Module I: Introduction

Learning Unit 1: Concepts

• Media: A means or channel through which information is communicated between
people, often one person is a ‘sender’ and another is a ‘receiver’. Media can be verbal,
non-verbal, written or not written.
• Technology: The systematic application of scientific or other organized knowledge for
practical purpose.
• Technology changes and what people mean by technology has also changed.
Example: The evolution of projectors.
• Educational/instructional Medium is a means or channel through which information is
transferred between sender and receiver for instructional purpose.
• Educational/instructional technology has been defined as a study and practice of
facilitating learning and improving performance by creating, using and managing
appropriate technological processes and resources.
• Educational technology can also be defined as the theory and practice of design,
development, utilization, management, evaluation of process and resources for learning.
Instructional methods: these are procedures of teaching selected to help learners achieve the
objectives or internalize the message or content.
• Facilitate learning.
• Improving performance.
• The creation.
• The utilization.
The technological processes

Learning unit 2: History and contemporary issues

th
Educational technology emerged during the first half of the 20 Century as a result of:
1. Response to world wars: The demand for military equipment and supplies during the
WWI.
2. Influence of educational psychology: Behavioral psychologist began developing
theories of human learning. Instructional technology was necessary to support learning
based on the theory.
th
Increased use of communication media in schools: 20 Century witnessed use of radios, film
projectors, still pictures and lantern slides in US schools
History and contemporary issues
• During this period educational technology was mainly conceived as an instructional
media because the focus was on the physical means by which information/content is
presented to learners.
• Since the instruction was largely presented using visual media e.g. picture, the term
visual instruction which was defined as a “the enrichment of education through the
‘seeing experience’ [involving] the use of all types of visual aids’ was common.
1920s-1950s:
• World war II increased the demand for large number of workers in the industry.
• Audio-visual media and instructions were considered necessary for the development
and delivery of instructions/training to the war personnel.
• A shift from visual instruction to audiovisual instruction due to advances in sound
recordings, radio broadcasting and motion pictures with sound.
• The interest in media continued through 1950’s with advances in television technology.
• However, the traditional view of educational technology as a media was maintained as
reflected in this definition:
Instructional technology means the media born of the communication revolution which can be
used for instructional purposes alongside the teacher, textbook, and blackboard

1960s-1970s:
• Professionals changed their focus from viewing educational technology as a media to
educational technology as a process.
• Rather than viewing instructional technology as a media, the focus was on the design
and use of the messages which controls learning.
• Various models of instructional designs based on learning theories emerged.
• Such models of instructional designs emphasized specific steps one need to follow when
designing instructions.
• The focus also changed from instruction to learning.
Systematic instructional design for example involved:
1. Planning,
2. Production,
3. Selection,
4. Utilization,
5. Management
• Educational technology was defined as a process as reflected in this definition:
Instructional technology is a systematic way of designing, carrying out, and evaluating
the whole process of learning and teaching in terms of specific objectives, based on
research on human learning and communication, and employing a combination of
human and non-human resources to bring about more effective instruction.

1970s-1990s:
• Educational technology was still viewed as a process but this time a complex/integrated
rather than a linear process.
• Microcomputers were introduced into classrooms in the mid 1970s.
• The world wide web was developed in the early 1990s
 Collection of networked computers and internet sites via hypertexts
 Enhanced holistic learning and performance improvement
 Internet also promoted individualised self-directed learning and collaborative
learning.
• The expansion of communication technologies led to increased interest in distance
learning.
2000 to present
• Emails, multimedia and web-based video conferencing become standard tool for internet
users.
 • Distance education become prominent at all levels of education.
• Portable devices such as Apple iPhone and iPad made internet access widespread.
• Cellular phones made texting and social networks part of everyday life.
• Cellular phones made internet access easy. No need to use Ethernet.
• E-books and other web-based resources became massively available via computers, e-
book readers and cell phones.

