Post on 01-Nov-2014
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Classification of Audio-Visual Aids
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DEFENITIONS
Audio-Visual Aids are those sensory objects or images which initiate or stimulate and reinforce learning.
Burton
Audio-Visual Aids are any device which can be used to make the learning experience more concrete, more realistic and more dynamic.
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Audio-Visual Aids are those devices by the use of which communications of ideas between persons and groups in various teaching and training situations is helped. These are also termed as multi sensory materials.
Edgar Dale
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Values of AV-Aids
Best motivators Antidote to the
disease of verbal instruction
Clear images Vicarious experiences Variety Freedom Opportunities to
handle and manipulate
Retentivity
Based on maximum of teachers
Helpful in attracting attention
Helpful in fixing up new learning
Saving of energy and time
Realism Vividness Meeting individual
difference
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Values
Encouragement to healthy class room interaction
Spread on education on a mass scale Promotion of scientific temper Development of higher faculties Reinforcement to learners Positive transfer of learning and
training Positive environment for creative
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Characteristics
They should be meaningful and purposeful They should be accurate in every aspect They should be simple They should be cheap They should be up to date They should be easily portable They should be according to the mental level of
students They should be motivate the learners They should be large enough to be properly seen
by the students for whom they are meant They should be improvised.
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Principles in the use of teaching aids
Principle of selectionPrinciple of preparationPrinciple of physical controlPrinciple of proper presentationPrinciple of responsePrinciple of evaluation
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Advantages1. The teachers are forced to meet the
demands of a changing civilization2. New means and devices to increase the
effectiveness of teaching3. Audio visual devices are instructional
devices which can be heard as well as seen.4. to make teaching more concrete by
employing suitable audio-visual aids.5. A-V aids do render exceptional, specific and
irreplaceable service to education
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6. The mental reaction of the pupils to audio-visual experience is both intellectual and emotional.
7. 86 % of our sense knowledge is attained through seeing and hearing and hence is the use of audio-visual aids
8. A-V Aids provide first hand experience to the children and hence the learning becomes interesting real and durable.
9. A-V Aids help the learner to grasp quickly and retain the experience so received longer.
10.They make a lasting impression on the minds of the learners.
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“one picture is worth a thousand words”
They make learning realistic, permanent, natural and easy.
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Functions of A-V aids1. They supply a concrete basis for conceptual
thinking and hence, reduce meaningless word response of students.
2. They have high degree of interest for students.
3. They make learning more permanent.
4. They offer a reality of experience which stimulate self activity on the part of pupil. 5. Develop continuity of thought; this is especially true of motion pictures.
5. They provide experience not easily obtained through other materials and contribute to the efficiency, depth, and variety of learning.
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HISTORICAL BACKGROUND
Great educators Erasmus
Against memorisation Johann Amos Comenius
Illustrate text books Jean Jacques Rousseau
Against verbalisation Johann Heinrich Pestalozzi
Sense perceptionmgucte vaikom
Erasmus
66-1536 Dutch humanist Children should
learn through pictures, visuals etc.
Against Memorization
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Johann Amos Comenius
Ist Illustrate text books for childhood
“Orbis sensulium Pictus”[ the world of sense objects]
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Jean Jacques Rousseau
Against verbalization
Stressed the need of pictures& other play materials
Directed to the learner’s natural curiosity.
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Johann Heinrich Pestalozzi
Sense perception
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NEED AND IMPORTANCEA. MOTIVATE STUDENTS MENTAL AND PHYSICAL ACTIVITY
B. SAVE TIME
C. MAKE LEARNING EFFECTIVE AND DURABLE
D. FIRST HAND EXPERIENCE BY LOKING AT CONCRETE THINGS, LIVING SPECIMEEN, HANDLING APPARATUS AND ACTUAL DEMONSTRATION ETC. Pupils to have clear conception of ideas, information, facts and principles.
E. Help to bring a change in the atmosphere of the class.
F. Provide a congenial atmosphere in the class.G. Help to develop scientific attitude and get a
training in scientific method.H. Large number of students can taught at a time.I. Most convenient, easy and natural way of lg.
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CLASSIFICATION OFAV AIDS
1. PROJECTED AIDS2. NON-PROJECTED
AIDS
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1. PROJECTED AIDS
1. FILMS2. FILMSTRIPS3. SLIDES4. OPAQUE PROJECTION5. OVER HEAD PROJECTION
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FILMS
PICTURE FRAMES ARE ARRANGED IN A SEQUENCE
35MM, 70MM ETC.
