Teaching Learning Material - TLM

1. To Educate
2. To Enhance &
3. Extended Learning
in the classroom - B.Ed / D.Ted/ Teachers

1. DR. C. BEULAH JAYARANI
M.Sc., M.A, M.Ed, M.Phil(Edn), M.Phil(ZOO), NET, Ph.D(Edn)
ASST. PROFESSOR,
LOYOLA COLLEGE OF EDUCATION, CHENNAI -34

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3. “
“EDUCATION IS THE ACTIVE HELP
GIVEN TO THE NORMAL EXPANSION
OF THE LIFE OF THE CHILD”
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4. Friedrich Wilhelm
August Fröbel
German Philosopher
Kindergarten school
Dr. MARIA MONTESSORI-
Italian doctor
children’s home
Child learn
themselves in
nature.
Individuality
Sense training
Exercises for practical life
“ The garden of children”
where children could grow up
as naturally as a plant under
the care of an expert gardener
–Gift, Song & Play
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5. CharaCteristiCs
Self Activity,
Creativity,
Social participation,
Teaching through songs,
Teaching through gifts
and occupations
Teaching through play
The education
concentrated on training
ofsenses, muscular co-
ordination etc..
In the education
Didactic
Apparatuswere
used.
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8. tLM/ teaChiNG aiDs
•Teaching aids are the toolsthat teachers use them
in the classroom such as flash cards, maps, cassette
and blackboard.
•A teaching aid is a tool used by teachers 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.
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9. 3 e’s are…..
•1.
“
Anything by means of
which learning process
may be encouraged or
carried on through the
sense of hearing or the
sense of sight.”
“
Anything by means of
which learning process
may be encouraged or
carried on through the
sense of hearing or the
sense of sight.”
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10. VISUAL
AIDS
•Chalk
•Motion Pictures
•Charts /Diagram
•Flannel Graph
AUDITORY
AIDS
•Radio
•Gramo-phone
•Tape recorder
•Lingua-phone
AUDIO
VISUAL
AIDS
•T V
•Video
•Films
CLassiFiCatiON OF aUDiOVisUaL aiDs
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11. CLassiFiCatiON OF aUDiOVisUaL aiDs
On the basis of
sensory organs
Audio Visual Audio-visual
On the basis
of Technology
Hardware Software
On the basis
of Projection
Projected Aids
Non-projected
Aids
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12. iMPOrtaNCe OF aUDiO-VisUaL aiDs
There was a popularChinesesaying:
•I hear, I forget
•I see, I remember
•I do, I understand
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13. iMPOrtaNCe OF aUDiO-VisUaL aiDs
Inculcating
scientific
attitude
Satisfy
curricular
needs
Best attention
Economic –
time -
verbalism
Enhance
effective
learning
Natural &
easier way of
learning
Impart first-
hand
experiences
Avoiding
monotony
Bringing vivid
reality
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14. PriNCiPLe FOr the seLeCtiON OF aUDiO-VisUaL aiDs
Taste –Learning
1% -
Remembering
–
3%
Touch –
Learning1.5% -
Remembering
–
5%
Smell –Learning
3.5% -
Remembering –
10%
Hearing –Learning
11% -
Remembering 20%
Sight –Learning 83%
-Remembering 30%
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15. Uses OF teaChiNG aiDs
•The teacher must be trained and fully skilled in the use of the
teaching aids.