MEDIA PREPARATION AND USE

Another way of categorising media is to distinguish between traditional and modern media.
Each type of these media needs a different approach to preparation. We shall focus on traditional
media first.
PREPARATION OF TRADITIONAL MEDIA
Traditional media are those media that have been used in teaching and learning setting for many
years. Traditional media take different forms ranging from media that are commonly used in the
traditional education to those that are confined to formal school classrooms
These are non-electronic media which work as part of our culture and a means of transmitting
traditional knowledge and culture from one generation to another.
Example of media used in traditional education
 Traditional Dance
 Drama
 Painting
 Sculpture
 Song
 Music
 Symbols
Traditional media used in the classrooms
In some locations such as rural areas and in schools that lack electricity or schools that have
low budget, simple traditional forms may be the only media that make sense to use.
Teachers should understand that materials do not have to be digital or expensive, most lessons
can be effectively taught with simple inexpensive locally available media and materials.
Examples
 Realia
 Models
 Printed media
 Field trips
 Display surfaces ( chalkboards, multipurpose boards, flip charts, etc.)
REAL OBJECTS OR REALIA
 These are real things that represent the actual condition with which the learner will live.
 They are also known as manipulatives because it allows students to handle and inspect them.
 Examples of realia are rocks, seeds, plants, animals etc.
Examples of real objects in use:
 Iron rusting, A collections of traditional war tools in a museum etc.
Realia are appropriate for learners who are encountering the subject matter for the first time.
 Historically, educators have understood the dangers of jumping into abstract concepts without
building a foundation into concrete experience.
 This is to avoid Verbalism a term that refers to parroting words without meaningful
understanding.
Real objects can also play role in the evaluation phase of the instruction.
 For example: Learners can be asked to identify them, classify them, describe their
functioning, discuss their utility, and compare and contrast them.
 Such a testing situation emphasises a real-world application of the topic and transcend beyond
verbal level learning.
Advantages
 Experience with real things with which one will interact in life is
the best learning situation possible.
 Real objects are plentiful and available everywhere.
 Real items can be observed and handled, providing concrete learning experiences for the
student.
 Dealing with realia motivates the learner.
 Realia can be used as part of the evaluation system.
 Realia learning can be extended through the use of displays.
Disadvantages or limitations
 Real things are not always readily available.
 Realia are not always practical for use in the classroom.
 If left sitting around the classroom, realia can be a distraction.
 Storage and retrieval can create problems Using realia in your actual lessons
 Critical issues you need to consider include:
Be certain the real object enhances learning .
Make whatever advanced arrangements necessary for proper use of the realia.
 Keep the realia under wraps until you are ready to use them; after using, remove it from sight
to avoid any potential distraction.
MODELS
These are three dimensional representation of real objects.
A model may be larger, smaller or the same size as the object it represents.
 It may have full details or simplified for teaching and learning purpose
Models can provide learning experience that real things cannot provide. E.g. The use of plant
cell model
 Important details in a model can be highlighted with a colour.
 Models can be disassembled to provide interior views no possible with realia.
 Models can either be purchased or prepared for classroom use.
Preparation of models
 Teachers or schools can purchase models from the media centres or school equipment
suppliers.
 Teachers and students can also prepare models for their use.
 The assembly of materials and construction of a model itself can an instructional activity.
 Classroom construction of model can stimulate learning through inquiry and can lead to
discovery. Using models during the lesson
 Familiarise yourself with the model before using it in the classroom.
 Practice your presentation. Be sure its working and what might go wrong.
 Make sure students or audience do not get wrong impression of the size, shape or colour of the
real object, if the model differs from it.
Whenever possible encourage students to handle and manipulate (i.e. Dissemble and assemble
parts) the models under study.
 Keep models and objects out of site when not using them for instruction.
Reflective Activity
Compare and contrast the use of realia and models in real
classroom situation in terms of;
How to make it
Usability
Accessibility
Suitability
Storage

FIELD TRIPS
The field trips are excursions outside the classroom to study real processes, people, and objects,
often grows out of students’ need for first-hand experience.
 Field trips allows students to experience phenomena that cannot be brought to the classroom
for observation and study.
 Field trips provide less direct experience compared to real objects and models because
students do not manipulate the phenomena.
Forms of field trips
 A trip of few minutes; e.g. Field trip into the school surrounding to observe trees, or zoo, or
 A trip of several hours into the street to observe construction work e.t.c
 Field trip of several days to tour historical site or national park.
Visual field trips/Virtual field trips: These are extension of actual field trips.
 When the cost or time does not allow travel to a particular interesting location, students may
experience a site or sound of a distant location from their school using the internet For example,
if students cannot afford to travel to Serengeti, it might be possible to visually see Serengeti
national park through the internet.
 Although it is not the same as being there, it is possible to learn about the site with some
authentic experience.
Note
 Field trips to be justified should be directly related to the subject or topic.
 It is recommended that teachers prepare a lead-in and follow up activities.
 The lead-in activities prepare students for the field trip
 Follow-up activities helps them to reflect on the experience and integrate it into their
schemata.
Follow-up activity may include a discussion, a role plays or a creative art project.
How to organise a field trip
Organising a field trip involves four major steps namely,
1. Planning
2. Preparing
3. Conducting
4. Follow-up

