2. DEFINITION
Audio-visual aids are any device which can be
used to make the learning experience more
concrete, more realistic and more dynamic. Kinder
Audio-visual aids are those sensory objects or
images which initiate or stimulate and reinforce
learning. Burton
An audio-visual aid is an instructional device in
which the message can be heard as well as seen
3. HISTORICAL
DEVELOPMENT Human voice was instrument of instruction
Manuscript was used to record the voice for later
generation but was very costly 4000 years ago.
Printing press made possible a rapid spread of ideas 500
years ago.
100 years ago Series of inventions-the photograph, the
lantern slide, the film strip, the motion picture and the T.V
made available to man
Such device for educational purposes were missing.
Economic & social forces are at work within education and
outside of it to force change in the direction of increased
application of instructional technologies.
4. NEED/IMPORTANCE/PURPOSE
Improve and make teaching effective
Enable the audience to look, listen and learn
Make learning interesting and profitable
Quicken the phase of learning
Economize teachers effort
Foster/develop the knowledge
Add variety and newness to the lesson, provide vicarious
experience
Overcome possible hurdles during the act of teaching
Bring expected behavioral changes among the learner
Stimulate curiosity
Provide concrete experience or direct contact with reality
or serves as source of infection and life likeness in
teaching learning
5. Basis for more effective perceptual and conceptual
learning.
The student acquires clear, accurate & vivid image
during the learning
Increase and sustain attention and concentration
Increase meaningfulness of abstract concepts by
stimulating correct thinking.
Provide an opportunities for situational type of
learning field
Direct, dramatize the experience
Stimulate thinking and motivate action
Save time and energy.
6. Disadvantage and problem of
A.V. aids
Not essential for all instructional Programme
Helpful for teaching but not substitute of book
Require more time for planning and preparing
Tempts the teacher to narrow down the subject.
Financial hurdles
Absence of electricity
Language difficulty
Not catering to local needs
Apathy of the teacher
Ineffective of aids may be due to lack of planning, laziness
of the instructor.
9. 3-dimensional aid
Diagrams
Models
Mockups
Objects
Puppets
Specimens
Audio aids
Radio
Recording
Television
Activity aids
Computer assisted
instruction
Demonstrations
Dramatics
Experimentation
Programmed
instruction
Teaching machines
10. Audio materials
Language lab
Radio
Sound distribution
system sets
Tape and disco
recordings
A.V. aids
Demonstration
Films
Printed materials
Sound filmstrips
T.V
Video tapes
Study trips.
Visual material
Bulletin boards
Chalk boards
Charts
Drawing
Exhibits
Film strips
Flash cards
Flannel boards
Flip books
maps
Pictures
Posters
Silent films
slides
11. CHARACTERISTICS
Meaningful
Purposeful
Accurate in every aspect
Simple to understand
Cheap in availability
Improvised
Large size
Upto date
Easily portable
According to memtal level of student
Motivate the learner.
12. Principle of A.V. aids
Principle of selection (age, grade, educational value)
Principle of preparation (locally available, participation of
student in preparing the aid).
Principle of physical control (storing and future)
Principle of proper presentation
• Carefully visualize use of teaching aid before actual
presentation
• Acquaint themselves with use and manipulation
• Adequate handling of aid to prevent damage
• Display proper so that all the student are able to see
• Avoid distraction of all kinds
13. Principle of response: guide student to
response activity. A.V. aid stimuli so that
they devise maximum benefit in learning
Principle of evaluation:
• A.V. material base on realization of desired
objective
• Accompanying technology use
14. Factor influencing in selection of A.V.
aids
Objective of training Programme/teaching objective
Nature of subject matter being taught
Nature of audience or large group, age, educational level,
socio-economic, experience interest, knowledge of subject,
intelligent level
Relative cost
Teacher familiarity
Skill in selection, preparation and its use
Availability, functioning or working condition of A.V. aid
Knowledge of resources and availability and availability of
facilities.
15. BLACKBOARD OR CHALKBOARD
A blackboard or chalkboard is a
slightly abrasive writing surface made
of wood, ply, hardboard, cement,
ground glass, asbestos, slate, plastic,
etc. with black, green or bluish-green
paint on it.
White chalk sticks are generally used
for writing on the board.
16. Characteristics of good chalkboards
The surface should be rough enough to
hold the writing on the board
It should be dull enough to eliminate glare
which hampers visibility of the writing on
the board
The writing should be easily removable with
cloth or foam duster.
