chapter 6 พรีเซ้นเรา edited

SELECTING METHODS, MEDIA,

AND MATERIALS

Chapter 6

Members in our group

1. Miss Thawanrach Souyarom ID 523050529-4

2. Miss Wasita Neerapan ID 543050470-33. Miss Jutamas Ninlawan ID 543050452-5

4. Miss Patsachon Srisoipraw ID 543050464-8

5. Miss Thitiporn Pinit ID 543050488-46. Mr Sittipong Somdetch ID 54350484-2

Introduction

This chapter focuses on how to select methods and media andacquire the specific instructional materials you will use to achieve your plan. You may acquire instructional materials by:

Creating a new materials

Modifying available materials

Selecting existing materials

Methods, Media, and Materials

There are several methods to help them learning in the class such as..

1.Motivation

2.Application

3.Orientation4.Information

5.Evaluation

SELECTING INSTRUCTIONAL METHODS

Which Methods Should I choose?THE METHODS SELECTION CHECKLIST

Selecting Instructional Media

A second decision you much make is which instructional medium or media to use. There are six types of Instructional methods that we learn in chapter 5. There are multimedia, video, graphics, audio, text, and real objects and models. As with instructional methods, we have compiled the advantages of the various media into a checklist, that you may use to select media for particular lesson.

Checklist Picture


Media Selection Checklist

Selecting Existing Instructional Materials

The third decision you must make is which specific instructional materials to use. Locating and selecting instructional materials involve the following steps:

1. Determine 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.

Selecting Existing Instructional Materials

If the content of the instructional materials you fine doesn’t match

the objectives of your instructional plan, you have two alternatives: (1) modify the materials so they do meet your objectives, or(2) create new instructional materials.

3. Obtain and

preview the materials.

4. Try the materials out with students.

5. Compare any

competing materials.

6. Make your

selection.

7. Keep accurate records.

•It is more efficient to modify available materials than to create new materials. It is also an opportunity for you to be creative. You can modify almost any type of instructional material.You can adapt the material to match your purpose while using the same slide or materials.You can make modifications in response to student reaction until your materials meet their exact needs.Besure your handling and use of such materials does not violate copy right laws and restrictions.

Modifying Available Instructional Materials

Creating New Instructional Materials

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, professional-looking materials.

REFLECTIVE QUESTION.

How do I create effective materials?

- Creative materials allows you opportunity to reflect on what is needed, use experience from the past, synthesize new materials, and creatively bring together an effective learning experience.

Here is a general procedure that may help you in this process1. Refer

repeatedly to your

instructional plan. The plan contains the direction and activities that

you have determined

your students need.

2. Look closely at the overall

learning objectives and

the key activities that need to occur so that

students meet them. Ask

yourself "What needs to be

constructed so that the activities are successful?"

3. Reflect on what

you already know or

have seen.

4. Put yourself in

the materials.

What would you want to

experience in order to

effectively learn this materials?

5. Select the appropriate method and

media.

6. Outline

your activities

.7.

Construct a draft set

of the materials.8. Review the materials to ensure that you make all

needed changes.

Chat conversation

end

Formative Evaluation of Instruction

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.

Copyright Issues

Copyright refer to the legal right to an original work.

Copyrighted Materials

What are copyrighted materials?

- Copyrighted materials are original works of authorship that are fixed in any tangible medium of expression.


•- Copyright works are protected for the life of author + 70 years.

•- Works for hire are protected for 95 years from the date of publication or 120 years from the date of creation, which ever come first.

How long does copyright last?


What right

s does the law give

copyright

owner?

•- They have right to reproduce work, create derivative works, sell or distribute work, and perform or display the work in public.

COPYRIGHTED MATERIALS

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, and fair use of materials.

Software Backup

Software Backup.• - School must purchase network licenses or multiple copies of the software to run multiple copies on network, and the network must monitor use to prevent violation if the license is restricted to a specific number of copies.

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 facilities.

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 of a published review of the work.

Fair use in education

1.The purpose and character

of the use

2.The nature of copyrighted work

3.The amount of the work used in relation to the

whole

4.The effect of the use on the

potential market for work

Fare use

Fair use guideline1.The excerpt is used less than 1000

words or less than 10%

2.It is spontaneous

use ( the decision in the class it occur at that

moment)

3.There is no cumulative

effect ( it isn’t repeat)

4.Other rules you can

consult with specialist foe

specific guidelines.

Fare useEstablished fair 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 obtain “royalty free” collection of media.

Applications in the learner centered classroom

Teacher’s 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?”


Learning higher-order thinking skills is an important element of the learner-centered classroom. How to think about one’s own thinking and learning? Identify what they need to be able to effectively learn.


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 successful? What could have been improved?. Students should ask themselves about their selected criteria.

APPLICATIONS IN THE LEARNER CENTERED CLASSROOM

The goal of developing higher-order thinking skills is to help learners understand their own learning process.

Summary

Selecting instructional methods, media, and materials that will match your students, objectives, learning environment, and instructional activities.

“Thank you All” ..

chapter 6 พรีเซ้นเรา edited

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