Module 3 – Module 3 – TWO-DIMENSIONAL (2D) TWO-DIMENSIONAL (2D)

INSTRUCTIONAL MEDIAINSTRUCTIONAL MEDIA

by:by:Roxan A. ConsolacionRoxan A. Consolacion

ObjectivesObjectives

1. Identify the different 2-D 1. Identify the different 2-D instructional mediainstructional media

2. Analyze the characteristics of 2-D 2. Analyze the characteristics of 2-D instructional mediainstructional media

3. Create 2-D instructional media3. Create 2-D instructional media4. Demonstrate proper use of 2-D 4. Demonstrate proper use of 2-D

instructional mediainstructional media

Two-dimensional (2D) instructional Two-dimensional (2D) instructional materials consist only of length and materials consist only of length and width. They are paper-based, opaque width. They are paper-based, opaque materials that are commonly found in materials that are commonly found in classrooms. These kind of classrooms. These kind of instructional materials do not need instructional materials do not need any special equipment for its use.any special equipment for its use.

A. BoardsA. Boards

1. Chalkboards1. ChalkboardsThese are the most common instructional These are the most common instructional media found in classrooms, rural and urban media found in classrooms, rural and urban alike. Chalkboards, once called blackboards, alike. Chalkboards, once called blackboards, come in a variety of colors but the most come in a variety of colors but the most common is green. A chalk is used for writing common is green. A chalk is used for writing on its surface. Aside from using it as a medium on its surface. Aside from using it as a medium for verbal communication, it is also used as a for verbal communication, it is also used as a surface where pictures, posters, graphs, surface where pictures, posters, graphs, charts, etc. are posted to supplement charts, etc. are posted to supplement instruction.instruction.

AdvantagesAdvantages

a. It is generally suitable a. It is generally suitable for different age for different age groups, class size, and groups, class size, and subject mattersubject matter

b. No special skill is b. No special skill is needed to be able use needed to be able use itit

c. It is not dependent on c. It is not dependent on electricityelectricity

d. It is economical and d. It is economical and reusablereusable

LimitationsLimitations

a. It does not provide a permanent recorda. It does not provide a permanent recordb. If it is not well-situated, viewing the contents of b. If it is not well-situated, viewing the contents of

the board and reaching the top of the board the board and reaching the top of the board becomes a problembecomes a problem

c. Good handwriting and knowledge on proper c. Good handwriting and knowledge on proper spelling is a necessityspelling is a necessity

d. Some information cannot be presented well d. Some information cannot be presented well using a chalkboardusing a chalkboard

e. Chalk dust can trigger asthma or respiratory e. Chalk dust can trigger asthma or respiratory problem. problem.

2. 2. Whiteboards and Magnetic Whiteboards and Magnetic BoardsBoards

Whiteboards and magnetic boards (also Whiteboards and magnetic boards (also sometimes called multipurpose boards) sometimes called multipurpose boards) are those with a glossy surface, commonly are those with a glossy surface, commonly white in color, where non-permanent white in color, where non-permanent markings are made with the use of special markings are made with the use of special felt pens. These became popular around felt pens. These became popular around the 90s when there was a growing the 90s when there was a growing concern on the potential health risks of concern on the potential health risks of chalk dust. chalk dust.

AdvantagesAdvantages

a. Using markers does not a. Using markers does not generate dust that comes generate dust that comes from using and erasing from using and erasing chalkchalk

b. Whiteboard marker is b. Whiteboard marker is easier to hold and write easier to hold and write with compared to chalk with compared to chalk and marking a and marking a whiteboard takes less whiteboard takes less time time

LimitationsLimitations

a. It is more expensive than chalkboard and only a. It is more expensive than chalkboard and only special whiteboard markers are suitable for use special whiteboard markers are suitable for use on whiteboardon whiteboard

b. The white background can cause problems to b. The white background can cause problems to those with vision impairmentthose with vision impairment

c. Left-handed persons may find it difficult to write c. Left-handed persons may find it difficult to write on these boards because left-handed individuals on these boards because left-handed individuals usually write with their hand curved around the usually write with their hand curved around the pen therefore causing their hand to drag across pen therefore causing their hand to drag across the strokes previously made.the strokes previously made.

