1. AUDIO-A

2. DEFINITION
 Audio-visual aids are any device which can be
used to make the learning experience more
concrete, more realistic and more dynamic. Kinder
 Audio-visual aids are those sensory objects or
images which initiate or stimulate and reinforce
learning. Burton
 An audio-visual aid is an instructional device in
which the message can be heard as well as seen

3. HISTORICAL
DEVELOPMENT Human voice was instrument of instruction
 Manuscript was used to record the voice for later
generation but was very costly 4000 years ago.
 Printing press made possible a rapid spread of ideas 500
years ago.
 100 years ago Series of inventions-the photograph, the
lantern slide, the film strip, the motion picture and the T.V
made available to man
 Such device for educational purposes were missing.
 Economic & social forces are at work within education and
outside of it to force change in the direction of increased
application of instructional technologies.

4. NEED/IMPORTANCE/PURPOSE
 Improve and make teaching effective
 Enable the audience to look, listen and learn
 Make learning interesting and profitable
 Quicken the phase of learning
 Economize teachers effort
 Foster/develop the knowledge
 Add variety and newness to the lesson, provide vicarious
experience
 Overcome possible hurdles during the act of teaching
 Bring expected behavioral changes among the learner
 Stimulate curiosity
 Provide concrete experience or direct contact with reality
or serves as source of infection and life likeness in
teaching learning

5.  Basis for more effective perceptual and conceptual
learning.
 The student acquires clear, accurate & vivid image
during the learning
 Increase and sustain attention and concentration
 Increase meaningfulness of abstract concepts by
stimulating correct thinking.
 Provide an opportunities for situational type of
learning field
 Direct, dramatize the experience
 Stimulate thinking and motivate action
 Save time and energy.

6. Disadvantage and problem of
A.V. aids
 Not essential for all instructional Programme
 Helpful for teaching but not substitute of book
 Require more time for planning and preparing
 Tempts the teacher to narrow down the subject.
 Financial hurdles
 Absence of electricity
 Language difficulty
 Not catering to local needs
 Apathy of the teacher
 Ineffective of aids may be due to lack of planning, laziness
of the instructor.

7. CLASSIFICATION
Projected aids Non-projected
1. Films
2. Filmstrips Graphic display 3-d audio
3. Opaque projector boards aid
4. O.H.P.
5. Slides activity aid

8. Graphic aids
 Cartoons
 Charts
 Comics
 Diagrams
 Flash cards
 Graphs
 Map
 Photographs
 Pictures
 Posters
Display boards
 Blackboard
 Bulletin
 Flannel board
 Magnetic board
 Ped board

9. 3-dimensional aid
 Diagrams
 Models
 Mockups
 Objects
 Puppets
 Specimens
Audio aids
 Radio
 Recording
 Television
Activity aids
 Computer assisted
instruction
 Demonstrations
 Dramatics
 Experimentation
 Programmed
instruction
 Teaching machines

10. Audio materials
 Language lab
 Radio
 Sound distribution
system sets
 Tape and disco
recordings
A.V. aids
 Demonstration
 Films
 Printed materials
 Sound filmstrips
 T.V
 Video tapes
 Study trips.
Visual material
 Bulletin boards
 Chalk boards
 Charts
 Drawing
 Exhibits
 Film strips
 Flash cards
 Flannel boards
 Flip books
 maps
 Pictures
 Posters
 Silent films
 slides

11. CHARACTERISTICS
 Meaningful
 Purposeful
 Accurate in every aspect
 Simple to understand
 Cheap in availability
 Improvised
 Large size
 Upto date
 Easily portable
 According to memtal level of student
 Motivate the learner.

12. Principle of A.V. aids
 Principle of selection (age, grade, educational value)
 Principle of preparation (locally available, participation of
student in preparing the aid).
 Principle of physical control (storing and future)
 Principle of proper presentation
• Carefully visualize use of teaching aid before actual
presentation
• Acquaint themselves with use and manipulation
• Adequate handling of aid to prevent damage
• Display proper so that all the student are able to see
• Avoid distraction of all kinds

13.  Principle of response: guide student to
response activity. A.V. aid stimuli so that
they devise maximum benefit in learning
 Principle of evaluation:
• A.V. material base on realization of desired
objective
• Accompanying technology use

14. Factor influencing in selection of A.V.
aids
 Objective of training Programme/teaching objective
 Nature of subject matter being taught
 Nature of audience or large group, age, educational level,
socio-economic, experience interest, knowledge of subject,
intelligent level
 Relative cost
 Teacher familiarity
 Skill in selection, preparation and its use
 Availability, functioning or working condition of A.V. aid
 Knowledge of resources and availability and availability of
facilities.

