ Charts  Durability
➢ Maps
PRINT MEDIA
➢ Models
➢ Poster Woodblock to digital media
➢ Puppets
Used to inform, instruct and motivate the
➢ Flash cards
learners
PROJECTED TEACHING LEARNING
Learning Aid- worksheets, activity
RESOURCES
sheets, textbooks
➢ Overhead Projector and Slides
Training Materials- manuals, hand-outs
➢ Filmstrips
 Information Materials- brochures, the book for any topic that is interesting
newspapers, newsletters, magazines for intellectual curiosity.
ADVANTAGES OF PRINTED MEDIA Continuous reading books- the
traditional textbooks used by the
✓ Printed media can easily transported
students for different subject areas.
and can be brought and placed
anywhere you go Reference books- designed for easy
✓ Printed media can be produced retrieval of particular information
through the use of computers or
GUIDING PRINCIPLES FOR QUALITY
handwritten
TEXTBOOKS
✓ It can be easily updated and edited
using the availability of different Content
productivity software • Alignment with the curriculum aims and
✓ Printed media is not expensive to objectives in the curriculum guide
generate especially if it is not done in • Effectiveness of content to meet
color curriculum requirements irrespective of
✓ The most commonly used media supplementary materials
most students are familiar with • Accuracy and relevancy of
DISADVANTAGE OF PRINTED MEDIA data/information
• Balance of depth and breadth
 Since it is the most common, sometimes • Appropriate level of difficulty
students fail to see the importance of • Absence of biased information/
these media because of its lack of discrimination
sounds and animations • Inclusion of suggested references to
 Printed media can only convey verbal facilitate consolidation of self-directed
language and therefore it does not learning
necessarily elicit response from the Learning and Teaching
reader
• Development of generic skills
 Printed media needs time to prepare and
• Development of cognitive skills of all
update. It is not very easy to update a
levels, especially higher-order thinking
book because it needs preparation and
skills
development before it can reproduce
another copy • Fostering positive values and attitudes
BOOKS OR TEXTBOOKS • Catering students to diversity
➢ The best source of knowledge and • Facilitating students to
information integrate/practice/apply new knowledge
➢ Literature, history, fiction stories, • Motivating students’ learning
autobiographies, dictionaries,
encyclopaedias and others • Clarity of instructions

➢ Functions: • Inclusion of appropriate activities to

facilitate assessment for learning
• Students gain the legacy of knowledge
earned by those who come before. Structure and Organization
Without books and textbooks, no
• Logical organization of content
education could have been possible.
• Use of table of contents and
• Used as a teaching aid and primary
title/heading/outline
source of information.
• Appropriate use of overviews, summaries
• Provides entertainment.
and student’s guide to facilitate learning
TYPES OF BOOKS
Language
Browsing books- designed to catch the
• Quality of text in terms of level of difficulty
reader’s eye then allow for random
and support for independent reading and
readings. The reader literally “browses”
construction of meaning by students
• Coherence of text Functions:
1. As information provider
• Opportunities to make good use of 2. As opinion builder
language to study the subject 3. As entertainment provider
• Use familiar and interesting language 4. As advertising vehicle

• Accuracy of language used In choosing suitable newspaper materials to use

in the classroom, the teacher may
• Provision of support for understanding use some pre-activities and while-activities that
and using subject-specific vocabulary can be used in combination with one
another. Some of them are listed below
Textbook Layout (for printed textbook
(Sanderson, 2002):
only)
• Give the students the material before the
• Logical and consistent layout with
lesson, ask them to look for vocabulary
appropriate use of space margin for ease
as home work
in reading
• Explain key vocabulary in the materials
• Illustrations facilitate students’ learning
• Summarize the newspaper item
• Appropriate separation into volumes/
binding in loose-leaves • Ask the students to brainstorm what they
know about the newspaper item
• Design facilities the reuse of textbook
• Let your students read a newspaper
• Appropriate print font size and type
report
GUIDELINE IN USING A TEXTBOOKS
• Tell the students the headline and show
✓ It should meet the student’s needs. any accompanying photograph
✓ Direct student’s reading by using • Before reading, write on the board and
objectives and or/ questions. Teachers explain key vocabulary, then ask the
must provide questions that will direct the students to use a dictionary during the
students to where they will read. activity
✓ Emphasize the use of textbooks. Visuals • Encourage your students to go for the
enhance student’s interest and overall meaning of the text, rather than
comprehension. understand every word
✓ Refer to the teacher’s guide for • Encourage your students to bring to their
supplementary materials and activities. reading their own word knowledge
✓ Supplement the textbook with other • Try to help the students in understanding
media. the grammatical complexity of the text,
SUGGESTED APPROACHES IN USING facilitate to assimilate the density of
TEXTBOOK information, guess the low-frequency
vocabulary, etc.
Reading Aloud. Read expressively and
interestingly. NEWSLETTERS