Tips for Effective Use of Tips for Effective Use of Chalkboard, Whiteboard, and Chalkboard, Whiteboard, and

Magnetic BoardMagnetic Board

a. Prepare a board plan. Identify parts of the lesson a. Prepare a board plan. Identify parts of the lesson that can be enhanced with visuals and important that can be enhanced with visuals and important enough to emphasize board work.enough to emphasize board work.

b. Always start with a clean slate.b. Always start with a clean slate.c. Write the outline of the day’s lesson on the board c. Write the outline of the day’s lesson on the board

so that students can use it for reference. so that students can use it for reference. d. Write clearly and legibly; think of the students who d. Write clearly and legibly; think of the students who

are seated at the farthest part of the classroom. are seated at the farthest part of the classroom. Test if all the students can see what is written on Test if all the students can see what is written on the board by looking at the board work from all the board by looking at the board work from all sides of the classroom.sides of the classroom.

e. A glare on the board might be a problem to your e. A glare on the board might be a problem to your students; closing the door or window or a students; closing the door or window or a curtain on the window may solve it. Having the curtain on the window may solve it. Having the chalkboard mounted a little concave from left chalkboard mounted a little concave from left to right helps avoid this kind of problem.to right helps avoid this kind of problem.

f. Words are easier to read when written in print f. Words are easier to read when written in print than in script.than in script.

g. Write neatly and horizontally, from the left side g. Write neatly and horizontally, from the left side of the board going right. Fill a panel at a time of the board going right. Fill a panel at a time and always start writing from the top to the and always start writing from the top to the bottom.bottom.

h. Do not crowd the board with too much h. Do not crowd the board with too much information for your students might fail to see information for your students might fail to see the key ideas.the key ideas.

i. Decide on how to emphasize various points --- i. Decide on how to emphasize various points --- underline, draw boxes or circles, or use underline, draw boxes or circles, or use colored chalk or marker.colored chalk or marker.

j. Use masking tape when posting something on j. Use masking tape when posting something on the board. NEVER use scotch tape, double the board. NEVER use scotch tape, double sided tape, glue, paste or thumbtacks as they sided tape, glue, paste or thumbtacks as they easily destroy the board’s surface.easily destroy the board’s surface.

k. For a writing exercise, lines on the board are k. For a writing exercise, lines on the board are needed.needed.

l. Erase all unrelated material because other work l. Erase all unrelated material because other work on the board distracts attention.on the board distracts attention.

m. Keep erasers clean and erase the writings on m. Keep erasers clean and erase the writings on the board with straight up and down strokes the board with straight up and down strokes rather than in circles.rather than in circles.

n. Give students time to copy what you have n. Give students time to copy what you have written.written.

o. Remember the cardinal rule in using the board: o. Remember the cardinal rule in using the board: “Talk to the students, not to the board”.“Talk to the students, not to the board”.

p. Always clean the board after use, leaving it p. Always clean the board after use, leaving it ready for the next user. ready for the next user.

3. Cloth Boards (Felt, Flannel, 3. Cloth Boards (Felt, Flannel, and Carpet)and Carpet)

This is a piece of plywood or heavy cardboard This is a piece of plywood or heavy cardboard covered with either felt, flannel or carpet. The covered with either felt, flannel or carpet. The fuzzy surface of a felt, flannel, or carpet allows fuzzy surface of a felt, flannel, or carpet allows visual materials with appropriate backing to visual materials with appropriate backing to adhere. The following will hold to these kinds of adhere. The following will hold to these kinds of boards: felt, flannel, sandpaper, pellon, scouring boards: felt, flannel, sandpaper, pellon, scouring pad and yarn.pad and yarn.

Cloth boards are portable, simple to use, Cloth boards are portable, simple to use, durable, colorful and attractive. These kinds of durable, colorful and attractive. These kinds of boards are best use for drills, positioning boards are best use for drills, positioning exercise, describing flow patterns, explaining exercise, describing flow patterns, explaining relationships, and for short term display. relationships, and for short term display.

