www.kvrmaterials.com BED 3 SEMESTER PEDAGOGY OF BIOLOGY UNIT -3 TEACHING LEARNING MATERIAL An outstanding, development in modern education is the increased use of supplementary devices by which the teacher through the use of more than one sensory channel helps to clarify, establish and correlate concept, increases knowledge, arouse interest, even evokes worthy emotions and enriched the imagination of children. Learning takes place at three levels - direct experiencing, vicarious experiencing and symbolic experiencing. Thus audio-visual materials are quite helpful in instruction. They supply a correct basis for conceptual thinking. Researchers have recommended that in education we should appeal to the mind chiefly through the visual and auditory sense organs. It is possible that 85% of our.leaming is absorbed through these. ⮚ According to Gandhiji, "True education of the intellect can only come through a proper exercise and training of bodily organs hands, feet, eyes, ears and nose. ⮚ Commenting on the use of A.V-aids, Kottari Commission 19964-66 observed that it should indeed bring about an “Educational revolution” in the country. It further stated that the supply of teaching aids to every school was essential for the improvement of the quality of teaching ⮚ The NPE 1986 and as modified in 1992 has laid a great stress on the use of teaching aids, especially improvised aids, to make Teaching learning more effective and realistic. ⮚ In the words of Edgar Dale, “Because A.V. materials supply concrete basis for conceptual thinking, they give rise to meaningful concepts enriched by meaningful association, hence they offer the best antidote for the disease of verbalism.". EDGARDALE'S CONE OF LEARNING EXPERIENCES Education, whatever are its goals and objectives, means and media ultimately has to result in some form of learning or the other. Learning is essentially a modification of behavior due to interaction of past experiences and present stimuli. The behavioral modifications arising out of learning may take place in the three domains: cognitive, affective, sensory-motor (Psychomotor) individually or collectively. It is well known that students in traditional classes don't retain knowledge when it is simply given to them in the form of lecture and written material. Learners tend to effectively retain material when their participation is high (achieve learning) and retain less with low participation with course material (passive learning). Hence strategies need to be developed to actively involve students in the classroom activity. In the 1960's the research of Edgar Dale found that levels of effectiveness in learning are directly related to the participation of the student. Dale developed a cone - shaped model that represents retention rates in students for
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
www.kvrmaterials.com
BED 3 SEMESTER PEDAGOGY OF BIOLOGY
UNIT -3 TEACHING LEARNING MATERIAL
An outstanding, development in modern education is the increased use of supplementary
devices by which the teacher through the use of more than one sensory channel helps to clarify,
establish and correlate concept, increases knowledge, arouse interest, even evokes worthy
emotions and enriched the imagination of children.
Learning takes place at three levels - direct experiencing, vicarious experiencing and symbolic
experiencing.
Thus audio-visual materials are quite helpful in instruction. They supply a correct basis for
conceptual thinking. Researchers have recommended that in education we should appeal to the
mind chiefly through the visual and auditory sense organs. It is possible that 85% of our.leaming
is absorbed through these.
⮚ According to Gandhiji, "True education of the intellect can only come through a proper
exercise and training of bodily organs hands, feet, eyes, ears and nose.
⮚ Commenting on the use of A.V-aids, Kottari Commission 19964-66 observed that it
should indeed bring about an “Educational revolution” in the country. It further stated that
the supply of teaching aids to every school was essential for the improvement of the
quality of teaching
⮚ The NPE 1986 and as modified in 1992 has laid a great stress on the use of teaching
aids, especially improvised aids, to make Teaching learning more effective and realistic.
⮚ In the words of Edgar Dale, “Because A.V. materials supply concrete basis for
conceptual thinking, they give rise to meaningful concepts enriched by meaningful
association, hence they offer the best antidote for the disease of verbalism.".