It should be mounted on an appropriate
height within the reach o the teacher and
visibility of students.
17. Use of chalk boards
Use with other aids
For writing important points
For drawing illustrations
For solving problems of mathematics and
science
for giving notes to students,
the chalkboard is a very useful teaching
aid.
As a substitute for bulletin board
To give exam and test
As screen for still projection.
18. POINT TO BE KEEP IN MIND
Write clearly I cursive handwriting the important
points of the topic on the chalkboard, avoid
overcrowding of the information.
The size of lettering should be large enough to be
seen properly by the students at the rear of the
class, height of the letter should be 6 cm x 8cm
Plan the CB work in advance in simple brief
phrases and keywords
Class room should be lighted properly and glare
free
Rub off information already discussed in the class
and noted down by the students
Use shading and underlining for stressing the
point
A difficult illustration should be drawn before
hand to save time
19. Use other supplementary aids to emphasize and
clarify concepts
Use colors chalk for aesthetic appeal and for
providing contrast.
use a soft cloth or foam duster for rubbing off
Rubbed the board vertically first and then
horizontally
Stand on the one side of the board while
explaining a point to student and use pointer
For teaching geometry, drawing use large scale or
compass etc. with handle.
20. Type of chalkboard
Dull –finished plastic
Mossy-surfaced glass
Paint coated plywood
Presswood or vitreous-coated steel
(semipermanent chalk or magnetic material
can be use)
Cement
21. ADVANTAGES
The chalkboard is a convenient visual aid for group
teaching
An economical teaching aid as it can be used over
and over again
Accompanied by the appropriate actions and
illustration, it can capture student’s attention
Work as valuable supplementary teaching aid
Work as a good visual aid for drill and revision
Used for drawing enlarged illustration from the
textbooks
Easily used for giving lesson notes to students
22. LIMITATION
It Makes students heavily dependent on
the teacher
It makes the lesson teacher paced
It does not care for the individual needs of
the student
It makes the lesson dull routine
Chalk powder spread and inhaled by the
teacher and students
Constant use can make it smooth and full of
glare.
23. BULLETIN BOARDS
BULLETIN BOARD IS THE DISPLAY
BOARD WHICH SHOWS THE VISUAL
LEARNING MATERIAL ON A
SPECIFIC SUBJECT. IT MAY USED
FOR INFORMATIONAL AND /OR
EDUCATIONAL PURPOSES.
24. Purposes of bulletin board as
teaching tool.
To motivate the learner
To give the correct initial impressions
To broaden the sensory experience of
the learner and provide experience
outside the student environment
To intensify impressions and vitalize
instructions
To add variety to the classroom activity
25. To provide information
To supplement and correlate
instructions. The material may be used
in a unit plan as an integral part of the
curriculum or as an outside unit to
provide for incidental learning.
To save time. Material that cannot be
presented during the class hour
nevertheless can be used on the
bulletin board.
26. Type of bulletin board
According to the subject or topic, there can
be science topic bulletin board
The classroom bulletin can used for
displaying best work of the student
According to house-system, bulletin board
can be given
All purpose bulletin board in which interesting
news, book or brochures, cartoons, poems,
sketches, pictures, photograph, greeting card,
thoughts, announcements.
Fixed type
Foldable, movable
Wire bulletin
27. Characteristics of bulletin board
Sizes and various kind of bulletin board are
there which depend on the purpose for which
it is used and size of group.
It should be little longer in length than the
width
Highest point of the bulletin board should be
only a little above the eye level of the average
individual
It should be dark and have dull finish
Cork, felt, beaverboard and burlap are
suitable materials for bulletin board
construction.
28. Point to remember
Procure enough illustrative materials from
various sources on a given subject or topic
Sort out the relevant material specific to
the subject or topic
Display the material on the bulletin board
in an aesthetic manner keeping the color
balance and harmony in view
On the top center of the bulletin board fix
a title for the specific subject of the
display material
Below the title fix brief description about
the specific subject or topic
,
29. While teaching , make references to the
material displayed on the bulletin board
Keep the interest of students alive by
involving them in collection of
material for the bulletin board
The height of the bulletin board
should be one meter above the ground
The area where the bulletin boards
are fixed or placed should be well-
lighted.
