chapter 6 พรีเซ้นเรา edited

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  • 1. Chapter 6SELECTING METHODS,MEDIA, ANDMATERIALS

2. Members in our group 1. Miss Thawanrach Souyarom ID523050529-4 2. Miss Wasita Neerapan ID543050470-3 3. Miss Jutamas Ninlawan ID543050 - 4. Miss Patsachon Srisoipraw ID543050464-8 3. IntroductionThis chapter focuses on how to selectmethods and media andacquire the specific instructional materialsyou will useSelecting your plan. You may to achieve existingacquire instructional materials by:materialsModifying availablematerialsCreating a new materials 4. Methods, Media, and Materials There are several methods to help them learning in the class such as.. 1.Motivation5.Evaluation2.Application 4.Information3.Orientation 5. Which Methods Should I choose? THE METHODS SELECTION CHECKLIST 6. Selecting Instructional MediaA second decision you much make iswhich instructional medium or mediato use. There are six types ofInstructional methods that we learnin chapter 5. There are multimedia,video, graphics, audio, text, and realobjects and models. As withChecklistinstructional methods, we have Picturecompiled the advantages of thevarious media into a checklist, that 7. MediaSelectionChecklist 8. The third decision you must make is which specificinstructional materials to use. Locating and1. Determineselecting instructional materials involve thefollowing steps:needs. 2. Check a variety of sources such as a computer database. Instructional materials publish catalogs listing materials you can buy and, in some cases, rent. To talk with vendors and other teachers to find out what is available. 9. 3. Obtain and 4. Try the5. Compare preview thematerials outany competingmaterials.with students. materials. 7. Keep6. Make your accurateselection. records. If the content of the instructional materials you finedoesnt match the objectives of your instructional plan, you havetwo alternatives: 1 modify the materials so they domeet your objectives, or 2 create new instructional 10. Modifying Available Instructional MaterialsIt is more efficient to modify availablematerials than to create new materials. It isalso an opportunity for you to be creative.You can modify almost any type ofinstructional material.You can adapt the material to match yourpurpose while using the same slide ormaterials. 11. Classroom are usually filled with a variety of teaching materials, from concrete objects to posters, bulletin boards, and printed material of every kind. Photocopying machine are now standard equipment in the school. Computer-based tools make it much easier to produce high-quality, 12. How do I create effectivematerials? - Creative materials allowsyou opportunity to reflect onwhat is needed, use experiencefrom the past, synthesize newmaterials, and creatively bring 13. Here is a general procedure that may help you in 1. Referthis processrepeatedly toyour instructional5. Select the 6. Outline plan. The plan appropriateyour contains the4. Putand media. method yourselfactivities.direction andin theactivities that youmaterials.have determined What would7. Constructyour students you want toa draft set need. experience in of the 2. Look closely at order to the overall materials . effectively8. Review thelearning objectivesmaterials toand the keylearn this 3. Reflect materials?ensure thatactivities that needon whatto occur so thatyou make all students meetyou already neededthem. Ask yourselfknow orchanges."What needs to be have seen. Chat constructed so conversation that the activities endare successful?" 14. Formative Evaluation is evaluation done during the planning or production of instructional materials to determine what, if any, revisions should be made to make them more useful. - Modifying existing materials or creating materials. 15. Copyright Issues Copyright refer to the legal right to an original work. 16. What are copyrighted materials?- Copyrighted materials are original works of authorship that are fixed in any tangible medium of expression. 17. - for the life of author + 70How longyears.does - Works for hire are protectedfor 95 years from the date ofcopyright publication or 120 years fromlast? the date of creation, whichever come first. 18. - They have right toreproduce work,What rights create derivativeworks, sell ordoes the law distribute work, give and perform or copyrightdisplay the work inowner?public. 19. Are there any limitations or exceptions to copyright owners rights? - The law spell out several specific exceptions to the exclusive rights of copyright owners. That means students or teacher can use things without special permission. There are exceptions related to software backup, face to face teaching, 20. Software Backup. - School must purchase networklicenses or multiple copies of thesoftware to run multiple copies onnetwork, and the network mustmonitor use to prevent violation ifthe license is restricted to aspecific number of copies. 21. Face to Face Teaching Face to Face Teaching-Teacher can use copyrighted materials in case of face to face teaching mean that using copyrightrd material to teach only in class at a nonprofit educational institution. In distance education is permitted, but only when transmission is into classrooms or similar education 22. Fare use Fare use - Fair use can apply to education. For example, students or teachers can make single copy of articles from the library journals as part 1.Thepurpose and of a published review of the ofcharacter work.the use4.The effectof the use on Fair usethe potential2.The nature market forin of copyrighted workeducation work3.The amount of the workused inrelation to the whole 23. Fare useFair use guideline2.It is1.The excerpt spontaneous is used less usethan 1000 ( the decisionwords or less in the class it than 10%occur at that moment)4.Other rules3.There is noyou can cumulativeconsult witheffect ( it isnt specialist foe repeat)specificguidelines. 24. Fare useEstablishedfair use guideline (copyrighted material in digital format: text, graphics, audio, or video). Teacher can use it to teach in classroom however, use beyond the classroom is problem.TEACHER AND STUDENTS CAN AVOID the problem with copyrighted material. One solution is to request permission to use them. Another is to 25. Applications in the learner centered classroom Teachers point of view. What can the teacher do to effectively select materials, methods, and media? Perhaps the question that should be asked is, what can the teacher do to help students learn to develop and use selection criteria of their own? 26. Applications in the learner centeredclassroom Learning higher-order thinking skills is an important element of the learner- centered classroom. How to think about ones own thinking and learning? Identify what they need to be able to effectively learn. 27. Applications in the learner centered classroom What can you do within your classroom to help learners gain experience with selecting methods, media, and material? First, help students understand and to make all sorts of selections. Second, model the process to make the final selection. Students need to know that obstacles. Finally, students need to know that they should reflect on their selection process. Did it work? What was 28. The goal of developing higher-order thinking skills is to help learners understand their own learning process. 29. Selecting instructional methods, media, and materials that will match your students, objectives, learning environment, and instructional activities. 30. Thank you All ..