1. Effective Use of Teaching Aids

2. Learning Outcomes By the end of this session, you should be able to:
Choose the most appropriate visual aid for your purpose and context,
Use the black-/white-board effectively,
Make the most of the overhead projector,
Produce a basic presentation with MS Powerpoint,
Discuss the advantages and disadvantages of other media.
14:50 Run through as above.
Q. Are there any other issues about using visual aids that you feel need to be covered today?

3. What is a Teaching aid?

4. Definition
A teaching aid is a tool used by teachers, facilitators, or tutors to
help learners improve reading and other
skills,
illustrate or reinforce a skill, fact,
or idea, and
relieve anxiety, fears, or boredom, since
many teaching aids are like games.

5. Here are some kinds of teaching aids:
A chart
A flash card
A poster
A calendar
A flip chart
An easy reader
Tape-assisted reading

6. Introduction Definition Computers and other equipment such as video
and audio cassettes can also be used as teaching aids.
Introduction
A chart is a useful way to present and display information or instructions,
especially in a classroom or other educational situation. It can range in size from a large wall chart to a single piece of paper.
Definition
A chart is a group of related facts presented in the form of a diagram, table, graph, or other visually organized model.

7. Introduction Definition
Flash cards are useful for drilling new letters, syllables, words, and other information. They are normally used in a classroom, but can also be used more informally.
Definition
A flash card is part of a set of cards on which are written items to be studied. They are “flashed” (shown quickly) one by one to a learner to elicit a quick response.

8. Features Here are some features of flash cards:
Flash cards are sets of cards printed with information to be studied, such as
formulas
letters
multiplication tables
definitions
prefixes
syllables, or
words.

9. Flash cards can be made from index cards cover or card stock, or
If there is an answer or solution to what appears on the front of the card, it is printed on the back so that the person showing the cards can see if the learner's answer is correct.
The front of a card shows a term to be defined. The back shows the definition.
Flash cards can be made from
index cards cover or card stock, or
other heavy paper.
Example:

10. Introduction A poster is an informative, often decorative
way to attract attention to the information it
contains.
Here are some ways to use posters in a literacy program:
To advertise events or products
To display information or instructions
To teach some kinds of information

11. Definition
A poster is a bill or placard usually displayed in a public place. It is often decorated with designs or illustrations.
Here are some kinds of posters:
Posters you make yourself.
Ready-made posters from business organizations
community development organizations
government offices medical companies, or tourist agencies. .

12. Introduction Definition
Calendars are a popular item in most parts of the world.
Here are some ways to use calendars in a literacy program:
As a teaching aid
For fund raising
As gifts, incentives, or awards
As motivation to read
For reading practice
Definition
A calendar is a page or a series of pages that shows the dates, days, and months of one year.

13. Features A calendar usually contains numbers, text, and illustrations.
Here are some kinds of text to use on calendars:
Months and days of the month in the local language and possibly in other appropriate languages
Proverbs and folktales
Quotes from famous people or literature
Self-help information
Stories

14. Illustrations
Here are some kinds of illustrations to
use on calendars:
Charts
Diagrams
Photographs
Locally drawn pictures

15.  Here are some kinds of calendars: 
Calendars with
every month printed on one large sheet of paper, and
enough room for some pictures and text.
one picture and some text on a large colored piece of paper, and
pages for each month written on smaller pieces of white paper and stapled on to the large colored paper.
a separate page for each month, with
an illustration, and
some text on each page.
Commercially produced calendars with handwritten local language text added
Pocket or desk agendas

16. when other media such as overheads and slides are not available, and
Introduction
Flip charts are a useful teaching aid. You can purchase prepared or blank flip charts, or you can make them. Flip charts are useful in teaching situations where you need to teach a number of people at a time. They are used:
when books are unavailable, scarce, or too expensive for individuals to have their own copy
when other media such as overheads and slides are not available, and
where group learning is most culturally appropriate.

17. Definition 
A flip chart is a collection of large pages which are bound together at the top. The pages are “flipped” or brought up to the back as they are used.

18. Introduction Definition
Easy readers are good for beginning readers. They can help motivate beginning readers by giving them a whole book that they can read by themselves.
Definition
An easy reader is a short book with a small amount of text and large illustrations. The illustrations are designed to give clues to what the text says. 

19. Definition
Tape assisted reading is an individual or group reading activity where a learner reads along with a passage which has been recorded on audio or video tape.

20. Why use teaching aids? Teaching aids are useful to:
reinforce what you are saying,
ensure that your point is understood,
signal what is important/essential,
enable students to visualise or experience something that is impractical to see or do in real life,
engage students’ other senses in the learning process,
facilitate different learning styles.

21. Why use teaching aids? To save time and effort.
To stimulate interest in the foreign language.
To explain concepts & illustrate meanings.
To reinforce meaning.
To direct or promote conversations in groups.
To provide cultural background.

22. We Learn and Retain: 10% of what we READ 10% of what we READ
20% of what we HEAR
30% of what we SEE
Diagram has appeared in many manifestations and has been attributed to a number of people.
Edgar Dale. “Cone of Experience” (find reference)
50% of what we HEAR and SEE
Higher levels of retention can be achieved through active involvement in learning.

23. WHITE-/BLACKBOARD Advantages Disadvantages
No advanced preparation required,
except when displaying a complex table/chart/ diagram.
Technology is not dependent on electricity or other possible glitches.
Can be used by students for problem-solving, etc.
Disadvantages
Time-consuming if you have a lot to write.
Handwriting may be difficult to read (legibility, size, glare, etc.).
Turn your back on audience.
Cleaning the board (chalk dust, permanent marker, etc.)
Can’t go back to something you’ve erased.
Ask for other ideas from the floor.

