THREE DIMENSIONAL MEDIA. Objectives: Analyze the characteristics of 3D instructional materials...
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THREE DIMENSIONAL MEDIA. Objectives: Analyze the characteristics of 3D instructional materials Create 3D instructional materials Demonstrate proper use
Objectives: Analyze the characteristics of 3D instructional
materials Create 3D instructional materials Demonstrate proper use
of 3D instructional materials
Slide 3
THREE-DIMENSIONAL MEDIA Display an additional quality that
appeals to the sense of touch that is, a tactual quality. Gives a
richer understanding of real things.
Slide 4
3D INSTRUCTIONAL MATERIALS Are very useful in the event that
real-life materials are impossible to be brought in the classroom
to provide students with certain amount of direct, purposeful, rich
and meaningful learning experience. Are usually constructed to
allow handling by the students, except those which are too large,
too costly, to rare, or too fragile.
Slide 5
Pioneers in Education in their Education Theory 1. Jean Piaget
Use the methods of instruction through the individualized programs,
exploration and experimentation with concrete materials that helps
the child to learn more about his environment. With the use of real
things, a child is able to compare or contrast things and make
perception about his environment.
Slide 6
2. Maria Montessori using real things help promote motor and
sensory skills. 3. Jerome Brunner Proposes that instruction should
proceed from direct experiences (real things) to iconic
representation (pictures) to symbolic representation (words) for
achieving mastery of task.
Slide 7
1. Objects and Specimens 2. Models and Mock-ups 3. Diorama 4.
Puppets 5. Resource Person
Slide 8
ObjectsObjectsSpecimensSpecimens Are concrete materials such as
plants, animals, tools and artifacts used in providing direct
experience. Is a part or aspect of some item that is a typical
sample of the character of others in its same class or group. 1.
Objects and Specimens - Enable us to build generalizations that
would otherwise cost prohibitive amounts of time and effort.
Slide 9
Points to consider in teaching: Develop a purpose for using
them. Provide opportunities to learners to work with or to
manipulate the specimens so that they can consider concepts,
process and principles by themselves. Present just enough specimens
or objects at a time so as not to overwhelm the learners. Present
the materials in a dramatic way so as to arouse and sustain the
interest of the learners.
Slide 10
ADVANTAGES:ADVANTAGES:LIMITATIONS:LIMITATIONS: These are less
abstract and more concrete. It attracts learners attention.
Learners become more familiar with objects. Needs a bigger storage.
Prone to possible damage. Some objects have limitation in
availability and may not be easy to be found.
Slide 11
MODELSMOCK-UPS o are scaled replicas of real objects. o Show
the totality of a thing or a process. Examples: model cars
airplanes house solar system o Are special types of models which
are focused on a specific part of a whole object and are workable.
o It is intended to show the essential parts which are made
detachable. 2. Models and Mock-ups
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1. S olid Models are mainly used for recognizing external
features as in the case of globes and puppets. 2. C ross-section
Model/Cut-away Models show the internal structures.
Slide 13
3. Construction Model which can be assembled and disassembled
to show relationship of parts to whole. 4. Working Models -
indicates how the things being represented operate.
Slide 14
o Allows learner to examine model or mock-ups which may not be
easy in the real object. o Functional model/mock-ups allows
learners to handle and operate. o After presentation, model can be
left on display for a period of time and allows learners to
independently study the item at their own convenience.
Slide 15
o Can provide learning experiences that real objects cannot
provide. o Working models can illustrate basic operations of a real
device and provide important details.
Slide 16
o When reality is too small. o When reality is inaccessible
(past and futuristic events); and when distance is impossible to
bridge. o When reality is too dangerous (like viewing an erupting
volcano).
Slide 17
o When reality is unreliable (weather and other climatic
conditions). o When reality is too abstract (space relationship,
mathematics)
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o It may be more expensive that extra care is needed. o Some
models which are too big may be difficult to handle for the actual
lecture. o If model are built to scale, it could be time consuming.
o It might distort some real objects.
Slide 19
3. DIORAMA The term diorama is of Greek origin which means to
see through. Diorama is a three-dimensional representation of
events, ideas or concepts against a scenic background.
Slide 20
It is also known as a meaningful exhibit in boxes or cases,
which are portable. It is a miniature scene in three-dimensional
treatment that is meant to replicate reality and cause students to
think creatively and aesthetically.
Slide 21
A three dimensional representation of events, ideas or concepts
against a scenic background. Are portable meaningful exhibit in
boxes or cases. A miniature scene in 3D treatment that is meant to
replicate reality and cause students to think creatively and
aesthetically.
Slide 22
The case or stage. The painted background. The
three-dimensional middle and foreground. The figures,
constructions, and modeled objects that are placed in the
case.
Slide 23
Have intrinsic values. Allows us to compare past and present
conditions. Help us make connections to the real world Develops
students creativity Can be viewed, handled and examined by
students. Adds interest and meaning to the lesson.
