principles of teaching subject

1. 
Reasons for using audio-visual aids:
1.To help clarify important concepts.
2.To arouse and sustain student’s interests.
3.To give all student in a class to opportunity to share experiences
necessary for new learning.
4.To help make learning more permanent.

2. 
BASIC GUIDELINES IN THE USE OF AUDIOVISUAL AIDS
 Selecting the materials
Depending upon the kind of material to be used, the teacher may want
to look into any of the following various factors relating to quality:
1. Recency—up to date, reflecting currently thought, original or
revised
2. Availability—obtainable when needed
3. Appeal—aesthetics, attention building
4. Technical qualify—simple, workability
5. Cost—within school budget
 Preparing the class for the audiovisual experience.
 Guiding the class through the audiovisual experience.
 Following up the experience after its completion.

3. 
Kinds of the instructional aids and their uses
I. Printed Materials
A. Textbooks
B. Supplemental materials
1.workbooks
2.duplicated outlines
3.teacher-prepared study guides
4.reference books
5.pamplets
6.magazine articles
7.newspapers
II. Audio Aids
1. Radio
2. Phonography
3. Tape recorders

4. 
III. Visual Aids
A. Chalkboard
B. Still pictures
1. nonprojected
a. photographs
b. illustrations
2. projected pictures
a. slides
b. filmstrip
c. opaque projections
d. overhead projections
C. Graphic materials
1. charts
2. graphs
3. maps and globes
4. posters

5. 
D. Exhibits
1. school-made displays
2.bulletin boards
3. museums
E. Flannel board and Felt board
F. Objects
1. specimens
2. televisions
3. video maps
V. Demonstration
VI. Community resources
1. field trips
2. resource person
VII. Language laboratory
VIII. Programmed instruction

6. 
Printed Materials
Textbooks
 systematic arrangement of subject matter designed to assist the
instructor in teaching particular content to student at a specific
grade level. It is a book to use entire class.
ADVANTAGES:
1. It provides a common core of learning that is essential in
intelligent class discussion, problem-solving situations, and small
group work.
2. It contains concentration of course-related materials such as
suggested collateral readings, projects, problems, exercises and
other suggestions for specific points worth considering in carrying
out the objectives of the course.
3. It helps the student understand the various parts of the course
content are interrelated and provides him with an easy means of
review.
4. It aids in implementations of the course syllabus or outline
because its usually coincides with the syllabus or outline.
5. It easy for the student to take home for study since it is compact.

7. 
How can the teacher then utilized the textbook in a manner most
conductive to pupil learning? The following are some suggestions for
achieving this result:
1. Correlate the textbook with other learning materials. Utilize
supplemental readings, other classroom experiences, and extra
school activities.
2. Teach the pupils to evaluate and discriminate as they read.
Develop an attitude of critical thinking concerning the textbook.
Spend class time on class discussion, problem solving, small
group work on broad concepts and attitudes contained in the
textbook rather than paraphrasing the textbook.
3. Plan instructional units of study, projects, and problems instead
of assigned pages, chapter, word of questions lists in single texts.
4. Fit the textbook to teacher-pupil learning, not vice versa. The
course should not be determined by the textbook.

8. 
5. Teach the pupils the best way to study a textbook, i.e., use of
table of contents, index, glossaries, reference lists, and
illustrations.
6. Make skillful use of the teachers guide to the textbook to provide
meaningful experiences related to the core of learning.
7. Teach pupils the most effective way of reading and using
textbooks for efficient learning.
Supplemental Materials
 These are the various printed materials use to supplement regular
classwork and textbooks.
They include:
• Workbooks
• Duplicated materials
• Teachers prepared study guides
• Reference books
• Pamphlets
• Magazine articles
• Newspapers

9. 
Audio Aids
These recorded and transmitted sounds are facilitated through
the use of such audio aids as the radio, photographs, tape recorders
and the public address system.
Alcon (1970) gives seven significant values of audio aids:
1. Enrichment of curriculum.
2. Preservation of contemporary sounds.
3. Recording of contemporary events for later use.
4. Pattern for remedial practice in speech, music and foreign
language
5. Capture of natural sounds
6. Capture of sounds of industry and urban life
7. Reporting and recording of various school activities as researches,
committee findings and interviews

10. 
Radio
The radio has been found to be valuable instructional aid for
most children. It has been used effectively by teachers of music,
social studies, language arts and other language of arts appreciation;
for understanding techniques and skill; for keeping abreast of new
ideas, opinions, and research; and for enrichment of experiences.
If the radio is to be utilized four (4) important points:
1. Choose the program wisely
2. Evaluate thoughtfully
3. Listen carefully
4. Develop standards for judging program
Photography and tape recorders
Recording sounds on either disk records or magnetic tapes for
school purposes has increase greatly recent years.