EDGARDALE'S CONE OF LEARNING EXPERIENCES
Education, whatever are its goals and objectives, means and media ultimately has to result in
some form of learning or the other. Learning is essentially a modification of behavior due to
interaction of past experiences and present stimuli. The behavioral modifications arising out of
learning may take place in the three domains: cognitive, affective, sensory-motor (Psychomotor)
individually or collectively. It is well known that students in traditional classes don't retain
knowledge when it is simply given to them in the form of lecture and written material. Learners
tend to effectively retain material when their participation is high (achieve learning) and retain
less with low participation with course material (passive learning). Hence strategies need to be
developed to actively involve students in the classroom activity. In the 1960's the research of
Edgar Dale found that levels of effectiveness in learning are directly related to the participation
of the student. Dale developed a cone - shaped model that represents retention rates in
students for
www.kvrmaterials.com
BED 3 SEMESTER PEDAGOGY OF BIOLOGY
different methods of course presentation. Concept of cone of Experience: Edgar Dale, the chief
exponent of A.V.aids in teaching is the originator, of the "Cone of Experience". All the Learning
experiences which can be utilized for classroom teaching are shown by Edgar Dale in a pictorial
device-"Pinnacle form” - which he called the “cone of experience" if we go up the pinnacle from
its base, we find that every aid has been arranged in the order of increasing abstractness or
decreasing directness. In a simple language it may be stated that the cone' classifies the
A.V.aids according to their effectiveness in communication-aid at the base of the cone as "most
effective” – relative effect gradually decreases.
Dale proposed that learning is stimulated progressively form concrete (ile, hand on) experiences
to abstract (i.c verbal and visual) symbols. His cone is most useful as a guide for introducing
and building concepts. At the most basic and effective level of instruction students are
introduced to new material through an actual “hands on experiences or doing the real thing.
“Students see, do and talk about the concept. Learning will be effectively completed conditions
the fulfilled. At the top of the cone, or triangle is lecture and text. Dale's model suggest that
these passive instructional modes are the least effective ways to introduce new concepts to
students. Between top and bottom of the cone, Dale has several other levels of instructions
including giving a talk, watching a demonstration, seeing a film or picture.
The cone of experience as a model has eleven bands. The model suggests a comparative
approach to effective teaching learning process. The model shows a progression of learning
experiences from direct purposeful experiences to abstract verbal expression.
The experiences included in the cone are indicated below i.e. all the experiences that the
human beings derive are mainly from three sources.
a. Direct, Purposeful experiences: The experiences gained through direct contact with senses
are direct and purposeful i.e. the experiences gains through handling, testing, touching,
travelling etc. "An ounce of experiences is better them a tone of theory" and hence experiences
is the best possible method of teaching effectively. Thus form the base of the Cone.
www.kvrmaterials.com
BED 3 SEMESTER PEDAGOGY OF BIOLOGY
b Contrived experiences: A contrived experience is an imitation of reality. It is like a working
model, which is a replica of reality and differs from the original in either size or its complexity. It
is not possible to present a real object event in all cases. In some cases the real object may be
too big, very minute, concealed etc. In such a situation imitation is preferred for better and
easier understanding.
Dramatic Participation: Dramatic participation is a mean by which certain real events are
represented so that we can get close to reality as possible. Thus we participate in a
reconstructed experience as close to the original as possible. Puppet shows, pageants (kind of
community drama, usually based on history) Pantamine (actors do not speak, make
movements), tableau (Picture line science in which the characteristics stand still, silently) mock
conventions, plays are various forms of dramatization. The experience is more useful when one
actively participate rather than merely watch it. A keen observer gets the feeling of being in the
actors shoes.
A perusal at the Dale's cone of experiences shows that the tip of the cone represent the verbal
symbols which are abstract and difficult forms of classroom communication. And the bottom of
the cone represents Direct and purposeful experiences. So in order to make the classroom
communication meaningful, the teacher have to move away from excessive use of verbal
symbols and make use a variety of teaching resources which are available around them. Then
only the teachers role would shift from conventional knowledge dispenser to resource manager
and facilitator of learning.
www.kvrmaterials.com
BED 3 SEMESTER PEDAGOGY OF BIOLOGY
www.kvrmaterials.com
BED 3 SEMESTER PEDAGOGY OF BIOLOGY
AUDIO-VISUAL INSTRUCTIONAL AIDS
Introduction:
There was a time when a great part of learning was only linguistic, i.e. it was thought to be a
communication by the word of the month. Language was, and it still remains the most effective
tool in the learning and teaching. The recent trends have seen many new trends in the media of
teaching and learning. “In addition to the language tools certain mass media are now gaining
acceptance under the general leading of A.V.aids.
Thus an outstanding development in modern education is the increased use of supplementary
devices by which the teacher through the use of more than one sensory channel helps to clarify,
establish and correlate accuracy, concepts, interpretations and appreciations, increases the
knowledge, arouses interest and even evokes worthy emotions and enriches the imagination of
children.