Planning
 Establish clear purpose and objectives of a field trip.
 Collect information about the location and use it to preview and plan a follow-up activity
 Get full overview of the content and procedures of the trip.
 Evaluate the trip for possible safety considerations.
 Make arrangements with the school headmaster, the host and other teachers if they are
involved.
 Secure consent of the parents for the students to make a field trip.
 Remind students and parents of the appropriate dress code.
 Arrange transportation.
 Establish rules for safety and security.
 Arrange to provide sufficient supervision during the field trip.
Preparing
 Clarify the purpose of the field trip to the entire class. Build interest in the field trip through
lead-in activities such as class discussion, stories, reports, and videos.
 Provide clear instructions to students regarding the following
 What to look for
 Questions to ask.
 Information they should gather
 Notes to make
 Individual or group assignment
 How to behave.
Conducting
 Arrive at the field site on time
 Encourage students to observe carefully and to ask questions
 Collect available materials that you can use later. Examples include brochures, pamphlets and
souvenir
 Account for all the travellers before starting a return trip.
Follow-up
Conduct the follow-up of the trip using the materials obtained from the host and following
activities; Class discussion, Reports, Projects, Demonstration, Creative writing, Individual
research, Class experience stories, Exhibition of pictures, maps, charts and graphs.
 Write a thank-you letter to the host, guides, parents, volunteers, and others who were
instrumental in conducting the field trip. Everyone will appreciate receiving notes written by
class or a student committee.
PRINTED MEDIA/MATERIALS
 These are word processed documents including textbooks, fiction/non-fiction books, booklets,
study guides, hand out, pamphlets, manuals, magazines, newspaper, journals and worksheets.
 Students and teachers may also prepare printed materials
Printed media are used in conjunction with other media.
Advantages of printed media
 Availability: printed media are readily available on a variety of topics and in many different
formats.
 Portability: They are easily carried from place to place and do not require any equipment or
electricity
 User-friendly: Properly designed printed materials are easy to use, do not require special effort
to navigate through.
 Cost effective: printed materials are relatively cheap to produce or purchase and can be reused.
 Flexibility: They are adaptable to many purposes and may be used in any lighted environment

Limitation of printed media

 Reading level: The major limitation of printed materials is that they are written at a certain
reading level. Some printed material can be above the reading level of some learners.
 Prior knowledge: Readers who lack pre-requisite knowledge may struggle to comprehend
textbooks even if they are written using clear and simple sentence structures.
 Memorisation: Some teachers require students to memorisemany facts and definitions. This
practices reduces the value of printed material to mere memorisation aids.
 Vocabulary. Some textbooks introduces a large number of vocabulary terms and concepts in
short amount of space.
 One way presentation: since most printed materials are not interactive, they tend to be used in
a passive way often without comprehension.

Utilising print media

 Print media can be used in various ways including to present content and to locate specific
information on specific topic not covered in the textbook.
Students for example can be given reading assignment and be held accountable for the material
during the class discussion or test.
 When using print media for instruction, the role of the teacher is to get students actively
engage with the material
 Students may also use teacher made handouts for independent study.

Techniques to get students engaged with theprinted media.

 The first technique is SQ3R method:
 In this method students survey, question, read, recite
and review the material.
During survey, students skim through the printed material to get an overview or summary.
This is followed by listing questions to answer while reading.
 When reading students are encouraged to look for theorganisation of the work, underline
the main ideas and answer
the listed questions.
Reciting requires students to test themselves while reading and articulate the content in their
own words.
Review requires students to look over the material immediately after reading.

The second technique

 Directing student reading with objectives or questions and providing a worksheet if one is not
included
 Emphasize the use of visuals in the printed material
 Teach students to read visuals
 Instruct students on the proper use of printed materials

Note:
 Provide print materials in advance
 Specify time line
 Supplement the printed with other media

DISPLAY SURFACES
 The use of visual materials such as photographs, drawings, charts, graphs, and posters need a
way to display them.
 In the classroom, visuals may be displayed in number of ways ranging from simply holding
them up on your hands to constructing elaborate exhibits for permanent display.