Tips for Effective Use of Cloth Tips for Effective Use of Cloth Boards Boards

a. Place the board where all of a. Place the board where all of your learners can have a your learners can have a good view of it.good view of it.

b. Since these kinds of boards b. Since these kinds of boards are small group media, you are small group media, you may sit down as you may sit down as you present, with learners present, with learners seated on chairs or on the seated on chairs or on the floor in a semicircle.floor in a semicircle.

c. Secure the board on an c. Secure the board on an easel or lean it against a easel or lean it against a solid surface to ensure that solid surface to ensure that it will not move during your it will not move during your presentation.presentation.

d. Arrange display materials d. Arrange display materials in proper presentation in proper presentation order.order.

e. As you place the items on e. As you place the items on the board, press them the board, press them against the cloth and shift against the cloth and shift it slightly to cause the two it slightly to cause the two surfaces to interact and surfaces to interact and adhere.adhere.

f. “Talk to the students, not f. “Talk to the students, not to the board” and maintain to the board” and maintain eye contact.eye contact.

g. Store materials in a g. Store materials in a marked box.marked box.

4. Hook-and Loop Boards (Velcro 4. Hook-and Loop Boards (Velcro Boards)Boards)

In creating a hook- and-loop board, a plywood or In creating a hook- and-loop board, a plywood or heavy cardboard is covered with a nylon loop heavy cardboard is covered with a nylon loop material and the nylon hooks are adhered on the material and the nylon hooks are adhered on the back of the instructional materials to be back of the instructional materials to be displayed on the board. These boards are used displayed on the board. These boards are used in a similar fashion with cloth boards. Its edge in a similar fashion with cloth boards. Its edge over the cloth boards is that it has enough over the cloth boards is that it has enough holding power to cause even heavy materials to holding power to cause even heavy materials to stay on the board. The same suggestions stay on the board. The same suggestions outlined for cloth boards should be considered outlined for cloth boards should be considered when presenting with a hook-and-loop board.when presenting with a hook-and-loop board.

5. Pegboards5. Pegboards

Pegboards are made of tempered Pegboards are made of tempered masonite with 1/8-inch holes drilled 1 inch masonite with 1/8-inch holes drilled 1 inch apart. These boards are used in displaying apart. These boards are used in displaying three-dimensional objects or heavy three-dimensional objects or heavy materials with the use of hooks inserted materials with the use of hooks inserted into the board. into the board.

6. Bulletin Boards6. Bulletin Boards

““Bulletin boards are generally not used directly in Bulletin boards are generally not used directly in instruction but tend to be a supplement” (Kemp, instruction but tend to be a supplement” (Kemp, J. & Smellie, D., 1994). They are used to J. & Smellie, D., 1994). They are used to introduce or follow up lessons presented. These introduce or follow up lessons presented. These boards are usually designed as an instructional boards are usually designed as an instructional device that can carry a message without the device that can carry a message without the presence of a teacher. Other uses for bulletin presence of a teacher. Other uses for bulletin boards are the following: for displaying notices boards are the following: for displaying notices and announcements, classroom rules and and announcements, classroom rules and procedures, seasonal items and student work.procedures, seasonal items and student work.

Factors to Consider when Factors to Consider when Choosing an Area for Bulletin Choosing an Area for Bulletin BoardsBoards

a. Select a place where there is steady a. Select a place where there is steady student trafficstudent traffic

b. Avoid cornersb. Avoid corners

c. Avoid wall behind a deskc. Avoid wall behind a desk

d. Select a well-lighted placed. Select a well-lighted place

e. Place board on the wall at the reading e. Place board on the wall at the reading level of your learnerslevel of your learners