15. BLACKBOARD OR CHALKBOARD
A blackboard or chalkboard is a
slightly abrasive writing surface made
of wood, ply, hardboard, cement,
ground glass, asbestos, slate, plastic,
etc. with black, green or bluish-green
paint on it.
White chalk sticks are generally used
for writing on the board.

16. Characteristics of good chalkboards
 The surface should be rough enough to
hold the writing on the board
 It should be dull enough to eliminate glare
which hampers visibility of the writing on
the board
 The writing should be easily removable with
cloth or foam duster.
 It should be mounted on an appropriate
height within the reach o the teacher and
visibility of students.

17. Use of chalk boards
 Use with other aids
 For writing important points
 For drawing illustrations
 For solving problems of mathematics and
science
 for giving notes to students,
 the chalkboard is a very useful teaching
aid.
 As a substitute for bulletin board
 To give exam and test
 As screen for still projection.

18. POINT TO BE KEEP IN MIND
 Write clearly I cursive handwriting the important
points of the topic on the chalkboard, avoid
overcrowding of the information.
 The size of lettering should be large enough to be
seen properly by the students at the rear of the
class, height of the letter should be 6 cm x 8cm
 Plan the CB work in advance in simple brief
phrases and keywords
 Class room should be lighted properly and glare
free
 Rub off information already discussed in the class
and noted down by the students
 Use shading and underlining for stressing the
point
 A difficult illustration should be drawn before
hand to save time

19.  Use other supplementary aids to emphasize and
clarify concepts
 Use colors chalk for aesthetic appeal and for
providing contrast.
 use a soft cloth or foam duster for rubbing off
 Rubbed the board vertically first and then
horizontally
 Stand on the one side of the board while
explaining a point to student and use pointer
 For teaching geometry, drawing use large scale or
compass etc. with handle.

20. Type of chalkboard
 Dull –finished plastic
 Mossy-surfaced glass
 Paint coated plywood
 Presswood or vitreous-coated steel
(semipermanent chalk or magnetic material
can be use)
 Cement

21. ADVANTAGES
 The chalkboard is a convenient visual aid for group
teaching
 An economical teaching aid as it can be used over
and over again
 Accompanied by the appropriate actions and
illustration, it can capture student’s attention
 Work as valuable supplementary teaching aid
 Work as a good visual aid for drill and revision
 Used for drawing enlarged illustration from the
textbooks
 Easily used for giving lesson notes to students

22. LIMITATION
 It Makes students heavily dependent on
the teacher
 It makes the lesson teacher paced
 It does not care for the individual needs of
the student
 It makes the lesson dull routine
 Chalk powder spread and inhaled by the
teacher and students
 Constant use can make it smooth and full of
glare.

23. BULLETIN BOARDS
 BULLETIN BOARD IS THE DISPLAY
BOARD WHICH SHOWS THE VISUAL
LEARNING MATERIAL ON A
SPECIFIC SUBJECT. IT MAY USED
FOR INFORMATIONAL AND /OR
EDUCATIONAL PURPOSES.

24. Purposes of bulletin board as
teaching tool.
 To motivate the learner
 To give the correct initial impressions
 To broaden the sensory experience of
the learner and provide experience
outside the student environment
 To intensify impressions and vitalize
instructions
 To add variety to the classroom activity

25.  To provide information
 To supplement and correlate
instructions. The material may be used
in a unit plan as an integral part of the
curriculum or as an outside unit to
provide for incidental learning.
 To save time. Material that cannot be
presented during the class hour
nevertheless can be used on the
bulletin board.

26. Type of bulletin board
 According to the subject or topic, there can
be science topic bulletin board
 The classroom bulletin can used for
displaying best work of the student
 According to house-system, bulletin board
can be given
 All purpose bulletin board in which interesting
news, book or brochures, cartoons, poems,
sketches, pictures, photograph, greeting card,
thoughts, announcements.
 Fixed type
 Foldable, movable
 Wire bulletin

27. Characteristics of bulletin board
 Sizes and various kind of bulletin board are
there which depend on the purpose for which
it is used and size of group.
 It should be little longer in length than the
width
 Highest point of the bulletin board should be
only a little above the eye level of the average
individual
 It should be dark and have dull finish
 Cork, felt, beaverboard and burlap are
suitable materials for bulletin board
construction.

28. Point to remember
 Procure enough illustrative materials from
various sources on a given subject or topic
 Sort out the relevant material specific to
the subject or topic
 Display the material on the bulletin board
in an aesthetic manner keeping the color
balance and harmony in view
 On the top center of the bulletin board fix
a title for the specific subject of the
display material
 Below the title fix brief description about
the specific subject or topic
,

29.  While teaching , make references to the
material displayed on the bulletin board
 Keep the interest of students alive by
involving them in collection of
material for the bulletin board
 The height of the bulletin board
should be one meter above the ground
 The area where the bulletin boards
are fixed or placed should be well-
lighted.