DISPLAY SURFACES
Classroom surfaces for displaying visuals include:
1. Chalk board
2. Multipurpose boards (white boards/marker boards)
3. Copy boards
4. Peg boards
5. Bulletin boards
6. Cloth boards
7. Magnetic boards
8. Flip charts
9. Exhibits
Factors to consider when selecting a display surface
1. Nature of the audience
2. The nature of the visuals
3. Instructional context
4. Availability of display surfaces
Chalkboards
 This is the most common display surface in the classroom.
 Chalkboards were once called blackboards, but they now come in variety of colours.
 Uses of chalkboards
As a surface on which to draw visuals
Pictures can be fixed firmly above the chalkboard
Pictures can be taped on the chalkboard using a masking tape
Pictures can be placed on a chalk tray
Diagrams, charts, and graphs can be drawn on the chalkboard for classroom display

Guidelines to chalkboard and other boards

 Put extensive drawing before class to save time
 Organize in advance what/where to write on the board
 Eye contact with students is important
 Vary presentation techniques, don't over rely on the board. Use flip charts, hand out and other
media
 Check the visibility of the board from several angles/position
 Use colours for emphasis, but don't over use
 Move around so that you don't block what you have written on the board
 Use drawing aids i.e. Ruler to save time
Module II: Foundations of Educational Media and Technology
Learning Unit 3: Theories of communication
• A theory is a set of systematic, informed hunches/ideas/instincts about the way things work.
• Functions of theory
To offer explanation which indicate a scope of the phenomena
It lays out relevant concepts and their relationships
It connects ideas together into a unified whole. Communication has been defined differently:
Some of the
perspectives on the meaning of communication include:
• A communication is a relational process of creating and interpretingmessages that elicit a
response.
• Communication may be defined as a transmission of information, ideas, attitudes, or emotions
from one person or group to another or others primarily through symbols.
• Communication may also be defined as social interaction through messages.
• Generally, we have communication whenever one system-a source influences another-the
destination, by manipulation of alternative symbols which can be transmitted through a channel
connecting them.
Communication can be any or all of the following:
• An action on others;
• An interaction with others and
• A reaction to others.
In most general terms, communication constitute the following elements:
• a sender,
• a channel,
• a message,
• a receiver,
• a relationship between sender and receiver,
• an effect,
• a context in which communication occurs and
• a range of things to which 'messages' refer.
• Sometimes, but not always, there is an intention, or purpose to 'communicate' or to 'receive'.
• The process of communication is sometimes represented
• Encoding means that the message is translated into a language or code suitable for the means of
transmission and the intended receivers.
• Decoding refers to the re-translation of the message in order to extract meaning.
• Communication theories deals with messages which are symbolically encoded and decoded by
people based on the meanings they assign.
• Different scholars have theorized communication differently. In this learning unit we will
discuss:
Shannon and Weaver (1949) Model
Lasswell’s Formula
Schram’s Communication Model
Berlo’s Communication Model
Shannon and Weaver (1949) Model
• Historically, communication theory is connected to information theory.
• Claude Shannon is generally regarded as the founder of information theory in which he
mathematically theorized about communication.
• Shannon-Bell Telephone company scientist developed a mathematical theory of signal
transmission.
• As a telephone engineer his goal was to maximize the capacity of thetransmission line and
minimize distortion.
• Not interested in the semantic meaning of the message
• Aimed at solving the technical problems of high-fidelity of transfer of sound.
Shannon and Weaver (1949) Model
• Weaver-an executive director of the Rockeffeller Foundation.
• He thought the model could solve any communication problem.
• The two developed a model of ‘general communication system’ which is analogous to a
telephone.
• Shannon described communication as follows:
A person who wants to make a call is the ‘source of information’.
 He/She makes a call by speaking his/her ‘message’ into the telephone mount piece which
‘transmits’ a ‘signal’ through a telephone-wire channel.
The ‘received’ signal picks up a static ‘noise’ along the way
This ‘altered signal’ is converted to sound by a ‘receiver’ in the earpiece at the destination end
of the line.
Due to noise information loss occurs every step of the way, so that the message received differs
from the one you sent.
Five essential components of the Shannon and Weaver Model
1. Information source
2. Transmitter
3. The channel
4. Receiver
5. Destination
1. Information source: This produces a message or sequence of messages to be communicated to
the receiving terminal or receiver. Messages could be of various types such as sequence of letter
in a telegraph.
2. A transmitter: This operates on a message to produce signal suitable for transmission over the
channel.
3. The channel: This is medium through which signals are transmitted from the transmitter to the
receiver.
4. The receiver: This reconstructs a message from the signals it receives from the transmitter. It
performs the inverse operation of the transmitter.
5. The destination: is the person or thing form whom the message isintended.
6. Noise: It is anything added to the signal that is not intended by the source. Noise interference
is usually an un-intended by-product of the situation.