Tips for a Successful Bulletin Tips for a Successful Bulletin Board DisplayBoard Display

a. Always update the information displayeda. Always update the information displayed

b. Ensure that the display is neat and b. Ensure that the display is neat and accurateaccurate

c. Make sure that there is a balance c. Make sure that there is a balance between text and graphics or picturesbetween text and graphics or pictures

d. Make sure that the size of the text can be d. Make sure that the size of the text can be read from a distance or the graphics or read from a distance or the graphics or pictures can be seen from a distancepictures can be seen from a distance

b. GRAPHIC MATERIALSb. GRAPHIC MATERIALS

Graphic materials translate abstract ideas and relationships into a concrete form. They are nonphotographic, two-dimensional materials designed to communicate a message to the viewer.They often include verbal as well as visual symbols. Graphics allow students to pick up on things missed verbally, reduce efforts in receiving messages, and they help focus attention.As a group, graphics demands special caution in use by teachers

AdvantagesAdvantages

a. It is readily available.a. It is readily available.

b. It can be easily carried from place to b. It can be easily carried from place to place.place.

c. It is easy to use.c. It is easy to use.

d. It is inexpensive and can be reused.d. It is inexpensive and can be reused.

e. It helps focus attention. e. It helps focus attention.

f. These convey certain types of information f. These convey certain types of information in a condensed form.in a condensed form.

LimitationsLimitations

This is not interactive.This is not interactive.

It lacks depth and motion.It lacks depth and motion.

It can be easily misinterpreted.It can be easily misinterpreted.

This is written at a certain reading level.This is written at a certain reading level.

It needs prior knowledge in order to It needs prior knowledge in order to interpret or understand what is presented.interpret or understand what is presented.

Best Practices in Using GraphicsBest Practices in Using Graphics

Use large visuals.Use large visuals.

Use simple materials.Use simple materials.

Cover irrelevant materials.Cover irrelevant materials.

Use one at a time.Use one at a time.

Teach learners how to interpret.Teach learners how to interpret.

Ask questions for clarifications.Ask questions for clarifications.

1. Drawings and Sketches1. Drawings and Sketches

Drawings and sketches employ the Drawings and sketches employ the use of lines, either simple or crude. They use of lines, either simple or crude. They may not be the real thing but they may may not be the real thing but they may represent persons, places, things, and represent persons, places, things, and concepts. In general, drawings are more concepts. In general, drawings are more finished and representational compared to finished and representational compared to sketches. Sketches usually lack details sketches. Sketches usually lack details such as stick figures.such as stick figures.

2. Cartoons2. Cartoons

Cartoons use symbolism and Cartoons use symbolism and oftentimes bold exaggeration to present at oftentimes bold exaggeration to present at a glance a message or point concerning a glance a message or point concerning news events, people or situations. This news events, people or situations. This pictorial representation of a person, idea pictorial representation of a person, idea or situation should be drawn around a or situation should be drawn around a single idea and presented in a challenging single idea and presented in a challenging manner. A good cartoon needs not much manner. A good cartoon needs not much caption as the symbolism conveys the caption as the symbolism conveys the message. message.

Cartoons can be used as a springboard for Cartoons can be used as a springboard for a lesson, for a follow-up activity, or for a lesson, for a follow-up activity, or for

evaluation purposes.evaluation purposes.

Suggestions for the Use of Suggestions for the Use of CartoonsCartoons

Take into consideration the age and experience Take into consideration the age and experience or maturity of the target learners.or maturity of the target learners.The cartoon should not contain so many details The cartoon should not contain so many details but only the essential features.but only the essential features.Short and direct captions are used only when Short and direct captions are used only when necessary.necessary.Use symbols that are clear and conventional. Use symbols that are clear and conventional. (dove for peace, own for wisdom, coffin for (dove for peace, own for wisdom, coffin for death, turtle for slow, etc.)death, turtle for slow, etc.)Make sure that the cartoon is big enough to be Make sure that the cartoon is big enough to be seen.seen.

3. Strip Drawings3. Strip Drawings

A form of cartooning in which a cast A form of cartooning in which a cast of characters enacts a story in a sequence of characters enacts a story in a sequence of closely related drawings. According to of closely related drawings. According to Dale (1969), strip drawing is a more Dale (1969), strip drawing is a more accurate term for the commonly called accurate term for the commonly called comics or comic strip.comics or comic strip.