Slide 24
Demands a bigger space in the classroom in terms of use and
storage. Is generally expensive. Can be easily damaged.
Slide 25
4. PUPPETS Puppets are artificial figures whose movements are
controlled by a person. They are inanimate objects that are
manipulated so as to appear to be moving. The person who operates
them is called a puppeteer. Puppets are moved by hand or by
strings, wires, or rods. Puppet figures are made to represent a
person, animal, plant, or an object.
Slide 26
A puppet can become the medium through which the children
express themselves, often in role-playing fashion. Puppets can
assist the child in assuming the role of the character that he is
portraying.
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Types of Puppets 1. S hadow puppets They are two-dimensional in
nature, normally controlled by rods that are much thinner than the
typical ones that are used to support the rod puppet. This type of
puppet makes use of a translucent screen (rear-view screen) and a
light source for its effective use. 2. Rod puppets They are flat
cut out figures tacked to a stick, with one or more movable parts,
and operated from below the stage level by wire rods or slender
sticks.
Slide 28
3. Hand puppets This type of puppet is made to slip over the
hand like a glove. The puppets head is operated by the forefinger
of the puppeteer, the little finger and thumb being used to animate
the puppet hands. 4. Glove-and-finger puppets They make use of old
gloves to which small costumed figure are attached.
Slide 29
5. Marionettes These puppets are suspended and controlled by a
number of strings, plus sometimes a central rod attached to a
control bar held from above by the puppeteer. The control bar can
be either a horizontal or vertical one. Basic strings for operation
are usually attached to the head, back, hands (to control the arms)
and just above the knee (to control the legs). These are generally
constructed of wood with articulating joints that replicate those
of human beings.
Slide 30
Advantages: They boost active participation among students.
Stirring and attention getting Fascination of the inanimate objects
Enjoyable and spontaneous learning experiences Students become more
creative.
Slide 31
Limitations: It is time-consuming. It is expensive. It demands
extra effort. It can compete with the teacher.
Slide 32
Principles in Choosing a Puppet Play for Teaching Do not use
puppets for plays that can be done just as well or better by
another dramatic means. Puppets play must be based on action rather
than words. Keep the plays short to ensure success. Do not omit the
possibilities of music and dancing as part of the puppet show.
Adapt the puppet show in all respects to your audience. Do not
hesitate to adapt the puppet play.
Slide 33
5. RESOURCE PERSON A resource person is someone invited to talk
about something. He/she is experienced or knowledgeable with and is
capable of sharing what he/she knows. . In the classroom, there are
instances when a teacher realizes that certain topics are better
taught when they are discussed with the help of an expert
Slide 34
When inviting and using a resource speaker, the following
should be considered: Engage the expert. Clarify the purposes of
the visit. The subject is of educational relevance and value to the
students in that class. The speaker (s) will not tend to disrupt
the educational program. The information to be discussed is
appropriate to the age and maturity of the students. Prepare the
class. The teacher is to remain in the classroom throughout the
presentation in order to ensure appropriate follow-up.
Slide 35
The following should be remembered in introducing speakers: 1.
Thoroughly prepare what you are going to say 2. Follow the TIS
formula: T stands for topic or the exact title of the speakers talk
I stands for importance of the topic S stands for the speaker. It
includes the speakers outstanding qualifications, particularly
those that relate to the topic. 3. Announce the speakers name
distinctly and clearly. 4. Be enthusiastic about the speaker.
Slide 36
Things to remember when invited as a Resource Speaker: Restrict
your subject to fit the time at your disposal. Arrange your ideas
in sequence. Enumerate your points as you make them. Compare the
strange with the familiar. Turn in a fact into picture. Avoid
technical terms. Use the appropriate media. Speak with contagious
enthusiasm. Show respect and affection for your audience. Begin in
a friendly way.
Slide 37
When delivering the talk: Crash thoroughly your shell of self-
consciousness. Dont try to imitate others be yourself. Converse
with your audience. Put your heart into your speaking. Practice
making your voice strong and flexible.
Slide 38
Advantages: Less preparation on the part of the teacher
Thorough discussion of the topic It might add enthusiasm to the
audience if the speaker is good.
Slide 39
Limitations: Hassle in searching for the suitable speaker. It
might confuse the audience if the speaker is not good enough. Less
enthusiasm from the audience if the speaker is boring.
Slide 40
References Bollough, Robert V. (1978). Creating Instructional
Materials 2nd Edition. Charles E. Merrill Publishing Company, A
Bell and Howell Company, Columbus, Ohio 43216. Brown, James
W.et.al. (1977). AV Instruction: Technology, Media, and Methods.
McGraw-Hill, Inc. Corpuz, Brenda et. al (2008). Educational
Technology 1. Lorimar Publishing, Inc. 776 Aurora Blvd., cor.
Boston Street, Cubao, Quezon City, Metro Manila. Dale, Edgar
(1954). Audio-Visual Methods in Teaching (revised). The Dryden
Press, Inc., New York.