Weakness of Shannon and Weaver Model

1. This model is deficient for representing communication as a one-way flow of information.
2. The model has limited application in the field of speech communication. 3. The model is
criticized for equating information transmission with communication.
LASSWELL’S FORMULA
• Harold Lasswell is an American political scientist.
• He was primarily concerned with mass communication and propaganda.
• According to Lassswell, a most convenient way to describe an act of communication is to
answer the following questions:
Who?
Says What?
In which channel?
To whom?
• These questions constituted Lasswell’s formular and if transformed to a graphic model it gives
the diagram as in the figure below:

LASSWELL’S FORMULA
• This simple formula has been used to organize and give structure to discussions about
communication.
• Lasswell uses his model to categorize communication research.
• To each question, he attached a particular type of analysis as presented in a figure below:

Who? Control studies

Lasswell’s question who has been frequently applied in media analysis.
This involved the analysis of:
• Who owns this newspaper?
• What are their aims?
• What are their political allegiances?
• Do they attempt to set the editorial policy?
• Are they subject to any kind of legal constraints?
• How does the editor decide what to put in the paper?

Weakness of Lawsswell’s Model

• The model was criticized for ignoring other facets of communication:
• Lasswell overlooked the fact that the communicator often has some intention of influencing the
receiver.
• The model is criticized for assuming that messages always have effects. Extended Lasswell’s
Communication Model
• Although Lasswellian model was useful, it was considered too simple to explain the
communication process. Thus, some researchers developed it further.
• Braddock (1958) proposed that there are more considerations to work with than those five
presented by Lasswell.
• He proposed a version of a model with two more facets of the communicative act namely:
Circumstances under which a message is sent - Under what circumstances
The purpose of the communication - For what purpose?
Limitations of linear models of communication
1. The linear models give a one-way-act usually a vertical and not- cyclic two-way process over
time.
2. Linear models are based on the source rather than on the relationship of those who
communicate and interdependency.
3. Linear models tend to focus on the objects of communication as if they exist in a vacuum and
isolated from their context.
4. Linear models tend to focus on the messages per se at the expense of silence, punctuation, and
timings of the messages.
5. A tendency to believe in one-way mechanistic causation rather than mutual causation which
characterize human information systems.

Schramm and Berlo’s communication model

• The two models of communication we have discussed so far described communication as a
linear process.
• Linear models of communication were criticized for describing communication as a linear
process that begins at one point and ends at another.
• models which present communication as an interactional process.
These are also called relational models of communication.
Schramm Model
Berlo’s Model
Schramm Model
• Schramm was influential in facilitating the use of linear models in the 1950’s.
• Later he adopted the linear model of Shannon and Weaver to develop a relational model of
human communication.
• Relational model was concerned with the effect of communication on the receivers.
• He used effect and effect analysis.
• He used the concepts of active, selective and manipulative audience to emphasize that
communication process is interactional in his relational model.
• An audience is a full partner in the process of communication.
• He described inter-human communication as a continuous process.
• He viewed communication as a process that takes place between a sender, (transmitter) and a
receiver.
• The receiver may have a method of sending feedback on the message, to confirm that the
message has been correctly received and understood, but noise and interference will affect.
• He also used the concept of “interpreter” to analyse the meaning of messages.
Field of experience
• One contribution Schramm made was to consider the field of experience of the sender and the
receiver.
• Field of experience refers to personal background of the sender or receiver including their
cultural, ethnic, geographical backgrounds and the extent of travel and the general personal
experience accumulated over time.
• Field of experience is a common ground of the sender and the receiver.
• The sender encodes the message based upon the sender’s field of experience.
• The receiver’s field of experience guides decoding.
• If there is no commonality in the sender’s and receiver’s field of experience, then the
communication does not take place.
Berlo’s model
• Berlo (1960) took a different approach to constructing a model.
• Rather than attempting to identify elements of interest, and relationships between those
elements, he created what he called “a model of the ingredients of communication”.
• The four basic components of Berlo’s model are source, message, channel and receiver. Thus,
the model is referred as a SMCR model.
• Berlo suggested that the message must have some effect positive or negative on the audience
and that effect must be assessed through effect analysis.
• He acknowledged that SMCR was not intended as a communication model but was developed
as an audio-visual aid to help the recall of the components of communication relationships.
• This model identifies controlling factors for the four identified elements of communication:
Source, Message, Channel, and Receiver.
Types of noise
• Physical noise or external noise: Environmental distractions such as poorly ventilated rooms.
• Physiological noise: These are biological influences that distract the communicator from
communicating competently.
• Psychological noise: These are preconceptions, stereotypes, reputations, and assumptions that
form our bias.
• Semantic noise: These are word choices that are confusing and distracting such as using the
word tri-syllabic instead of three syllables.
Learning Unit 4: Effective communication in the classroom
• Communication is a two-way process with constant feedback loop between the people
involved.
• The meaning of what teachers communicate is the response they get.
• Teachers need to actively engage in the communication process.
Effective communication in the classroom
• How to actively engage in the communication process:
Pay attention to the way your communication is received.
Put yourself in learner’s shoes. Think about them when you communicate.
Be prepared and flexible to adapt the way you say things.
Pay attention to your body language when you communicate.
Good teachers need ability to work with others-interpersonal skills
Good teachers need ability to manage themselves and their emotions-intrapersonal skills.
Good teachers need to pay attention to the way you communicate and what you communicate.