Strip drawings Strip drawings can be used for can be used for motivation or starter motivation or starter for a lesson. It can for a lesson. It can also be used as an also be used as an activity for students to activity for students to express learning's express learning's gained. When making gained. When making use of strip drawings, use of strip drawings, make sure that they make sure that they are not only are not only educational but also educational but also entertaining. entertaining.

4. Posters4. Posters

Posters are combinations of lines, Posters are combinations of lines, images, colors, and words. images, colors, and words.

They are intended to catch attention They are intended to catch attention and communicate a message quickly. and communicate a message quickly.

Posters can be used to stimulate Posters can be used to stimulate interest in a new topic, a special class, or interest in a new topic, a special class, or a new event. In selecting a poster to use, a new event. In selecting a poster to use, make sure that it is appropriate to the make sure that it is appropriate to the grade level, subject, and purpose. grade level, subject, and purpose.

A good poster possesses A good poster possesses the following the following characteristics:characteristics:

a.a. It is simple but bold and It is simple but bold and dramatizes features.dramatizes features.

b.b. Only a few words are Only a few words are used and key words are used and key words are made to standout.made to standout.

c.c. It is attractive and It is attractive and pleasing to the eyes.pleasing to the eyes.

d.d. The design and color are The design and color are carefully selected.carefully selected.

e.e. It must have elements of It must have elements of dynamism and shock.dynamism and shock.

5. Charts5. Charts

Charts are graphic representations of Charts are graphic representations of abstract relationships such as abstract relationships such as chronologies, quantities, and hierarchies chronologies, quantities, and hierarchies (Heinich, R., Molenda, M., & Russell, D., (Heinich, R., Molenda, M., & Russell, D., 1993).1993). The following are the most The following are the most common types of charts:common types of charts:

a. Organization Chartsa. Organization ChartsThese show an organization’s These show an organization’s

structure or chain of command. It structure or chain of command. It illustrates the interrelationships between illustrates the interrelationships between the different parts of an organization.the different parts of an organization.

DeanDean

AVMCAVMC CoordinatCoordinat

oror

TrainingTrainingTeamTeam

ResearchResearch TeamTeam

Technical Technical StaffStaff

CurriculuCurriculum m

IntegratioIntegration Teamn Team

b. Classification Chartsb. Classification ChartsThey are similar to They are similar to

organization charts but organization charts but its purpose is to show the its purpose is to show the classification or classification or categorization of objects, categorization of objects, events or species. An events or species. An example is a chart example is a chart showing the classification showing the classification of plants or animals of plants or animals according to according to characteristic or specie.characteristic or specie.

c. Time Linesc. Time LinesTime lines show in sequence different Time lines show in sequence different

events or the relationship of people and events or the relationship of people and events. They are very helpful in events. They are very helpful in summarizing series of events. To show the summarizing series of events. To show the important concepts, pictures or drawings are important concepts, pictures or drawings are added. added.

d. Tabular Charts or Tablesd. Tabular Charts or Tables

They contain numerical information They contain numerical information or data in a table or columns.or data in a table or columns.

2008 EXPORT PERCENTAGES

Corn Rice Fruits Minerals E. GadgetsChina 2 4 7 32 57Japan 0 2 2 15 88Philippines 15 33 48 66 27Thailand 11 66 32 12 1Vietnam 47 68 32 15 3

e. Flowcharts or Process Chartse. Flowcharts or Process Charts

These kinds of charts show a These kinds of charts show a process, sequence, or procedure. process, sequence, or procedure.

f. Tree of stream chartsf. Tree of stream charts

These kinds of These kinds of charts show charts show change / growth / change / growth / development by development by beginning with a beginning with a single course and single course and then spreads out then spreads out into many into many branches.branches.