•Active participation of the students should be sought
•It motivate the students to participate actively
•Immediate availability –at the time of need
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16. NeeD
Clarity
Attention & interest
Best motivators
Use of maximum senses
Saving time & effort
Fixing and recalling the
knowledge
Meeting the individual
differences
Encouraging activities
Introductory variety
Development of
scientific attitude
Direct experiences
Promotion of
international
understanding
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17. aUDitOrY aiDs
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20. Hardware
Software
ON the basis OF
teChNOLOGY
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22. ON the basis OF
PrOJeCtiON
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25. aUDiO-VisUaL aiDs CLassiFiCatiON GiVeN bY NCert –New
Graphic Aids
•Photograph
•Flash card
•Pictures
•Diagrams
•Graphs
•Maps
•cartoon
•Comics
Audio Aids
•Radio
•TV
Display Board
•Black board
•Flannel Board
•Bulletin Board
•Peg Board
•Magnetic Board
•Mobiles
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26. Contd.,
3 –D Aids
•Models
•Articles
•Specimens
•Puppets
Process Aids
•Exhibition
•Experience
•Field trips
•Excursions
Projected aids
•Films
•Films Stipes
•Slides
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27. iMPOrtaNCe OF VisUaL aiDs
•Where the subject is too big to be handled
•Where the subject is too slow to be seen
•Where the subject is too small
•Where the subject is far-removed in time as in history
•When the subject is lying far too distant place
•Where the subject is too small to be seen by the whole class
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28. bLaCK bOarD
•Highly economical in terms of time and money
•Eye catching and attention focusing
•Making drawing, sketches and flow diagrams
•Breaking monotony
•Combines visual & aural sensation
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29. eXPaNsiON OF bLaCK bOarD
Be kind, use
me
systematically
Layout the
writing plan
in advance
Arrange light,
Angle & Glare
adequate
Check
coloured
chalks, Eraser,
ruler &
pointer
Keep the
board neat,
write legible
and orderly
way
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30. Be judicious
Order or standing posture
Attraction by capital letters, underline
etc.,
Writing should be bright, straight, legible and
horizontal
Drawing with purpose
VIDEO -1
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31. eFFeCtiVe Use OF bLaCK-bOarD
•Neat and bold writing
•Uniform & straight writing
•Correct & realistic representation on board
•Summary should be brief and a continuous whole
•The teacher should be highly observant in order to avoid any
sort of in disciple in the class
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32. Chart
“Chart -is a graphic representation of data from a
worksheet”.
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.
Acc to Edgar Dale , “a chart is a visual symbol
summarizing or comparing or contrasting or performing
other helpful services in explaining subject matter”
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33. tYPes OF Charts
•Picture chart
•Time chart
•Table chart
•Graphic chart
•Flow chart
•Tree chart
•Pie chart
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34. VIDEO –2, 3
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35. FLash CarDs
Flash cards are useful for drillingnew letters, words, and
other information. They are normally used in a classroom, but can
also be used more informally.
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 oneto a
learner to elicit a quick response.
Flash cards are sets of cards printed with information to be
studied, such as definitions, formulas,letters,
multiplication tables,prefixes,words etc.,(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)
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36. VIDEO –4, 5 Pdf
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37. FLiP Charts
•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.
•A flip chart is a collection of large pages which are bound
together at the top. The pages are “flipped” or brought up
and to the back as they are used.
•A flip chart is bound together at the top in such a way that
the pages can be easily turned and lie flat.
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38. VIDEO –6
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39. MODeL
•Models are replicas or copies of real objectswith
suitable change in size, complexity, timing, safety and cost
factors.
CLASSIFICATION
•1) Simplified
•2) Scale
•3) Working
•4) Cross-sectional
•5) Mock-ups
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40. VIDEO –7 -16
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41. GraPhs
Flat pictureswhich employ dots, lines or picturesto
visualize numerical and statistical datato show statistics or
relationships.
Graphs are by nature a summarizing device.
Effective tools for comparisons and contrast.
KINDS
Line Bar
Flannel Circle or pie Pictorial
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42. VIDEO –17,18
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43. CartOONs
A cartoon is aninterpretive picture, usually a drawing,
intended to convey a message or point of view about
things, events or situation;may make free use of
exaggeration and symbolism
PUPPETS
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44. VIDEO –19
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45. Charts / DiaGraMs / PiCtUres
•Elucidation of a statement
•Clearing up difficulties in comprehension
•Stimulate interest and excite curiosity in child
•Secure better attention and process ‘fixing power’
•Long retaining of the facts in child’s memory
•Cultivate power of observation and judgement
•Vividness and explanation of the concepts
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46. sOMe CONsiDeratiONs iN UsiNG the Charts/
DiaGraMs aND PiCtUres
•It must be interesting and attention-fetching.
•It must be simple and comprehensible.
•The students should understand the purpose of the aid without
any explanation or comment.
•It must be subordinate to the points illustrated.
