Lesson:18 Roles and Functions of an Educational Media Center

                       "ROLES and FUNCTIONS of an EDUCATIONAL MEDIA CENTER"



               I learned of the different roles and functions of an educational media center. Having an educational media center is like having an active surrounding which is full of knowledge, learning and experiences. It promotes and enhance learning. It is a facility of the school system tasked to acquire, maintain, care, and promote the full effective use of educational media. It should hold the old and new technologies that makes learning more efficient and effective, where learners can choose what media he/she is comfortable with.
                 I can say that I am now more aware of the educational media center than before. I am pleased that nowadays we can access to libraries and internet to enhance our learning and we can gain experiences and develop new skills.

Lesson: 17 Assessment in a Constructivist,Technology-Supported Learning

         "ASSESSMENT in a CONSTRUCTIVIST, TECHNOLOGY-SUPPORTED LEARNING"



                       I learned these lesson about 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.
                      Students study and learn based on the way they are tested. The type of assessment anticipated appears to influence how and what they learn. Therefore, the quickest way to change the way students learn is to change the way learning is assessed.
                     In a technology-supported classroom, the student learns from and with technology. Technology is seen as a source of information that the students learn from in the same way that you, the teacher, are a source of information. The students master facts and concepts from from technology and with the aid of technology. Isn't this the essence of computer-assisted instruction? Is it in order then to assess the students learning information by way of the traditional paper-and-pencil test? We caution the teacher, however, however, to make his?her paper-and-pencil test with authentic assessment to assess analytical integrative and collaborative skills, skills that are taught in a constructivist classroom.

lesson:16 Using the Project-Based Learning Multimedia as a Teaching-Learning Strategy

                 

                                    USING the  PROJECT-BASED LEARNING MULTIMEDIA                                                   as a  TEACHING-LEARNING STRATEGY


        When we plan a multimedia learning project as a teaching strategy,we begin by clarifying our goals and objectives.From the list of objectives and content found in the K to 12 Curriculum Guide,we select which ones will lend themselves to a project-based multimedia learning strategy.Since this strategy requires much time,we need to be realistic in the amount of time we have to spend as seen against  time available or face failure and disappointment afterwards.

Project-based multimedia learning is one instructional strategy that we can use and may also include non-technical projects, lecture  and note-talking, writing and artistic or creative project-based multimedia learning strategy in teaching English process through distance education:

1. It is a powerful motivator students engaged in the creating in multimedia projects.

2. It makes teachers look for and apply the methods that optimize learning effect.

3. It makes teachers structurize the form of material.

Distance education is a multimedia education that uses for educational purposes e-mail textbooks, videoconferences, a computerized slide show, Web site and taking part in discussion in focus groups.

In this sense, one of the subjects which has been more extensively used in distance language teaching is focus groups.

Focus groups are organized discussion with a selected group of people with objective of gaining information about their views and experiences on a topic (Gibbs, 1998).

While focus groups have been used mostly in the fields of marketing our business specialities, over the past few decades they have come to be used as the methods of data gathering in qualitative studies.

Lesson:15 Project-based Learning and Multimedia:What It Is?

                        "PROJECT-BASED LEARNING and MULTIMEDIA:What is It? "

Project-based learning is an old and respected education method. The use of multimedia is a dynamic new form of communication. The merging of project-based learning English and multimedia represents a powerful teaching strategy that is called “project-based multimedia learning”.

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

Project-based multimedia learning has seven key dimensions such as core curriculum, real-world connection, extended time frame, students decision making, collaboration, assessment, multimedia.

Lesson:14 Maximizing the Use of the Overhead Projector and the Chalkboard

                              "MAXIMIZING the USE of the OVERHEAD PROJECTOR and the                                                                          
                                                                      CHALKBOARD"

            

           Historically, instructors could have any color of chalkboard they wanted as long as it was black. Today the chalkboard comes in all colors, shapes, sizes and degrees of portability. Some have special surfaces that require a particular type of felt-tip pen rather than chalk. Most times, however, this medium includes a large writing area, a writing substance (usually chalk), and an eraser.

             The chalkboard is so common that not much attention is paid to maximizing the use of thisfantastic sub-strategy, but by following the guidelines below, the potential of even the trusty old "blackboard" can be greatly increased.

Lesson:13 Teaching with Visual Symbols

                                                   "TEACHING with VISUAL SYMBOLS"

          
                 Your experience of the words and the graphs convinces you that a graph is easier to understand than the words of the paragraph.A graph is "worth a thousand words."A graph and any visual symbol for that matter such as drawings,cartoons ,strip drawings,diagram and maps are worth  in thousand words.they are more clearly understood than mere words.  

Lesson: 12 The Power of Film,Video and TV IN THE Classroom

                            "THE POWER OF FILM,VIDEO and TV in the CLASSROOM"




         The effect of tv depends on how it is used.We agree that the tv can give a more accurate,more lively and more colorful presentation of a difficult topic in physics for instance when the one who teaches the topic is inexperienced and can only make use of still pictures in black and white as visual aid..We are aware of the numerous educational benefits of the use of the tv as enumerated in this lesson.