6. Graphs6. Graphs

Graphs show quantitative data. Graphs show quantitative data. These kinds of graphics make analysis These kinds of graphics make analysis and interpretation of numerical information and interpretation of numerical information easier. The following are the most easier. The following are the most common types of graphs:common types of graphs:

Line GraphsLine Graphs

They are used when plotting trends They are used when plotting trends of relationships between series of data. It of relationships between series of data. It shows the progress over a period of shows the progress over a period of time.time.

School of Education Graduates

0102030405060708090

2005 2006 2007 2008

Year

Num

ber

of G

raduate

s Math and Sciences

Livelihood andHome Technology

Physical Education

Languages

Bar GraphsBar Graphs

Bar graphs are the simplest and easiest to Bar graphs are the simplest and easiest to read. The data is presented in horizontal read. The data is presented in horizontal or vertical bars. While the widths of the or vertical bars. While the widths of the bars are the same, its length represents bars are the same, its length represents the amount or percentage data. the amount or percentage data.

0

24

68

10

1214

Number of Pupils

Red Yellow Blue Green Orange

Colors

GRADE VI - EINSTEIN FAVORITE COLORS

Boys

Girls

Total

Pie Graph or Circle GraphPie Graph or Circle Graph

The sections of these kinds of graphs The sections of these kinds of graphs represent the parts of a whole. These represent the parts of a whole. These graphs always present whole amounts graphs always present whole amounts and its parts are calculated in percentage and its parts are calculated in percentage or fractional parts.or fractional parts.

December 2008 Expenses

6%3%

43%

13%

13%

22%Water and Power

Phone

Food

Transportation

Recreation

Gifts

Area or Solid GraphsArea or Solid Graphs

They are used to compare several They are used to compare several related totals thru the use of geometric related totals thru the use of geometric shapes.shapes.

Pictorial Graphs or PictographsPictorial Graphs or Pictographs

These graphs These graphs utilize related utilize related pictures or pictures or drawings to show drawings to show numerical data. It is numerical data. It is an adaptation of an adaptation of the bar graph.the bar graph.

7. Diagrams7. Diagrams

Diagrams are intended to show Diagrams are intended to show relationships or to help explain a process, how relationships or to help explain a process, how something works or how something is something works or how something is constructed. constructed. A definition by Dale (1969) states that “ a A definition by Dale (1969) states that “ a diagram is any line drawing that shows diagram is any line drawing that shows arrangement and relations as of parts of the arrangement and relations as of parts of the whole, relative values, origins and development, whole, relative values, origins and development, chronological fluctuations, distribution, etc.”. chronological fluctuations, distribution, etc.”. Diagrams rely heavily on symbols that is why Diagrams rely heavily on symbols that is why they are highly abstract that most of the time they are highly abstract that most of the time support materials are needed to give users the support materials are needed to give users the necessary background information. necessary background information.

a. Cluster Diagrama. Cluster DiagramThis is used in a This is used in a

nonlinear activity nonlinear activity wherein ideas, images, wherein ideas, images, and feelings are and feelings are generated around a generated around a stimulus word. It helps stimulus word. It helps students see patterns in students see patterns in their ideas as well as their ideas as well as enlarge their word bank enlarge their word bank for writing. for writing.

b. Chain of Eventsb. Chain of Events

This diagram illustrates the stages of an This diagram illustrates the stages of an event, the actions of a character or the event, the actions of a character or the steps in a procedure. steps in a procedure.

c. Continuumc. Continuum

A continuum is A continuum is used for used for timelines timelines showing showing historical events, historical events, ages, degrees of ages, degrees of something, something, rating scales, rating scales, etc. etc.

EDUCATION CONTINUUM

d. Fishbone Mappingd. Fishbone Mapping

A fishbone map is used to show A fishbone map is used to show causal interaction of a complex event causal interaction of a complex event (like a nuclear explosion) or a complex (like a nuclear explosion) or a complex phenomenon (like learning disabilities).phenomenon (like learning disabilities).

e. Spider Mape. Spider MapIt is used to describe a central It is used to describe a central

idea (a thing, process, concept, or idea (a thing, process, concept, or proposition) as well as organize or proposition) as well as organize or brainstorm ideas.brainstorm ideas.

f. Cyclef. Cycle

A cycle A cycle illustrates how illustrates how series of events series of events interact to interact to produce a set produce a set of results such of results such as the life as the life cycle.cycle.

