Development of Materials for Vocabulary Development.pptx

This is a presentation for vocabulary building

1. Capacity-Building to Science Teachers and Home Facilitators/ Volunteers in the Development of Materials and Exercises for Vocabulary Development October 26-28, 2021

2. Sessions 4 and 5: Workshop Reading materials and exercises to enhance science vocabulary words building

3. What about harmonizing colors?

4. Use contrasting colors

5. Color In some cases, color may be unnecessary and can cause problems. Some points to consider are: Do not use too many colors or too few (e.g. when using it to depict or represent several functions). Color codes must be understood, and these are culturally constructed although there do appear to be some more universal constructs. 8.5 percent of all men and 0.5 percent of women are color blind. If the material refers to a color, it should have a name in the language of the learner.

6. Colors and Printing The following happens with certain colours when printed: Pale colours are almost invisible for words or fine lines. Dark colours appear almost black for words or fine lines. Bright colours dazzle for words or fine lines. For contrast, black on white is best. Legibility of printed text suffers on coloured paper or when used over illustrations or photographs. Strong colours or black and white patterns distract if too close to text.

7. What about the text?

8. 5. Body Text Specifications 5.1 Typography

9. Text should be legible

10. What Illustrations are Best? The following guidelines apply to instructional material for pupils who may not have a high level of visual or pictorial literacy: Avoid pictures with depth. There should be a moderate amount of detail. Eliminate background and unnecessary detail. The important objects should have enrichment of detail: texture, gradients of texture, shading, etc. Portrayal should be realistic, no impressionism or expressionism.

11. Illustrations versus Words Illustrations are interesting in their own right, compared with words that are not particularly interesting as things in themselves, but it is the ideas conveyed by the words that matter. Thus, they may attract or distract the reader.

12. Illustrations are good for conveying concrete images and providing support material when teaching a concept, as a way of avoiding technical jargon, and for conveying visual and spatial concepts (e.g. relative size of objects). Words are good for conveying abstract ideas and for communicating concepts that have already been learned and for conveying propositional concepts. Illustrations and diagrams are good for conveying ideas that have to be considered simultaneously. They allow learners to make multiple discriminations easily.

13. Simple line drawings are best for instructional material particularly for signifying general concepts (a stick figure 'man'), while highly detailed illustrations can be used for particular concepts ('a foreign election monitor'). graphs, and symbols has to be taught. People have to learn to interpret the conventions of illustrations in much the same way as they have to learn to read. Authors and designers must therefore have knowledge of the background experience of their potential readers. Place diagrams and illustrations where readers will see them and repeat them if necessary.

14. Thank you