Creating visuals

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“A picture is worth a thousand words”. Tennyson (1978), tested three (3) types of pictorial support with elementary children as aids to concepts. His research concluded that “children learning concepts and rules can be assisted by providing pictorials and/or by having students generate their own pictorials to accompany the text.” Teachers are advised to become proficient in the use of visual aids and Renee Chase & Kathy Antonio

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other concrete props to help them bridge the concept gap and make their teaching less abstract (Healy & McDonald 1999). By: Renee Chase & Kathy Antonio

There are general principles for the use of all visuals: : 

There are general principles for the use of all visuals: Visuals bring life and add meaning to any lesson. Well made visuals that are properly used appeal to students natural urge to learn, solve and explore. The term “media” refers to printed and audio visuals forms of communication and their accompanying technology. The term “print media” is an all inclusive term for instructional material and/or impression on paper or similar substance. It is wise for student-teachers to remember that no one medium is best for all purposes. It must be appropriate for the mode of instruction.

There are general principles for the use of all visuals: : 

There are general principles for the use of all visuals: Whether one uses teacher made or store bought charts, props, photographs, or the electronic media it should be consistent with objectives. Teachers must familiarize themselves with the proper use of the media; ensuring ease of operation so that it enhances and not distracts from the lesson.

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The chosen media must fit the students capabilities and learning styles and must be chosen objectively rather than on the basis of teacher preference or bias.

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Write legibly Be consistent with writing style Space words evenly Check sentence structure Check spelling Check grammatical mistakes When creating and using teacher made charts, there are some key-points to remember:

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Content should be developmentally appropriate Select appropriate chart paper and markers Use a variety of formats for charts construction All charts should be bordered Display chart Display charts in strategic areas so that they can be easily read by all students When creating and using teacher made charts, there are some key-points to remember:

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All charts summarize whatever they depict, they highlight major points or phrases while omitting details. Although the overhead transparencies and other projected images are readily visible to everyone in the class, a poster-size chart displayed somewhere in the class, offers students the opportunity to have repeated visual contact with whatever the chart depicts.

TYPES OF CHARTS : 

TYPES OF CHARTS Motivational Charts Motivational Charts are developed to stimulate and arouse attention and interest. These should be appealing and attractively constructed. These can be computer generated and can be made in the form of banners, posters, containing clip arts. These charts should be enticing to the learners – these can include story characters e.g. Sponge Bob, Dora the Explorer, Bob the Builder. A Child Cannot Be Taught By Anyone Who Despises Him.

Instructional Charts : 

Instructional Charts Instructional Charts are constructed and used as teaching aids. These assist in the teaching of basic concepts and skills. These can be used to tutor, educate, and inform. These charts can be used as a form of drill to reinforce skills and concepts. Some instructional charts used at the primary level can be for example: the alphabet, number charts, colour charts and shapes. May I Please Excuse Me Good Morning Yes Ma’am I’m Sorry Thank You

Instructional Charts : 

Instructional Charts At the secondary level charts can be used to teach content or inform e.g. Religious Studies, teaching the books of the Bible – New/Old Testaments and the Ten Commandments. These charts also can be used for easy references. Charts can be computer generated.

References : 

References Mallan, J. & Welton, D. (1998). Children and their World: Strategies for Teaching Social Studies. Princeton, NJ: Houghton Mufflin. Heinich, R., Molenda, M. & Russell, J. (1985). Instructional and The New Technologies of instruction (2nd. Edition). New York: Macmillian Publishing Company. Haselwood, V. & Truett, C. (1982). The Nebraska Guide for Developing and Evaluating School Media Programs (3rd. Edition). Lincoln, Nebraska; Nebraska Department of Education. Healy, S. & MacDonald, R. (1999). A Handbook for Beginning Teachers. Riley, W. Illustrated in Microsoft Office PowerPoint