24. WHITE-/BLACKBOARD TIPS
Get to the lecture hall early to make sure that the board has been cleaned.
Bring your own chalk/markers and eraser.
If you have problems with keeping your writing level, draw horizontal lines in advance using a pencil and metre stick.
Draw complex diagrams, charts, etc. in advance and cover with a piece of newsprint until needed.

25. “Technology will not replace teachers
“Technology will not replace teachers. Teachers who use technology will probably replace those who do not” Ray Clifford

26. OVERHEAD PROJECTOR Advantages Disadvantages
Allows you to prepare all your slides in advance.
Particularly suited for complex diagrams, charts and illustrations.
Can build up information point-by-point through the use of overlays.
Don’t have to turn your back on the audience.
Disadvantages
A blown bulb or power failure can spoil all your hard work.
Image quality can also be a problem.
Can be disorienting to manipulate transparencies on projector plate.
15:10 Introduce as above
Ask for additional points from the floor.

27. OVERHEAD PROJECTOR Selecting Text Avoid overcrowding
Avoid continuous prose
Bullet or numbered points preferred
KILLS
Keep It Legible, Lean and Simple

28. OVERHEAD PROJECTOR Preparing Transparencies By hand, or
Computer application (eg. MS PowerPoint, MS Word, HTML documents)
Printing - colour or B/W
Printer (laser or inkjet), or
Photocopier

29. OVERHEAD PROJECTOR Keep words to a minimum:
Please observe the rules prohibiting the combustion of vegetable material and the exhalation of noxious fumes in this auditorium.
NO SMOKING

30. OVERHEAD PROJECTOR
Tables are best avoided:

31. OVERHEAD PROJECTOR
Use Charts/Graphs instead:

32. OVERHEAD PROJECTOR 36 pt Tahoma Choosing a Font Examples: 28 pt Tahoma
Size - minimum 20pt (5mm high)
Sans serif fonts preferred
Examples:
14 pt Tahoma
20 pt Tahoma
28 pt Tahoma
36 pt Tahoma
Times New Roman
Arial
Comic Sans
Check to ensure pax know what “serif” means.

33. OVERHEAD PROJECTOR Style Notes for Transparencies
Allow a margin of 5 cm (2”) all round.
Avoid TOO MUCH UPPERCASE TEXT
For emphasis, use bold or underlining instead of italics
Keep titles systematic and consistent
Justification - left or centred
Avoid light text on dark background.

34. OVERHEAD PROJECTOR Beforehand During the Lecture
Get to the room early to make sure the OHP is working.
Check the aim and focus.
Walk to the back of the room to see whether the smallest print is readable.
Relax (if possible).
During the Lecture
Keep used and unused slides in separate piles.
Cover the slide with a piece of cardboard and slide it down to reveal text as you go.
Use a pen on the OHP glass rather than pointing to the screen.

35. DATA PROJECTOR (portable)
How to connect your Laptop to a portable data projector:
Attach one end of the data cable to the serial port of the laptop.
Attach the other end to the RGB IN port of the data projector.
Switch the data projector on followed by the laptop.
Press the 'Fn' and the appropriate function key to display.
15:20 Ask for input from Education Services personnel.
Otherwise run through slide very quickly.

36. OVERHEAD PROJECTOR Style Notes for Transparencies
Allow a margin of 5 cm (2”) all round.
Avoid TOO MUCH UPPERCASE TEXT
For emphasis, use bold or underlining instead of italics
Keep titles systematic and consistent
Justification - left or centred
Avoid light text on dark background.

37. Other Media AUDIO TAPES or CDs
When to USE:
Particularly suited for language learning, media studies, English literature, etc.
Valuable when referring to recorded historical events (e.g. Martin Luther King’s “I have a dream” speech).
Background music can also be played before class starts and during group activities.
TIPS
Check the room and equipment beforehand.
Can it be heard from the back of the room?
Find the right spot on the tape/CD and queue it up in advance.
Don’t play more than a few minutes of audio at one time.
Break up longer clips into segments, interspersed with discussion or other activities.

38. Other Media FLIPCHART When to USE: TIPS if electricity is unavailable,
to enable students to illustrate group reports,
to provide a written record of points made by students.
TIPS
Check the room and equipment beforehand.
Get your own pad of newsprint.
Write out important pages in advance.
Don’t put too much on a page.
Carry a collection of felt-tip pens and check that they haven’t dried out.
Bring along some Blutack.

39. Other Media AUDIO TAPES or CDs
When to USE:
Particularly suited for language learning, media studies, English literature, etc.
Valuable when referring to recorded historical events (e.g. Martin Luther King’s “I have a dream” speech).
Background music can also be played before class starts and during group activities.
TIPS
Check the room and equipment beforehand.
Can it be heard from the back of the room?
Find the right spot on the tape/CD and queue it up in advance.
Don’t play more than a few minutes of audio at one time.
Break up longer clips into segments, interspersed with discussion or other activities.

40. Other Media VIDEO TAPES or DVDs
When to USE:
Adds a dimension not available through audio alone - helps students to visualise.
Essential when illustrating things that are impractical to do in real life.
Particularly suited for language learning, media studies, engineering, etc.
Valuable when referring to recorded historical events.
TIPS
Same as for CDs/audio tapes
Check equipment beforehand.
Can images be seen from the back of the room?
Queue up the tape in advance.
Break viewing into short segments, interspersed with discussion or activities.

41. Conclusion Each teaching aid has its own characteristics and function.
Some teaching aids are more effective than others.
The teacher should be careful to choose the most appropriate aid that
best serves the teaching purpose.
Teaching aids are corner stones in the teaching process which help
conduce to the improvement of teaching and learning.
Using suitable teaching aids empowers teachers to cultivate interest
in students.