• Developing conscious awareness and attention.

Much of what teachers do is carried out without conscious attention.
The process of doing familiar things quickly and withoutconsciousness is called automaticity.
Developing conscious awareness and attention is essential for effective communication.
This is because it gives teachers the ability to manage better what they do and say.
Four key strategies to improving your communication skills
1. Know what you want.
2. Noticing whether you are getting it. Pay attention to what is going onaround you.
3. Be flexible to change
4. Develop a toolkit of alternative behaviors and attitudes you can use. Know what you want
Know what you want.
• Knowing exactly what you want from a moment of communication is very important for
successful communication.
• For teachers, this involves being clear of the learning outcomes you expect in terms of the
specific behaviors.
• To enhance awareness of teaching and learning objectives, teachers need to visualize and think
through stages of the lesson.
• Familiarize yourself with the voice and specific words by talking to yourself.
Notice what is around you
• Make changes where necessary so that each element aligns with success.
• Teachers should be able to notice the details of the communication that is going on around them
in the classroom.
• Things that teachers should notice:
Be aware of the body posture.
Facial expressions
Voice tone e.g. pitch, speed of voice and tone quality
Breathing e.g. shallow or depth breath.
The type of words your students use
Connect with your students using similar language forms.
Be flexible to change
• Learners experience the world through their senses.
• Since learners have different experience, they pay attention to different aspects of the lesson
thus, what different learners consider as well communicated lesson differs between learners.
• This means what you need the best communicate may not be the same for everyone.
• A teacher should remember that there are are different ways to achieve the same goal.
• If one way is not successful, it might be necessary to change how you go about communicating
what you want.
• Therefore, if one way of communicating does not help you achieve the outcomes, try another
way.

Verbal presentation skills

• As a teacher you will need to communicate verbally to students.
• Verbal presentation by teachers involves three main activities:
1. Presenting information to learners.
2. Giving explanations.
3. Answering student’s questions.
• Clarity in teaching is an important factor that makes teachers effective in performing these
activities.
• Unclear and poorly presented information may get students confused and create learning
problems.
Strategies for enhancing instructional clarity
• Communicating in language that students understand and at their ability level.
• Avoid use of complex terminology.
• Give examples which students can relate.
• Sequence your instructions properly for students to follow.
• Use visual support materials
• Do not present to present too much information at a time.
• Make relationships clear among various parts of your presentation.
• Make presentation interactive by encouraging students to ask questions and asking questions to
students. Capturing class attention
• As a teacher you should practice good public speaking skills so that you capture class attention.
• You should be relaxed, confident, in command and no-nonsense.
• Your speaking behaviors also affect how easily you can keep students awake, quiet, orderly,
and on-task for all or part of a class period.
• Effective use of voice:
Adjust volume to be audibleEnsure clear and correct pronunciation of words.Vocal variety
that is changes in intonation.
• Effective use of body:
Maintain solid, natural stand
Natural movement around lectern or stage.
Abundant gestures to complement content.
Varied facial expressions.
Steady eye contact with the audience.
Major public speaking skills
• Minimization or elimination of distracting behaviors:
 Avoid this: Um, uh, you know, sort of, kind of, and-and, that-that.False sentence starts;
midsentence switches to the start of a new
sentence
volume fade-outs at end of sentences.
• Maintain eye contact with class:
Eye contact is a powerful form of crowd control.
In large classes you are likely to forget the far half of the class which you are supposed to
control.
Enables you to read their faces to gauge their interest and understanding.
End Thanks