30. ADVANTAGES
 Work as a good supplement to normal
classroom teaching
 Arouse student interest in specific subjects
 Displays can be effectively used as follow-up
of chalkboard work
 Add color and liveliness to the classroom as
they have decorative value along with the
educational value
 Display can be used to introduce a topic and
as well to review it.

31. Limitation
 Cannot be used as inclusive teaching
but as supplementary aids
 Collection of relevant material is
difficult

32. FLASH CARD
 Flash cards are small cards of
generally 25 x 30 cm size which are
shown for few moment before the
class to send across a message or
impart an idea
 Idea should be brief

33. Preparation of flash cards
1. Cut a foolscap paper and cut it into
four equal parts to get the flash cards.
2. Write the content on it either in the
free hand or using lettering stencils
3. And sketch pen
4. Height of letter should be 5cm
5. First make on rough paper and then
transfer it on the cards

34. Use of the flash cards
 Give brief introduction about the lesson to
students
 Give instruction to student about their actions
while you flash the cards
 Flash the card in front of the class by holding
it high with both hand so that all the student
can see it
 Let the student respond as per instructions
already given
 Add more information to the student
responses
 Test the learning by additional flash cards
 Review the lesson by selectively using flash
cards.

35. Advantages
 Introduce and present topics
 Apply information already
 Gained by students to new situations
 Flash cards can be used for drill and practice
in elementary classes
 Develop the cognitive abilities of recognition
and recall of student
 A series of special purpose flash cards can
be used for playing educational games to
couple learning with fun
 Useful supplementary and use effectively with
other materials.

36. FIELD TRIP
 A field trip is defined as a planned and
supervised visit of a group of students
outside the normal classroom to get the
first hand educational experience.
 Type of field trip:
1. Local school trips
2. Community trip
3. Educational tour
4. Nature hunt

37. Aims of field trip
 To get the first hand experience and
direct contact with the things and system
of real life related to the textual material
of classroom
 To have an in-depth study of an
instructional unit
 To arouse interest in an instructional unit
 To impart positive attitudes and sharpened
social skills
 To review a class lesson by relating it to
the real situation.

38. Step to organized a field trip
 Prepare yourself and student for the trip
so as to make specific observation during
the trip
 Identify the main purpose of the trip
 Issue specific instruction about the mode
of the field trip like the detailed
arrangement
 Take a manageable group of the students
for the field trip
 Prepare a guide & activity sheet for the
educational tour based upon the prior
information about the place of visit

39.  Observe discipline, decorum and regulations during
the field trip
 Inform the proper agency about the ensuing field
trip so that they can contribute their resources
for the instructional benefit to the students
 Prepare activity and worksheet, distribute the
student to collect , write the information, draw
sketches & stick picture postcards
 Instruct the student regarding safety rules and
precautions against hazards which can happen
during the field trip
 Take camera, binocular, sketch pens, drawing book
for recording visual observation
 Write report on the same experience

40. Advantages of the field trip
 Provide accurate information about object,
process or system
 Provide meaningful direct experience & result
in lasting learning
 Help in effectively learning through student
enthusiasm
 Maintain student curiosity
 Help in application level of learning
 Help in utilizing all senses for learning
 Help in developing proper attitude and social
skill among the students

41. Limitation of field trip
 Can be use occasionally
 Costly
 Need consideration for poor student
 Need proper and detailed planning of
the trip for its meaningfulness

42. Demonstration
 A demonstration is an activity to show
“how” and providing proofs for a
process or happening, in short it is
performance to show a process or
activity to others.

43. Stages of demonstration
1. Pre-planning: all the requisites and pieces
of equipment should be gathered.
2. Rehearsal:, the teacher must try out the
demonstration for his own sake
3. Performance: it should be slick, to the point
and with proper explanation of key concept
during demo
4. Follow-up: after demo, the teacher must ask
question and discuss what has been
observed by the students.

44. Uses of demonstration
 To demonstrate experiment or
procedure in class or clinic areas
 To review or revise
 To teach the patient
 To demonstrate different approaches in
establishing rapport with patient

45. Advantages of demonstration
 Good for acquiring and perfecting
operational skills
 Engage student’s attention & operation
 Encourage student’s participation in
learning through questions and answer
as the teacher performs

46. Characteristics of a good demonstration
 Demonstrator should understand the entire
procedure
 All equipment should be assembled and pretested
 Advance knowledge should be there
 A positive approached should be used
 Every should have a good view of the demonstration
 Running comments to explain the ongoing procedure
for better understanding and what to observe in the
procedure.
 Setting should be true to life as possible
 Prompt practice for the student to learn effectively