Shared Reading. Introduce the book, Newsletters - provide information to

read the book, talk about what you are selected readers
reading and reflect. Functions:

Guided Reading. Helping the students • As information provider

to read themselves. Read and discuss
• As community builder
critically.
• It can strengthen the parent and teacher
Group reading. Reading out loud to
communication
other students in a small group.
MAGAZINES
Independent Reading.
Functions:
NEWSPAPERS
• Provide Information. Supplementary to help organize the information in the
information to what is being given by hand-out.
books and other printed materials.
Layout- only the necessary details are
Specialize in health, sports, and others.
included.
• Provide entertainment. It has entertaining
Graphics - simplify complex information
content- puzzle, word games and others
White space - for easy reading
• Facilitates Advertising.
Color - motivates the reader
HAND-OUTS
Author’s name and date
Teachers create hand-outs so that the
lessons can be remembered by students Literature/References cited
after the discussion and presentations.
STAGES IN THE PRODUCTION OF PRINTED
Edgar’s Dale Cone of Experience shows MEDIA
that people generally forgot 80% of what
PRE-DESIGN STAGE
people hear. Hand-outs will help your
students remember and the same time ➢ Start with an idea or a purpose. This
apply the information they receive. could be either to motivate, inform or instruct
the students;
A Good Hand-out:
➢ Develop the specific objectives and write
✓ Ensure that the audience can get the key
them down;
ideas as intended.
➢ Consider the learner. Plan for one major
✓ Serves as an addition to what the
audience group, but also think about
audience has heard and seen.
secondary ones who might use the material;
✓ Serves as a reference material when use a team approach. Have a production
audience needs it at a later date. team to handle content, communications,
instructional design, as well as technical
✓ Summarizes the information presented. and financial aspects of producing
✓ Keeps the audience focused only on a instruction material;
particular topic or subject. ➢ Constantly review what you have done;
Use this guidelines in designing the hand-out ➢ Prepare the content outline.
and at the same time this will be used as the
criteria in grading your work. DESIGN STAGE

Legibility ➢ Review your planning check-list that

includes ideas, objectives, target student
• make use of Arial or Times New groups, suitability of the material, when
Roman, 12 font size needed, number of copies, how they will
• You may use bold, italics and be used, subject content, production
underline to emphasized some team and funds.
important points ➢ Organize and produce the draft version,
Readability ensuring smooth, logical flow of content.
Concentrate on main points and leave
• You may change color, tone value, out unnecessary details.
and shape to highlight the element
with much important ➢ Strike a balance between giving too little
and too much. If there are textbooks,
Repetition - use to establish pattern all remember that handouts should not
throughout the hand-out. Formatting replace these books.
styles, colors and bullets are elements
that can be used to create patterns. ➢ Keep the reader in mind regarding
vocabulary and examples.
Alignment - used to lead the reader
throughout. ➢ Use simple words, short sentences and
paragraphs; minimize use of jargon,
Proximity - used to group together technical terms, abbreviations and
elements that are related with each other
 acronyms (DTP, WP, FAO, IMF and so instructional purposes. Be careful, these
on). Define them if you have to use them may distract the attention of the learners.
➢ Use elements that facilitate NON-PROJECTED VISUALS
comprehension and the learning process
Advantages
especially in long documents. These
• Can be easily acquired or obtained
include headings and sub-headings to
separate and identify sections of text, • Can be used without electricity
bullets and numbered lists, summaries, • Affordable
accurate references, a glossary of • Can be used without artistic ability
important terms, as well as an index. • Can be used in different levels of
instruction or discipline
POST-DESIGN STAGE • Can be used to stimulate creative
➢ Edit, test and rewrite the materials expression such as telling stories
Disadvantages of Non-Projected
VISUAL and VISUAL MEDIA Visuals
➢ Visuals are anything like pictures that is • Can be damage easily with regular use
used to make something more appealing
or easier to understand. Refers to • Hard to store
images, pictures and graphic organizers
• May be small for group viewing
that are being used inside the classroom.
REAL OBJECTS or REALIA
➢ Purposes:
SCALE MODEL - three dimensional
• Provide concrete referent for ideas representation of a person or thing.
MOBILE - three dimensional materials
• Make abstract ideas concrete hung independently from the roof using
• Motivate the learners threads.
STILL PICTURES and GRAPHICS
• Direct attention to important points • Advantages:
✓ It can translate abstract ideas into a
• Repeat information
more realistic format
• Recall prior learning ✓ It is readily available in books,
magazines, newspapers, internet
• Reduce learning effort ✓ It is easy to use
CATEGORIES OF VISUALS • Disadvantages

