The power of film, video and TV in the classroom
The film, the video and the TV are indeed very
powerful. Dale (1969) says, they can.
·
Transmit a wide range of audio- visual
materials, including still pictures, film, objects, specimens and drama.
·
Bring models of excellence to the
viewer- we can see and hear the excellent scientist like John Glenn, the
excellent speakers and master teachers who lecture and demonstrate a teaching
method for professional development of teachers.
·
Bring the world of reality to the home
and to the classroom through a “live” broadcast or as mediated through film or
videotape.
·
Make us see and hear for ourselves world
events as they happen, with a sense of helplessness, we witnessed the fire that
engulfed homes in San Diego, California in October 2007 as it happened trough
TV. When the strong earthquake shook Baguio,
Agoo , Dagupan and Nueva Ecija.
·
Be the most believable news source.
·
Make some programs understandable and
appealing to a wide variety of age and educational levels.
·
Become a great equalizer of educational
opportunity because programs can be presented over national and regional
networks.
·
Provide us with sounds and sights not
easily available even to the viewer of a real event through long shots.
·
Can give opportunity to teacher to view
themselves while they teach for purposes of self-improvement.
·
Can be both instructive and enjoyable.
While the film. Video an TV can do so much, they
have their own limitations, too.
·
Television and film are one-way
communication device.
·
The small screen size puts television at
a disadvantages when compared with the possible size of projected motion
pictures, for example. With new technology, how is this remedied?
·
Excessive TV viewing works against the
development of the child’s ability to visualize and to be creative and
imaginative.
·
There is much violence in TV.
Basic
Procedures in the use of TV as a supplementary Enrichment
For
enrichment of the lesson with the use of TV, we have to do the following:
·
Prepare the classroom.
-
Darken the room. Remember that complete
darkness is not advisable for TV viewing.
-
The students should not be seated too
near nor too far from the TV.
·
Pre-viewing activities
-
Set goals and expectation. Why are you
viewing the TV? What is expected of your students? state clearly.
-
Link the TV lesson with past lesson and
/ or with your student’s experiences for integration and relevance.
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Set the rules while viewing.
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Put the film in on text.
-
Point out the key points they need to
focus on.
·
Viewing
-
Don’t interrupt viewing by inserting
cautions and announcements you forget to give during the previewing stage.
-
Just make sure sight and sounds are
clear.
·
Post-viewing
-
To make them feel at ease begin by
asking the following questions:
1.)
What do you like best in the film?
2.)
What part of the film makes you wonder?
doubt?
3.)
Does the film remind you of something or
someone?
4.)
What questions are you asking about the
film?
·
Go to the questions you raised at the
pre-viewing stage.
·
Tackle questions you raised by students
at the initial stage of the post-viewing discussion.
·
Ask what the students learned.
·
Summarize what was learned.
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