30. ADVANTAGES
Work as a good supplement to normal
classroom teaching
Arouse student interest in specific subjects
Displays can be effectively used as follow-up
of chalkboard work
Add color and liveliness to the classroom as
they have decorative value along with the
educational value
Display can be used to introduce a topic and
as well to review it.
31. Limitation
Cannot be used as inclusive teaching
but as supplementary aids
Collection of relevant material is
difficult
32. FLASH CARD
Flash cards are small cards of
generally 25 x 30 cm size which are
shown for few moment before the
class to send across a message or
impart an idea
Idea should be brief
33. Preparation of flash cards
1. Cut a foolscap paper and cut it into
four equal parts to get the flash cards.
2. Write the content on it either in the
free hand or using lettering stencils
3. And sketch pen
4. Height of letter should be 5cm
5. First make on rough paper and then
transfer it on the cards
34. Use of the flash cards
Give brief introduction about the lesson to
students
Give instruction to student about their actions
while you flash the cards
Flash the card in front of the class by holding
it high with both hand so that all the student
can see it
Let the student respond as per instructions
already given
Add more information to the student
responses
Test the learning by additional flash cards
Review the lesson by selectively using flash
cards.
35. Advantages
Introduce and present topics
Apply information already
Gained by students to new situations
Flash cards can be used for drill and practice
in elementary classes
Develop the cognitive abilities of recognition
and recall of student
A series of special purpose flash cards can
be used for playing educational games to
couple learning with fun
Useful supplementary and use effectively with
other materials.
36. FIELD TRIP
A field trip is defined as a planned and
supervised visit of a group of students
outside the normal classroom to get the
first hand educational experience.
Type of field trip:
1. Local school trips
2. Community trip
3. Educational tour
4. Nature hunt
37. Aims of field trip
To get the first hand experience and
direct contact with the things and system
of real life related to the textual material
of classroom
To have an in-depth study of an
instructional unit
To arouse interest in an instructional unit
To impart positive attitudes and sharpened
social skills
To review a class lesson by relating it to
the real situation.
38. Step to organized a field trip
Prepare yourself and student for the trip
so as to make specific observation during
the trip
Identify the main purpose of the trip
Issue specific instruction about the mode
of the field trip like the detailed
arrangement
Take a manageable group of the students
for the field trip
Prepare a guide & activity sheet for the
educational tour based upon the prior
information about the place of visit
39. Observe discipline, decorum and regulations during
the field trip
Inform the proper agency about the ensuing field
trip so that they can contribute their resources
for the instructional benefit to the students
Prepare activity and worksheet, distribute the
student to collect , write the information, draw
sketches & stick picture postcards
Instruct the student regarding safety rules and
precautions against hazards which can happen
during the field trip
Take camera, binocular, sketch pens, drawing book
for recording visual observation
Write report on the same experience
40. Advantages of the field trip
Provide accurate information about object,
process or system
Provide meaningful direct experience & result
in lasting learning
Help in effectively learning through student
enthusiasm
Maintain student curiosity
Help in application level of learning
Help in utilizing all senses for learning
Help in developing proper attitude and social
skill among the students
41. Limitation of field trip
Can be use occasionally
Costly
Need consideration for poor student
Need proper and detailed planning of
the trip for its meaningfulness
42. Demonstration
A demonstration is an activity to show
“how” and providing proofs for a
process or happening, in short it is
performance to show a process or
activity to others.
43. Stages of demonstration
1. Pre-planning: all the requisites and pieces
of equipment should be gathered.
2. Rehearsal:, the teacher must try out the
demonstration for his own sake
3. Performance: it should be slick, to the point
and with proper explanation of key concept
during demo
4. Follow-up: after demo, the teacher must ask
question and discuss what has been
observed by the students.
44. Uses of demonstration
To demonstrate experiment or
procedure in class or clinic areas
To review or revise
To teach the patient
To demonstrate different approaches in
establishing rapport with patient
45. Advantages of demonstration
Good for acquiring and perfecting
operational skills
Engage student’s attention & operation
Encourage student’s participation in
learning through questions and answer
as the teacher performs
46. Characteristics of a good demonstration
Demonstrator should understand the entire
procedure
All equipment should be assembled and pretested
Advance knowledge should be there
A positive approached should be used
Every should have a good view of the demonstration
Running comments to explain the ongoing procedure
for better understanding and what to observe in the
procedure.
Setting should be true to life as possible
Prompt practice for the student to learn effectively