Realistic Visuals - actual objects  Some are small for use before a group

Mnemonic Visuals- these are patterns • Tips:

of letters, ideas, or associations that you
✓ Make sure that drawing are visible to all
remember something.
students.
Analogical Visuals- convey a concept
✓ For small pictures/drawings, it can be
or topic by showing something else and
post in a bulletin board at pass it from
implying a similarity.
student to student.
Organizational Visuals - show
ORGANIZATIONAL CHARTS - show
relationships among the main points or
the structure or chain of command
concepts in textual materials.
CLASSIFICATION CHARTS - use to
Relational Visuals - communicate
classify objects, events or species
quantitative relationships
TIMELINES - illustrate chronological
Transformational Visuals - illustrate
relationships between events.
movement or change over time.
TABULAR CHARTS
Interpretive Visuals - illustrate
theoretical or abstract relationships. GRAPHS - visual representation of
numerical data. It show statistical results.
Decorative Visuals - the things added to
Effective tool to compare and contrast
spice up the message but serve no useful
complicated facts.
 • Tips: elevations while browns show high
elevations.
✓ Keep the graph simple.
➢ A topographic map is similar to a
✓ Make it visible to all student or have a physical map in that it shows different
copy for each student. physical landscape features. They
are different however because they
✓ Graph must be properly labeled. use contour lines instead of colors to
✓ Use colors that will be visible from a show changes in the landscape.
distance. Contour lines on topographic maps
are normally spaced at regular
POSTERS- visual combination of intervals to show elevation changes
images, lines, color and words. (e.g. each line represents a 100 foot
Intended to catch the attention of (30 m) elevation change) and when
viewers to communicate a brief lines are close together the terrain is
message. steep.
• Characteristics: ➢ A climate map shows information
➢ Words are minimal about the climate of an area. They
can show things like the specific
➢ Layout of the elements are simple and climatic zones of an area based on
arranged well the temperature, the amount of snow
an area receives or average number
➢ Colors and text are efficient
of cloudy days. These maps normally
➢ Attractive use colors to show different climatic
areas.
• To create effective posters:
➢ An economic or resource map
➢ Think of theme shows the specific type of economic
activity or natural resources present
➢ Provide the tile or the slogan that are in an area through the use of different
most fitting symbols or colors depending on what
➢ Have a trial and error of the best layout of is being shown on the map.
the poster ➢ A road map is one of the most widely
used map types. These maps show
➢ Gather the needed materials for the major and minor highways and roads
poster including what font and font color (depending on detail) as well as
to use things like airports, city locations and
➢ Add objectives points of interest like parks,
campgrounds and monuments. Major
➢ Finalize the design highways on a road map are
CARTOONS generally red and larger than other
roads, while minor roads are a lighter
MAPS color and a narrower line.
➢ A political map does not show any ➢ A thematic map is a map that
topographic features. It instead focuses on a particular theme or
focuses solely on the state and special topic and they are different
national boundaries of a place. They from the six aforementioned general
also include the locations of cities - reference maps because they do not
both large and small, depending on just show natural features like rivers,
the detail of the map. cities, political subdivisions, elevation
➢ A physical map is one that shows the and highways. If these items are on a
physical landscape features of a thematic map, they are background
place. They generally show things like information and are used as
mountains, rivers and lakes and water reference points to enhance the
is always shown with blue. Mountains map's theme.
and elevation changes are usually • Tips:
shown with different colors and ✓ Use a map large enough so that all
shades to show relief. Normally on students can see it, or provide each
physical maps green shows lower student with his own copy of a map.
✓ It might be advisable to project a map . Puppets, objects used as characters in
theatrical performances. Audiences
✓ Use a map which is current enough for
perceive life and spirit from their
your purposes.
movement, their shape, and other
✓ Teachers should not assume that aspects of their performance.