11. 
Visual Aids
Most of the conventional and commonplace instructional materials
by teachers are classified under visual aids.
Chalkboards
 Perhaps the most common of all audiovisual aids in the
classroom, lecture room, and laboratory. It is a medium which
words or illustrations can be written or drawn in chalk. The word
chalkboard. Is used instead of the conventional term blackboard
because chalkboards now are mostly green to reduce the glare.
Simpler techniques in chalkboard in chalkboards presentations:
1. An orderly, neat presentation of material should be planned.
2. All illustrations and words should be legible from all parts of the
classroom
3. When talking at the chalkboard, the teacher or student should
stand one side the entire class can see. A pointer should be used
if necessary.

12. 
Cont.
4. All distracting materials on the chalkboard should be removed or
covered so that the pupils will concentrate on the material being
presented.
5. Complicated drawing or illustrations should be placed on the
chalkboard before class starts to minimize loss of time.
6. The chalkboard should be left clean and neat when vacating room
for the next teacher. There is nothing more irritating for the next
teacher than finding the chalkboard filled up Please Save signs.
7. The chalkboard should be cleaned well enough so that previously
erase materials will not show through. Cleaning with a wet sponge
will be effective.
8. Where possible, different colors should be used in drawings and
illustrations.

13. 
Still pictures
Still pictures are either nonprojected or projected. The
nonprojected pictures are mostly composed of study prints,
photographs, textbook illustrations, and illustrations found in
magazines and newspapers.
Still pictures may be projected in class. Projected pictures have
the same general advantage as nonprojected ones, projected pictures
have additional advantages over nonprojected pictures.
Graphic materials
 The term graphics is a word of Greek origin which refers to the art
of expressing ideas by lines, pictures charts, or diagrams
(Alcorn 1970). Forms of instructional materials, they includes
graphs, charts, diagrams and sketches, poster, cartoons and
comic figures and maps and globes. In some instructional
materials one or more of these graphic forms of combined into one
representation.

14. 
The five factors that give graphic materials such importance in the
school are:
• Communications
• Concreteness
• Creativity
• Motivation
• Economy

15. 
Graphic are used constantly in all areas of the curriculum
1. Graph – a flat picture which employs dots, lines, or pictures to
visualize numeral and statistical data to show statistics or
relationships. It represents quantitative data for analysis,
interpretation and comparison
Different types of graphs:
 Line graphs
 Bar graphs
 Line graphs
 Area graphs
 Pictorial graphs

16. 
2. Chart – a diagrammatic presentation. Facts can be built into
charts that quickly clarify meanings. It save considerable time in
presentation of facts. Charts are means of getting the pupils to
think, compare, relate, and use factual information.
Kinds of charts:
 Time charts – which present data in ordinary sequence.
 The tree or stream chart – which depicts development, growth, and
change by beginning with a single source (the trunk) that spreads
out into many braches.
 The flow or organization chart – which shows the functional
relationships within an organization.
 Comparison and contrast charts – which tell a summarized story
by the simple device of showing two or more sets of data columnar
form.

17. 
3. Maps and globes
The value of maps and globe in teaching social studies, science
and languages is usually recognized. A map result from a projection
of the earth’s surface a flat surface.
3. Poster
Poster are forms of eye-catching graphics, which are designed to
convey a message quickly.
Exhibits or displays – a arrangement of educational materials, either
outside or inside the classroom.
For an exhibit to achieve its purposes, the teacher must consider
certain points when preparing it.
1. It must be large enough to easily seen.
2. It must attract attention.
3. It must be well lighten.
4. It must be built around one central idea.
5. Its captions must be short and simple.

18. 
CONT.
6. It must convey a message at a glance.
7. Its objectives and materials must not be crowded together.
Flannel board and magnetic board
 a board made of cardboard of plywood covered with flannel or felt.
Cutouts with same materials as backing adhere to the surface of
the board.
Specimens
 Representative sample of some objects in the natural world. They
are useful for various objects, particularly science. Any classroom
have a collection of specimens—rock, soil samples, leaves, insects,
wood samples, and scores other items.
Models
 a recognized scale representation of an object. It may be larger or
smaller than the real objects.

19. 
Cont.
Models are classified to:
1. Show the exterior from such as that of cars, housing, engines.
2. Show the internal structure, such as animal anatomy and
machines.
3. Simulate parts such as a human body, insect bodies and
instruments.
4. Demonstrate the operation of the thing such as a machine or a
power plant.
Mock-up
 a working replica made from a real or synthetic materials. It is an
animation of real things use in practice or training on the real
object would be too costly or impossible due to size.