Learning takes place at three levels -- direct experiencing, vicarious experiencing and symbolic
experiencing. Thus A.V. materials are quite helpful in instruction. They supply a concrete basis
for conceptual thinking. They give rise to meaningful concepts to words enriched by meaningful
associations. Researchers have also recommended that in education we should appeal to the
mind chiefly through the visual and auditory sense organs, since it is possible that 85% of our
learning is absorbed through these.
What are A.V. Aids?
There are times when firsthand experiences cannot be given to students and it is then, a
teacher uses substitutes for reality - photos, models, maps etc. There are substitutes which
attract vision and hearing of the students. As such term “Audio-visual aids” has been formed
(Audio-to hear and visual - to see) i.e. those instructional devices that can be heard as well as
soon.
According to Carter A.Good "Any device by means of which the learning process may be
encouraged or carried on through the senses of hearing and sight simultaneously” is known as
Audio-visual aid e.g. Sound film, slides, sound motion pictures, television etc.
Burton says "Audio-visual materials are those sensory objects or images which initiate,
stimulate, and re-in force learning." The following diagram may be helpful in clarifying the
meaning:
WHAT IS AN INSTRUCTIONAL AID
An instructional aid' is any device that assists an instructor to transmit to a learner facts, skills,
attitudes, knowledge, understanding and appreciation.
www.kvrmaterials.com
BED 3 SEMESTER PEDAGOGY OF BIOLOGY
A visual aid is an instructional device that can be seen but not heard. An audio aid is an
instructional device that can be head. An audio-visual aid is that device which can be heard as
well as seen.
The child is interested to see concrete things. He wants to handle, manipulate and the teacher
should provide occasions for the pupils satisfy their curiosity of doing things. The learning
though sense is more permanent than mechanical learning. Out of five senses it is through the
hearing and seeing that 86% of knowledge is gained.
THE VALUE OF AUDIO-VISUAL AIDS TO LEARNING OR IMPORTANCE OF AUDIOVISUAL
AIDS
Audio-visual aids are instructional devices which can be heard as well as seen. These aids are
intended to impart knowledge to pupils through senses to ensure quick and effective learning. A
teacher has to make use of the aids in order to make his lesson more interesting and real. We
learn through the senses and the senses of sight and hearing have a greater share in this
process. Man depended upon the sight long before he felt the need of speech and that the
alphabet was derived from the picture sign language. But it should always be borne in mind that
these aids should be used as aids to teaching and should not replace the teacher but
revolutionize other methods of teaching.
1. A.V. Aids are potent starters and motivators:
A.V. Aids are best attention compellers. They arouse interest and motivate the pupils to action
and stimulate physical and mental activity. When the child finds learning made easy, interesting
and joyful with the help of sensory aids he feels motivated. He cannot but attend to an
interesting procedure going on before him. It enables the students to learn faster, remember
longer, gain more accurate information and receive and understand delicate concepts and
meanings. Thus learning becomes meaningful, enjoyable and effective.
2. A.V. Aids give variety to classroom technique:
A.V. Aids represents a change from the traditional activities of the school. While using them the
child is experiencing something different. Variety is always attractive to the child as well as to
the adult. A.V. Aids provide a change in the atmosphere of the classroom. They allow some
freedom from the formal instruction of the traditional type. While using aids the pupils may move
about, talk, laugh, question, comment upon and in other ways act in a natural manner as they
do outside the classroom.
3. Many of the aids provide the child with opportunities to handle and manipulate:
An opportunity to touch, feel, handle or operate a model, specimen, picture, map, press a button
or turn a crank gives an added appeal because it satisfies, temporarily at least the natural desire
for mastery and ownership
By reviewing and rehearsing the aids used pupils get opportunity to correct misconceptions and
secure additional ideas. A film after having been shown to the students can be reviewed by the
active discussion among the students and with the teacher. By showing the film again the pupils
www.kvrmaterials.com
BED 3 SEMESTER PEDAGOGY OF BIOLOGY
correct their mistakes and get a chance to revise what they have learnt and at the same time
gather additional information which they had unconsciously overlooked.
4 Saves time: - It saves time and learning is more solid and durable. The pupils learn about
35% more in given time and the knowledge learnt is retained for 55% longer time.
5. Provides firsthand experience: It extends firsthand experience when the students see a
demonstration, handle the apparatus, perform the experiment themselves and prepare charts,
sketches and models.