students know how to use maps or
Gifted puppeteers (puppet operators)
globes.
can bring to life even apparently ordinary
✓ Globes in general are not enough for the objects such as bricks, handkerchiefs,
students to have, the teacher should spoons, or tennis balls.
have an introductory lesson on film or
Some puppetry is technically very simple,
television, then, work with individual
while some is remarkably complicated.
students or small groups of students.
Technical complexity is only one element
of a performance, however; other
components of puppet performances
include character, theme, plot,
movement, and design.
Puppetry has been popular for
thousands of years. In some regions it
developed as a traditional and highly
stylized form of entertainment for a
wealthy or aristocratic audience. In other
areas it was a form of folk theater
presented to people of all classes.
Traditional and folk performances
typically involve stock characters,
standard bits of stage business, lively
KINDS OF PRINTED MATERIALS
plots and raucous, good humor.
Flash Cards - is a piece of cardboard
MAIN FORMS OF PUPPETRY
displaying a picture or a word.
Finger puppet - An extremely simple
A pack of flash cards should fit the hand
puppet variant that fits onto a single
easily, so that students can use them for
finger. Finger puppets normally have no
speed drill.
moving parts and consist primarily of a
Models - is a copy or a reproduction of a hollow cylinder shape to cover the finger.
real thing. This form of puppet has limited
application and is used mainly in pre-
Special types of models: schools or kindergartens for storytelling
• Cut-away models with young children.
• Mock-ups Hand or glove puppet - this is a puppet
Cut-away - models come apart so controlled by one hand that occupies the
students can see how the various parts interior of the puppet. Larger varieties of
relate to each other or fit together. hand puppets place the puppeteer's
Ex. In a biology class, the teacher might use hand in just the puppet's head, controlling
a cut-away model of a flower to show its the mouth and head, and the puppet's
various parts. body then hangs over the entire arm;
other parts of the puppet (mainly arms,
JIGSAW PUZZLES but special variants exist with
➢ Pieces of cardboard or wood which teach manipulable eyelids, the mouth may also
a lesson as a student fits them together. open and close); these are usually not
much larger than the hand itself.
➢ Use to teach spatial relationships and to
show the relation of parts to a whole. A sock puppet is a particularly simple
type of hand puppet made from a sock.
PUPPETS
➢ Easy to Make Sock Puppets - These
puppets are so cheap and easy to
 make. You can add all kinds of COMPONENTS OF PUPPET
features to make an endless array of PERFORMANCES
puppets. Save your old socks and
CHARACTER
socks with no mates or look for used
socks and accessories in second • A character is a person, or sometimes
hand stores. even an animal, who takes part in the
action of a short story or other literary
➢ Moose Puppet made from a Paper
work.
Cup and Brown Lunch Bag
➢ What you will need: Brown lunch • Every character of the story must be
bag, 9 oz. paper cup, tan card stock, unique and has its own characteristics.
wiggly eyes, glue, brown paint, and PLOT
scissors.
• A plot is a series of events and character
Paper Bag Puppets actions that relate to the central conflict.
Rod puppet - A puppet is constructed THEME
around a central rod secured to the head.
A large glove covers the rod and is • The theme is the central idea or belief in
attached to the neck of the puppet. A rod a short story.
puppet is controlled by the puppeteer MOVEMENT
moving the metal rods attached to the
hands of the puppet and by turning the • Movement depends on the puppet that
central rod secured to the head. you will use.
Marionette or string - this is a puppet • The voice must be coordinated with the
suspended and controlled by a number of movement of the puppet.
strings plus sometimes a central rod
DESIGN
attached to a control bar held from above
by the puppeteer. The control bar can be • The setting of a short story is the time and
either a horizontal or vertical one. Basic place in which it happens. Authors often
strings for operation are usually attached use descriptions of landscape, scenery,
to the head, back, hands (to control the buildings, seasons or weather to provide
arms) and just above the knee (to control a strong sense of setting.
the legs). This form of puppetry requires
greater manipulative control than a • Background music and lights can also be
finger, glove or rod puppet. added to enhanced the presentation.