•It must be relevant, accurate, exact and realistic.
•It should be properly exhibited.
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47. FLaNNeL GraPh
•It is also most important visual aid, generally used to display
prepared diagrams without loss of time.
•Moreover these diagrams can be used again and again for
many years.
•It is the simple device can be improvised with the help of
students with the help of wooden board and flannel/ rugged
cloth.
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49. bULLetiN bOarD
•Effective visual aidof teaching.
•It facilitates creativity-they collect, analyze, combine and
display the selected material on it.
•It also gives the feelings of responsibilityin the students.
•It works as a project for the studentsand the displayed
material is the result of active participationof the pupils and
the teacher.
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50. VIDEO –20
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51. aUDitOrY aiDs
•The aids which are involving the sense of hearing are called
auditory aids. These aids include
AUDITORY AIDS
Tape
recorder
Radio
Gramo
phone
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53. raDiO : as aUDitOrY aiD
•It is an instructional aid -focus of attention after estimating its
accountability in spreading of education.
•It broadcast programmes for mass education awareness, health,
agriculture and their rights etc. It becomes an invaluable asset in
far away asset of the country.
•By utilizing the rich educational offering of radio, children and
adults in communities, however remote, have assesto the best
of the world’s store of knowledge and art.
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55. VaLUe POiNts OF raDiO as a teaChiNG aiD
•Current information world-wide. It works as a window to the
world.
•Bring a sense of participationon the part of pupils.
•Remove monotony of the class.
•Some speech / lectures / diagramsare the piece of great
enjoyment for every one.
•It is mean of supplementing, vitalizing, correlating and
modernizingthe materials of the text-books.
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56. sOMe PreCaUtiON iN UtiLiziNG raDiO as aN
teaChiNG aiD
•The teacher should be an expert person in selecting / formulating the
Radio programmes as per demand of students, needs, capacities etc.
•The teacher must tell in advance to students about the programme to
be broadcasted in order to enhance the learning level of the students.
•The teacher should not consider it as a substitute for teaching but as a
supplement.
•The broadcasted programme must be well-integrated to the syllabus
and given assignments.
•Radio programme if desired can be supported with other aids in order
to get effective results.
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57. taPe-reCOrDer
•Indispensable aid-can be effectively used by a skilled teacher.
•The ‘talks’ of a scientist, leader or some other significant person
can be recorded and reproduced in the classroom
•These ‘talks’ work as stimulant in learning.
•The speech of a person can be recorded at any time and it can be
used for a number of time till the tape lasts.
•It can be vigorously used in music learning whether vocal or
instrumental in nature.
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59. aUDiO-VisUaL aiDs
•The aids which are using both of the senses i.e., senses of
vision hearing together are called Audio-visual aids include :
•1. Films
•2. Television
•3. Video
•4. CDs
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60. FiLMs
Films are the versatile aids of Teaching.
The films are interesting and promoting the motivation,
along with it clear the concepts,and retain them in
students’ mind for long duration.
The children’s films are having high educative value and
fulfils their psychological needsthrough colour, music and
action.
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62. teLeVisiON
•Revolutionary aidwhich combines the properties of radio and
films together.
•It has the amazing impact on audience which moved the
educationalists to use it in classroom.
•Now it becomes an universal phenomenonand latest electronic
developments have made its feasible reach to every door step.
•The television which transmits the educational programmes
automatically to students prescribed syllabusis called
Instructional Television.
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64. the aDVaNtaGes OF tV
•It is similar to filmsbut one head of it because it gives live
demonstrations.
•The formulation and framework of TV lessons is always better
than the classroom lessons.
•The lesson content, demonstration and other experimentcan
be transmitted in many parts of the nationas well as in other
world.
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65. ObstaCLes iN Use OF aUDiO-VisUaL aiDs
•Financial difficulties.
•Non-availability of Good children filmsfor teaching purposes.
•Non-availability of projection and related infrastructural
facilities in schools.
•Non-availability of Expert and Technical Teachersfor
demonstration, monitoring and evaluation.
•Poor awarenesstowards such aids and their importance's.
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66. Building as Learning Aid
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LCE COMMISSION DISPLAY

74. VIDEO –21, 22
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