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FILM STRIPS
35 MM WIDE 12 TO 48
PICTURES DEVELOP A THEME
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SLIDES
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SLIDE PROJECTOR
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OPAQUE PROJECTOR
PAXISCOPE Project images or
printed matter or small opaque objects on a screen
Works as epidiascope and diascope
Principle Horizontal straight
line projectionmgucte vaikom 24diputr@gmail.com
OVER HEAD PROJECTOR
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NON-PROJECTED AIDSI. GRAPHIC AIDS
1. PHOTOGRAPHS2. POSTERS3. CHARTS4. DIAGRAMS5. MAPS6. CARTOONS7. COMICS8. FLASH CARDS9. GRAPHS
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PHOTOGRAPH
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CHARTS
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CHARTS
FLIP CHART
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DIAGRAMS
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OUT LINE
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ANALYTICAL DRAWINGS
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POSTERS
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CARTOONS
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FLASH CARDS
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GRAPHS
1. LINE GRAPH2. BAR GRAPH3. PIE GRAPHS4. PICTORIAL GRAPHS
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LINE GRAPH
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BAR GRAPH
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GRAPH TYPES
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NON-PROJECTED AIDS
DISPLAY BOARDS
BLACK BOAERDS BULLETIN BOARDS FLANNEL BOARDS MAGNETIC BOARDS PEG BOARDS ROLL-UP BOARDS MARKER BOARD
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BLACK BOARD
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BLACK BOARD
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BULLETIN BOARD
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FLANNEL BOARD
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MAGNETIC BOARD
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PEG BOARD
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PEG BOARDS
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ROLL UP BOARDS
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NON-PROJECTED AIDS
3-DIMENSIONAL AIDS
DIAGRAMS MODELS MOKE-UPS OBJECTS PUPPETS SPECIMENS
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DIAGRAMS
1. OUTLINE DRAWING2. MASS DRAWIMG3. ANALYTICAL4. DRAWING5. GENERALISED6. DRAWING7. GRAPHICAL DRAWING
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3-DDIAGRAMS
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MODELS
1.SCALE MODELS
2.SIMPLIFIED MODELS
3.CROSS SECTIONAL
4.WORKING MODELS
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SCALE UP MODELS
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SIMPLIFIED MODELS
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CROSS SECTION
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MOKE UPS
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OBJECTS
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SPECIMENS
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PUPPETS
FINGER PUPPETS
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PUPPETS
HAND PUPPETS
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PUPPRTS
STRING PUPPETS
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SHADOW PUPPETS
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PUPPETS
MASKS
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NON-PROJECTED AIDS
III. AUDIO-AIDS
1. RADIO2. TELEVISIONS3. RECORDINGS
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RADIO
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RECORDINGS
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NON-PROJECTED AIDSIII. ACTIVITY AIDS
1. EXPERIMENTATION2. FIELD TRIPS3. DEMONSTRATIONS4. DRAMATICS5. PROGRAMMED
INSTRUCTION6. TEACHING MECHINES7. COMPUTER ASSISTED
INSTRUCTIONS8. FIELD TRIPS9. EXHIBITIONS
10. DEMONSTRATIONS11. DRAMATI-ZATIONS12. SCIENCE KITS13. NATURE CALENDER14. COMPUTER CD’S15. INTERACTIVE CD ROMS16. POWER PIONT-
PRESENTATION17. MUSEUMS18. PLANATORIUM
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LCD PROJECTOR
LCD PROJECTORmgucte vaikom
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NON-PROJECTED AIDS1. GRAPHIC AIDS
1. GRAPHS LINE GRAPH BAR GRAPH PIE GRAPHS PICTORIAL GRAPHS
2. DIAGRAMS OUTLINE DRAWING MASS DRAWIMG ANALYTICAL DRAWING GENERALISED DRAWING GRAPHICAL DRAWING
3. CHARTS OUT LINE & TABULAR FLOW, ORGANISATION OR
PROCESS CHARTS TREE CHARTS TIMELINE CHARTS
2. DISPLAY BOARDS1. BLACK BOARD2. ROLL-UP BOARDS3. BULLETIN BOARDS4. PEG BOARDS5. HOOK&LOOP6. FLANNEL BOARDS7. MAGNETIC8. PLASTIGRAPH9. MARKER BOARDS
1. THREE DIMENSIONAL MODELS1. MODELS
1. SCALE MODELS 2. SIMPLIFIED MODELS3. CROSS SECTIONAL4. WORKING
2. OBJECTS3. SPECIMENS4. MOKE-UPS5. DIORAMA6. PUPPETS
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3. THREE DIMENSIONAL AIDS
1. MODELS1. SCALE MODELS 2. SIMPLIFIED MODELS3. CROSS SECTIONAL4. WORKING
2. OBJECTS3. SPECIMENS4. MOKE-UPS5. DIORAMA6. PUPPETS
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DIAGRAMS
OUTLINE DRAWINGMASS DRAWIMGANALYTICAL DRAWINGGENERALISED DRAWINGGRAPHICAL DRAWING
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OUTLINE DRAWING
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MASS DRAWIMG
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ANALYTICAL DRAWING
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GRAPHICAL DRAWING
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C. Activity AidsA. COMPUTER
ASSISTED INSTRUCTION
B. FIELD TRIPSC. EXCURSIOND. EXHIBITIONSE. DEMONSTR-
ATIONSF. DRAMATIZATIONSG. LIVE CORNER
H.SCIENCE KITSI. NATURE
CALENDERJ. COMPUTER
CD’SK. INTERACTIVE L. CD ROMSM.POWER PIONT-
PRESENTATIONN.MUSEUMSO.PLANATORIUM
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COMPUTER ASSISTED INSTRUCTION
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FIELD TRIP
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EXCURSION
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DEMONSTRATION
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DRAMATISATION
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EXPERIMENTATION
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PROGRAMMED INSTRUCTION
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TEACHING MACHINES
PRESSEY’S MACHINES
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TEACHING MACHINES
AUDIO VISUAL MACHINES
Educational television combined with teaching programme
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LIVE CORNERS
ACQUARIUM TERRARIUM VIVARIUM
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AQUARIUM
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VIVARIUMmgucte vaikom
PLANATORIUM
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SCIENCE KITS
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NATURE CALENDER
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INTERACTIVE CD-ROMS
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COMPUTER CD’S
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INTERACTIVR CD ROMS
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