Shadow puppet - this is a cut-out figure MOCK-UP

held between a source of light and a Mock-up is a model which the student
translucent screen. It is different from manipulates when learning a skill.
other forms of puppetry as it is two
dimensional in form. Shadow Puppets • Ex. Preliminary training in driver
can form solid silhouettes or be education classes can include the use of
decorated with various amounts of cut- a mock-up of a car.
out details. Color can be introduced into
• Tips:
the cut-out shapes to provide a different
dimension. • When using models, be sure that
students are not misled by the texture,
Human Carnibal or Body Puppet -
color and size.
designed to be part of a large spectacle.
They are often used in parades (such as • Teachers should use the skills of their
the Minneapolis, USA May Day Parade) students to construct models from
and protests, these figures are at least materials such as wood, plastic, clay or
the size of a human and often much paper-mache.
larger. One or more performers are
required to move the body and limbs. The • Toy stores are another important source
appearance and personality of the of models.
person inside is not known and is totally FIELD TRIP
irrelevant to the viewer.
FIELD TRIP - excursion outside the classroom. ➢ Exhibit of pictures, maps, charts,
drawings
• Purposes:
NON-PROJECTED DISPLAY MATERIALS
➢ Provide enrichment of factual
information read in textbooks and CHALKBOARD
make words on the printed page more
➢ Check the visibility of the board from
meaningful
several positions around the room
➢ Improve attitudes, expand
➢ Plan things you are going to write
understanding, and increase skills
➢ The teacher should learn to face her
➢ Provide first hand experience with
students as she writes on it. She can
objects, places, situations and human
interfere with class discussions and
relationships that cannot be provided
permit discipline problems to develop.
in the classroom
➢ Put guidelines to help you write in
CONDUCTING A FIELD TRIP
straight line.
• Planning
➢ Erase the board after use.
➢ Have a clear purpose, clear content of
BULLETIN BOARDS
the trip.
➢ Use to provide illustrations, to create
➢ Preview the trip or have an ocular
atmosphere, to display student work, and
inspection.
to post announcements or regulations.
➢ Make arrangement to school head,
➢ Should have a catchy titles.
parents and teachers.
➢ Arrange it attractively.
➢ Arrange the transportation. Provide
sufficient supervision and set up ➢ Avoid stark black and white motifs and
safey precaution and ground rules. too many shiny materials.

• Preparing ➢ Change the bulletin boards frequently.

➢ State the purpose to your students ➢ Use quality pictures and be sure that
and discuss it to your class. materials are well posted.

➢ Preparatory activities such as stories, ➢ Align with the lesson.

reports, films, student-teaching
➢ Lettering and visuals can be read across
planning, information to be gathered,
the room.
individual or group assignment
FELTBOARDS
➢ Conducting
MAGNETIC BOARDS
➢ Arrive at the field trip site on time FLIP CHARTS
EXHIBITS
➢ Encourage the students to do and ask DIORAMAS
questions
PROJECTED VISUALS
➢ Account your students before the
return trip Overhead Projector

• Follow-up Slide Projector

➢ Sharing of experiences Opaque Projector

➢ report Liquid Display Projector

➢ Projects Document Cameras

➢ Demonstrations PHOTOGRAPHY

➢ Creative writing • Photographic skills can make you

capable of producing your own photos for
➢ Independent individual research specific communication purposes, such
 as for information, education and
promotion.
CAMERA FEATURES TO STUDY:
➢ Film loading
➢ Single lens reflex (SLR) viewfinder and
composition
➢ Lens opening and exposure
➢ Natural and artificial lighting
➢ Lenses, including macro and micro
lenses
➢ filters
TECHNICAL TERMS:
LONG SHOT (LS) - the subject is at a
distance from the camera
MEDIUM SHOT (MS) - if the camera
covers the subject and nothing more
CLOSE SHOT (CS) - if the camera
concentrate of the human subject from
breast up
CLOSE UP (CU) - if the camera
emphasizes the face of the human
subject or other photographed from a
high angle or low angle for dramatic
effect