6. It brings reality to the classroom: It helps in bringing vivid reality into the classroom. Mere
chalking and talking do not help much and it is important to make use of the aids.
7. It is the most natural and easiest way of learning: Image is the greatest instrument of
instruction. When a child sees an object he forms an image of that object.
8 It is a representation of the real source: Though firsthand experience is the most educative
type of experience always it is neither desirable nor possible for the pupils. In some cases the
actual material is inaccessible very expensive, or physically, so constituted that they cannot be
easily studied. So at such occasions it becomes essential to provide a representation, of the
real resource. If it is readily available and less expensive, it may be even more desirable. For
example, it is not desirable that the students should have the direct experience of recognizing
the characteristics, actions, affects, and remedies of any fatal disease, say plague typhoid etc. It
is always useful to give them vicarious experience. Similarly it is not possible for everybody to
climb up the Everest but the children have vicarious experience of climbing even by seeing a
film. So in such situations reproduction is better for the original may be too complex, too large,
too small, too slow, to be successfully experienced firsthand.
9. Simplifies teachers work: The large number of pupils and shortness of teachers require some
aids that can simplify teacher's work.
10. Now curriculum have broadened and extended the field of education which can be
satisfactorily covered only with the help of teaching aids.
11. Provides opportunity to inculcate scientific attitude: It provides opportunity to inculcate
scientific attitudes and give training in the scientific method.
12. They supply the context for sound and skilful generalizing: Books lack the specificity, the
warmth, indeed some of the unutterable poignancy of concrete experiences. Through direct,
purposeful, first hand experiences and semi concrete A.V. experiences we can supply the
context for sound and skilful generalizing.
13. A.V. Aids can play a major role in promoting international understanding: These aids can
bring about mutual understanding and appreciation of cultural values and ways of living among
the different nations of the World. Enlightened and sympathetic attitudes can be developed
among the school children through this media. Films and radio programmes can be exchanged
among the different countries. Coloured slides on works of art of different countries lead to
mutual appreciation of eastern and western cultural values. To conclude in the words of
Mckown and Roberts “A.V.Aids wisely selected and intelligently used, arouse and develop
intense and beneficial interest and so motivate the pupils learning. And properly motivated
learning means improved attitudes, permanency of impressions, and rich experience and
www.kvrmaterials.com
BED 3 SEMESTER PEDAGOGY OF BIOLOGY
ultimately more wholesome living.
PRINCIPLES FOR THE SELECTION AND USES OF AUDIO-VISUAL AIDS
In the teaching process, emphasis is laid on the use of A.V. aids because of their multifarious
values in making the teaching learning process interesting and effective. But wrong use of these
aids will invite adverse criticism. So precautions must be taken while selecting and using these
aids. Some of them are discussed below. Principles for Selection:
1. The aids should be integrated with learning. It should be an integral part of educative process
and appropriate to the curriculum of the class. It should not be merely recreational but should
accomplish some significant end and co-ordination with day to day lessons. For example while
teaching about a scientist the tape recorded speech may be reproduced in the classroom. This
will provide life like situations and the pupils will feel interested.
2. It should be according to the age, intelligence and experiences of the students. It should
neither be too simple nor too complex. It should suit to the physical, psychological, intellectual
and social development of the group with which it is used.
3. The language should be familiar and understandable to the pupils.
4. It should be truthful, accurate and realistic and should be a substitute for reality. For example,
a model of red-rose should represent a true flower in its proportion, colour, symmetry etc. If the
aid used is just a misrepresentation of the actual thing the whole aim of the aid or teaching is
defeated for the children will learn wrong things.
5. It should be motivational and highly informative. The aid used should attract and capture the
attention of pupils.
6. It should be available where and when required.
7. It should have desirable utility and should be according to local conditions and needs. The aid
selected should satisfy the purpose for which it is used.
PRINCIPLES FOR USE
1. The teacher should be well skilled in the use of aid.
2. It should be actually taught and not merely displayed.
3. It should not substitute but supplement the teacher & work.
4. While using the aid active participation of the student should be sought.
5 It should be properly protected and preserved for nothing discourages or masks the interests
of the students more than a spoiled picture, broken model or a cracked slide. .