Life Cycle of a Plant

g. Interaction Outlineg. Interaction Outline

An An interaction interaction outline is used outline is used to show the to show the nature of nature of interaction interaction between between persons or persons or groups.groups.

h. Compare / Contrasth. Compare / Contrast

A diagram that is used to show similarities A diagram that is used to show similarities and differences.and differences.

i. Problem / Solution Diagrami. Problem / Solution Diagram

This This diagram is used diagram is used in illustrating a in illustrating a problem’s problem’s multiple solutions multiple solutions and its possible and its possible results.results.

j. Venn Diagramj. Venn Diagram

A Venn diagram is used to A Venn diagram is used to show relationships show relationships between sets, between sets, similarities and similarities and differences between differences between characters, stories or characters, stories or poem. It enables the poem. It enables the students to visually students to visually organize similarities organize similarities and differences.and differences.

k. Affinity Diagramk. Affinity Diagram

It is used to cluster complex It is used to cluster complex apparently unrelated data into natural and apparently unrelated data into natural and meaningful groups meaningful groups

l. Tree Diagraml. Tree Diagram

A tree diagram is A tree diagram is used to chart out, used to chart out, in increasing in increasing detail, the various detail, the various tasks that must be tasks that must be accomplished to accomplished to complete a project complete a project or achieve a or achieve a specific objective. specific objective.

8.8. Maps (Flat Maps)Maps (Flat Maps)Maps are Maps are

representations of representations of the Earth’s surface the Earth’s surface or a part of it. or a part of it.

The following are the types of The following are the types of maps:maps:

a. Political Maps a. Political Maps

- - They show They show territories and territories and boundaries.boundaries.

b. Physical Maps -b. Physical Maps -

They show data like They show data like altitude, altitude, temperature, temperature, rainfall, rainfall, precipitation, precipitation, vegetation, and soil.vegetation, and soil.

c. Commercial or Economic Maps -c. Commercial or Economic Maps -

They show a variety They show a variety of information like of information like the economic the economic produce of the produce of the different regions.different regions.

9. Flip Charts9. Flip Charts

Resembling a small whiteboard, this Resembling a small whiteboard, this stationary item is supported by a stationary item is supported by a

four-legged easel or tripod and several four-legged easel or tripod and several sheets of paper are hinged at the upper sheets of paper are hinged at the upper edge of the chart. Marker pens are used to edge of the chart. Marker pens are used to write text as well as figures and charts. A write text as well as figures and charts. A sheet can then be flipped over to present sheet can then be flipped over to present information sequentially or for one to information sequentially or for one to continue to a new page. A flip chart is best continue to a new page. A flip chart is best used in a small group of learners. used in a small group of learners.

Best Practices on the Use of Flip Best Practices on the Use of Flip ChartsCharts

Prepare a “flip chart” plan.Prepare a “flip chart” plan.Make letterings large and simple.Make letterings large and simple.Avoid too many colorsAvoid too many colorsDo not put too much information on Do not put too much information on one page.one page.If planning to write on the chart If planning to write on the chart during presentation, make sure the during presentation, make sure the marker does not bleed to the next marker does not bleed to the next sheet of paper.sheet of paper.Arrange materials in sequence.Arrange materials in sequence.Reveal sheets when discussed.Reveal sheets when discussed.Talk to the audience and avoid Talk to the audience and avoid blocking the flip chart.blocking the flip chart.Use summary.Use summary.

PICTURES AND PHOTOGRAPHSPICTURES AND PHOTOGRAPHS

The generic term picture includes any kind of The generic term picture includes any kind of opaque representation of visual images which opaque representation of visual images which includes drawings, photographs, pictures in includes drawings, photographs, pictures in books and magazines, or any medium open to books and magazines, or any medium open to the artists’ interpretation. the artists’ interpretation.