20. 
Audiovisual aids
Motion pictures
They possess all the advantages inherent in projected still
pictures plus the significant feature of motion.
Correct classroom use of motion pictures follows the basic
procedures underlying effective use of all teaching aid:
1. Section
2. Presentation
3. Guidance during presentation
4. Follow-up

21. 
The following pointer, however, will help the teacher when
planning for the use of this teaching aid:
1. Films are effective when movement is necessary part of
understanding.
2. Increased learning results when the film introduced and
its purpose are importance are explained.
3. Note taking during the film interferes with attention and
thus with learning.
4. Learning from a film can be increased by repeated
showing, particularly when complex situations are
involved.

22. 
Cont.
5. Special vocabulary used in the film should be discuss
prior to showing.
6. When used extensively, films lose their appear and are not
so effective.
7. Activities planned by the teacher for the class during or
the showing likely to increase comprehension.
Television
 Education television is considered as one of the newer
instructional media.
Two kinds of telecast:
 Open circuit
 Closed circuit

23. 
On the other hand, it has been found to posses the number of
disadvantages such as :
1. A TV set is expensive
2. Scheduling of classes presents problems
3. Pupils tend to become passive
4. Education tends to become impersonal
5. Individual difference cannot be checked
Video tape recorder or VTR
In view of the high cost of moving film materials and
equipment and the sophisticated techniques required
producing motion pictures.

24. 
Demonstrations
 a teaching procedure which also be classified as an audio
visual device because it makes use of instructional
materials and equipment. Demonstration are most
commonly used in teaching skills ,showing processes,
defining a problem in concrete terms, and conveying
information.
Some techniques of a good demonstration:
1. Prepare both the pupil and the materials for the
demonstration. The pupils showed know in advance the
important to be learned. Materials and equipment need
should be on hand when the demonstration starts.
2. Make sure that all pupil can see and hear everything that
takes place.
3. See that everyone understand as the demonstration
proceeds.

25. 
4. Pace the demonstration slowly so that the explanation are
not rushed.
5. Whenever possible, involve pupils in the demonstration by
allowing them to handle equipment and materials used.
6. Invite questions and comments.
7. After the demonstration ask student what has been learn.
8. Give assignment based on the demonstration such as
drawing a picture of the demonstration or making a
explanation of what happened step by step and why.
Community Resources
 Resource persons is the most important resource of
community is its people.

26. 
In preparing for a resource person in the classroom, the
teacher should see to it that :
1. The resource person to be invited is one who is unbiased
and can speak on the pupil’s.
2. The resource person is briefed on what he is to talk about
the purpose of the talk.
3. The pupils are prepared for the talk of the resource
person. They must know what to expect and what to look
for.
4. A large portion of time is given to discussion and pupil
questions.
5. A thank-you letter from the class is presented before the
resource person leaves,

27. 
Field trips
 an activity where in a group of pupils leave the classroom
and go out to gather first hand information about objects,
places or processes in order to enrich their learning
experience. A field trip must not be confused with such
activity as picnics, sight-seeing, excursions, athletic events,
and the like.
Language Laboratory
According to Kinder (1965) a language laboratory “a
workshop designed to give students practice in listening,
comprehension, and speaking. The equipment includes
magnetic tape recorders, headsets and microphones for
students, and switchboard and intercommunication system
for the teacher”. The time necessary to learn a language is
relatively shortened because the student’s errors can be
corrected at ones. Speaking ability is increased greatly
because the student hear the language clearly and beacause
students are given actual speaking practice.

28. 
Source of Instructional Aids
Following are some possible sources of instructional
materials:
1. Various periodicals and magazines which are full of
potentially useful pictures.
2. Stores, factories, and commercial concern of all sorts
which give sample of raw and processed materials to
school.
3. Collections of specimens and realties obtain from the
community.
4. Comprehensive preparation of materials with students,
such as flannel and magnetic boards, bulletin boards,
graphics and exhibits

29. 
5. Commercially produced materials of all sorts.
6. The best sources of educational films and the Department
of Education, Culture and Sports, and the various
embassies in the Greater Manila area. Some of these are
the United States, Australian, Austrian, Belgian, British,
Ceylon, French, Italian, Japanese, Royal Swedish,
Switzerland and Spanish embassies. Films available from
these sources deal mostly on art , music natural
resources. Health and hygiene, medical science, mental
health, safety, welfare, labor science, social sciences,
sports travel, and recreation.

30. 
Computer/s
 a machine that accepts data from an input device forms
mathematical and logical operations in accordance with an
internally stored program, and tranfers the processed
results to an output device.
Use of computers
Computers are generally used in business and industry.