6. It should be located conveniently so that it is easily available when need arises.
7. It should be evaluated at regular intervals in order to know their use and effect on learning.
ESSENTIAL QUALITIES OF TEACHINGAIDS
1. Accurate: If the aid is the actual object then it is very essential that it is accurate, in its
representation. Charts and models sometimes tend to be in accurate. Charts lack third
dimensions, photos are very accurate but they can't be used to show all the details because
www.kvrmaterials.com
BED 3 SEMESTER PEDAGOGY OF BIOLOGY
they may overlook the essential features. So while using aids teacher should know that they are
proper and adequate for specific lesson. The aid must not give incorrect concept.
2. Relevance: The aid should be relevant and directly related to the subject-matter. It should be
accurate in detail, understandable and interesting
3. Realistic: Aid may be anything from crude diagram to an actual object. But ifit seems to be
realistic, its virtue increases. It has been said that visual aids have value in proportion to the
degree of realization.
4. Comprehensible: The students find it difficult to understand those aspects which the teacher
wants to bring home. These aspects may be overlapped by other unnecessary facts, for
instance in metallurgy if the students are shown real plant of that metal under study, they do not
completely understand. They visualized real object. It is relevant but due to its complexity they
may be confused. So the aid should neither be very simple nor too complex. Both types cause
loss of interest .
5. Interesting: It should create interest in the students.
6. Simple: Should not be overcrowded.
7. Cost: It should be economical.
8. Availability: It should be available when required
9. Preparation: The teacher should be well prepared for the use.
10. Big enough: It should be large enough to be seen by all
11. Location: It should be located at a place where it can be easily seen.
12. Evaluation: It should be evaluated at regular intervals in order to know its effect.
13. Appropriate: It should suit to the age, intelligence and experience of the students.
Psychologically the A.V. aids are important for their significant role in strengthening memory.
These aids make for sense participation, thus opening the gateway of knowledge to help the
child overcome forgetting.
In fact, the total intellectual activity itself is based upon sense perceptions and the old Chinese
saying that a single picture is worth a thousand words is not an empty speech. The sensory aids
helps the child in self-expression of various forms which is undoubtedly helpful in learning. And
it is further true that whatever is made to appear before our eyes leaves better imprint on our
mind than otherwise.
Thus these A.V. Aids are means that can be employed to teach pupils what words mean and to
aid them in critical thinkings which is the basis of the higher forms of learning
WHERE AND WHEN TO USE A.V. AIDS
The success of these aids depends mostly on the appropriate use to which they are put. We
have to use them only where/when they can add to the clarity of the subject e.g.
1. Where the object is too far distant to be actually seen as in Geography and astronomy.
2. Where the object is far removed in time as the history (viz. discovery of O, atom etc.)
www.kvrmaterials.com
BED 3 SEMESTER PEDAGOGY OF BIOLOGY
3. Where the object is too big to be brought into the classroom e.g Bhakra Dam, an aeroplane
etc.
4. Where the object is too small to be seen by a naked eye og germs, structure of an atom.
5. Where the object is too slow to be seen e.g germination of seed, growth of a plant.
6. Where the object is non-visual like sound waves, electricity etc. 7. Where the object is too
complex to be understood in its natural form e.g., manufacturing of glass, cement etc.
WHY TO USE A.V. AIDS IN SCIENCE TEACHING
1. To present exotic material i.e. the rare materials which are not seen.
2. To present historical method.
3. To present information about in accessible places i.e. places where we can't go.
4. To give bird's eye view
5. Amplify sounds.
6. To acquaint the people with dangerous situations or conditions e.g. volcanic eruption etc.
7. It substitutes firsthand experience.
8. To minimizes the time (About 40%)
9 To bring the child to reality.
10. To bring variety to classroom.
CLASSIFICATION OF TEACHING AIDS
It is rightly said that senses are the gateways to all knowledge and sensory learning
experiences make instruction efficient, effective and lasting. The human senses provide
concrete learning experiences by converting the abstract ideas into direct purposeful activatec.
Based on the sense organs involved teaching aids can be classified as follows.
I Classifications based on sensory organs:
Audio-visual aids can also be grouped into three broad categories viz. Auditory aids or audio -
aids, visual aids and audio-visual aids.
1. Audio Aids: An aid or a teaching device that can be heard is known as an audio aid eg.
Audio-tapes, cassettes, etc.
2. Visual Aids: An aid or a teaching device which can be seen but not heard is known as visual
aid. Eg: audio-tapes, cassettes, etc
3. Audio-Visual Aids: An aid that can be heard as well as seen is known as an audio-visual aid
Eg: motion pictures, video cassettes, TV, etc
II. Teaching aids can further be divided into three categories.