Lesson 11:Making the most of community Resources and field Trips

              "MAKING THE MOST OF COMMUNITY RESOURCES AND FIELD TRIPS"


        Field trips abolish the "walls"that divide the classroom and the out side world.Field trips also connect people.involved in the field trip-students,teachers,parents,school head-come together for joint planning.Resource person in the community are brought. to the school as key informants in an interview by children or as lecturers.

Lesson:10 Demonstration in Teaching

                                                     
                                                         "Demonstration in Teaching"

       
           Demonstrations  are valuable tools for teaching both concrete techniques (skills) and abstract concepts (principles). A good demonstration permits a student to learn by observation, a skill we use innately when learning to talk, walk, and even clap our hands. They can be used to teach techniques like conducting a counseling session, using a computer program, or drawing blood for analysis. They can also be used to help students learn concepts like profit margin in economics, Boyle's law in chemistry, or probability in mathematics.

 During the demonstration, give a simple explanation for each step as you proceed. Observe students throughout to make sure your pace isn't too fast or too slow. Remember to summarize the demonstration or let students summarize it. This can be done either as you proceed through it or immediately afterward. After the demonstration, review key points with the class. If a significant number of students missed or misunderstood any key points, you may need to repeat the demonstration. As a follow-up exercise, have students apply the concept to a new situation so they can generalize their learning. For technique demonstrations, it is often helpful for students to watch the teacher coach a student volunteer through a technique. The teacher's facility with equipment often hides difficulties which are readily observed in unfamiliar hands. Then have students perform the technique on their own to consolidate learning.

lesson:9 Teaching with Dramatized Experience

                     Teaching with Dramatized Experience

One of the common problems in teaching is the uninterested of the students to learn and listen to the teacher's discussion.One way to remedy this is by dramatization.In this way,the learners get involved in away that they will participate in an interactive and fun way.This also makes the audience(learners) understand easily what is the idea being conveyed as what they have seen on the dramatization being presented.This give a greater impact on the understanding of the  audience because the audience just not know but also feels the idea being conveyed. For teachers,it is important for them to analyze the appropriate instructional materials to used having a mastery on it.Examples of dramatization are role play,pantomine,puppet,pageant etc.

Lesson:8 Teaching with Contrived Experiences

                                                    
                                               Teaching  with Contrived Experience



    These are "edited"copies of reality and are used as substitutes for real things when it is not practical or not possible to bring or do the real thing in the classroom .These contrived experience are designed to simulate to real-life situation.A model is a reproduction of a real thing in a small scale,or large scale,or exact size but made of synthetic materials.

Lesson:7 Direct Purposeful Experiences

                                                     
                                     
                                     Direct
Purposeful Experience and Beyond



    After seeing instructional materials as a whole, let us single out direct, purposeful experiences as instructional materials. This lesson we learn on how can be effectively used for instruction. All these experiences point to the need to use, whenever we can, direct, purposeful experiences in the teaching-learning process. These direct, purposeful experience referred to a first hand experiences that make up the foundation of our learning. These are the rich experiences that our senses bring from which we construct the ideas, the concepts, the generalizations that give meaning and order to our lives. They are sensory experiences.
                       These direct activities may be preparing meals, making a piece of  furniture, doing power point presentation, performing a laboratory experiment, delivering a speech, or taking a trip. It has described as purposeful because the experiences are not purely mechanical. They are not a matter of going through the motion. They are also described as purposeful because these experiences are undergone in relation to a purpose or learning. Out of the direct experience, thoughts or meanings following reflection must flow or run the risk of a lesson consisting of activity after another activity enjoyed by the learners who cannot make connection with the activities themselves. If budget on purchase of instructional materials is one of your worries, to use direct experiences as teaching material sets you free from worry.

Lesson: 6 Using and Evaluating Instructional Materials

                                      

                                     "Using and Evaluating Instructional Materials"

    Instructional materials are highly important for teaching, especially for inexperienced teachers. Teachers rely on instructional materials in every aspect of teaching. They need materials for background information on the subject they are teaching. Young teachers usually have not built up their expertise whenever they enter into the field. Teachers often use instructional materials for lesson planning.  These materials are also needed by teachers to assess the knowledge of their students. Teachers often assess students by assigning tasks, creating projects, and administering exams. Instructional materials are essential for all of these activities.

   Because students spend a significant amount of their classroom time using instructional materials and because of the large variety of available materials, both print and nonprint, it is crucial that all materials be thoroughly evaluated.

   Instructional materials shall be evaluated and selected according to specified procedures by qualified certified staff to ensure that the materials in the educational structure support the curriculum and meet the diverse needs of students. The instructional materials selected must be age and grade appropriate and must contribute to, and be aligned with, the curriculum and competencies.