On the other hand, the term photograph only On the other hand, the term photograph only includes those images that were recorded by a includes those images that were recorded by a camera and is usually an exact representation of camera and is usually an exact representation of the original. They come in photographic prints the original. They come in photographic prints that are in full color or not. that are in full color or not.

The following are its uses:The following are its uses:

Vocabulary buildingVocabulary building

Mood settingMood setting

Introduction of a topic Introduction of a topic or lessonor lesson

Spotlight a problem Spotlight a problem or issueor issue

Clarification of a Clarification of a vague or abstract vague or abstract conceptconcept

Qualities of Good PicturesQualities of Good Pictures

Authentic and clear messageAuthentic and clear message

Good compositionGood composition

Effective colorEffective color

Good technical and mechanical qualityGood technical and mechanical quality

POSTCARDSPOSTCARDS

These are commercially printed with These are commercially printed with space on one side for an address and space on one side for an address and postage stamp used for sending a short postage stamp used for sending a short message through mail. Postcards on a message through mail. Postcards on a country’s scenic spots, heroes, or country’s scenic spots, heroes, or presidents are widely available in presidents are widely available in bookstores. They can be used in teaching bookstores. They can be used in teaching in Social Studies or as items to be posted in Social Studies or as items to be posted on the bulletin board. on the bulletin board.

Postcards on a Postcards on a country’s scenic country’s scenic spots, heroes, or spots, heroes, or presidents are presidents are widely available widely available in bookstores. in bookstores. They can be They can be used in teaching used in teaching in Social Studies in Social Studies or as items to be or as items to be posted on the posted on the bulletin board. bulletin board.

FLASHCARDSFLASHCARDS

These materials are These materials are used for drill activities in used for drill activities in teaching certain topics. teaching certain topics. Flashcards may contain Flashcards may contain words, phases, sentences, words, phases, sentences, math combinations or math combinations or pictures. They help develop pictures. They help develop skills as well as automatizing skills as well as automatizing responses of learners. responses of learners.

The following are considerations The following are considerations in using flashcardsin using flashcards

Make sure that the flashcard is big and bold Make sure that the flashcard is big and bold enough to be seen by everybody.enough to be seen by everybody.

Flash in a fast and snappy manner to develop Flash in a fast and snappy manner to develop fast thinking of response.fast thinking of response.

Flash cards from back to front. Answer of each Flash cards from back to front. Answer of each card should be written at the back so that as you card should be written at the back so that as you flash, you can see the answer and check if the flash, you can see the answer and check if the response is correct. response is correct.

Hold flashcard at chest level and make sure not Hold flashcard at chest level and make sure not to hide the words or math combinations on it. to hide the words or math combinations on it.

ReferencesReferences

Abellera, R.C., Aquino, G.V., & Hidalgo, L.C. (1988). Abellera, R.C., Aquino, G.V., & Hidalgo, L.C. (1988). Principles of Principles of teaching and educational technology.teaching and educational technology. Diliman, Quezon City: Diliman, Quezon City: Kalayaan Press.Kalayaan Press.Corpuz, B.C. & Lucido, P.I. (2008). Corpuz, B.C. & Lucido, P.I. (2008). Educational technology 1.Educational technology 1. Q.C.: Q.C.: Lorimar Publishing, Inc.Lorimar Publishing, Inc.Dale, E. (1954). Dale, E. (1954). Audio-visual methods in teaching.Audio-visual methods in teaching. NY: Dryden NY: Dryden Press.Press.Garo, C. (2007). Garo, C. (2007). Grabe, M. (2004).Grabe, M. (2004). Integrating technology for meaningful learning. Integrating technology for meaningful learning. NY: Houghton Mifflin.NY: Houghton Mifflin.Heinich, R., Molenda, M. & Russel, J. (1993). Heinich, R., Molenda, M. & Russel, J. (1993). Instructional media Instructional media and the new technologies of instruction.and the new technologies of instruction.Kemp, J. & Smellie, D. (1994). Kemp, J. & Smellie, D. (1994). Planning, producing, and using Planning, producing, and using instructional technologies. instructional technologies. NY: NY: Harper Collins.Harper Collins.