Quantcast Chalkboard/Visual   Aids   Panel, Continued

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Chalkboard/Visual   Aids   Panel
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Summary - 14300_121
chalkboard/VAP  is  essential  when  you  are  teaching  mental  skills  involving  computations  and calculations. When  you  plan  to  use  the  chalkboard  or  VAP,  you  need  to  take  several  steps  before  your presentation.  Gather  all  materials  required  (chalk  or  markers,  eraser,  pointer,  straight  edges, etc.)  for  the  chalkboard/VAP  portion  of  the  lesson  and  place  them  in  the  classroom.  Be  sure to  clean  the  chalkboard/VAP  before  using  it.  Determine  what  parts  of  the  lesson  are  important enough   to   emphasize   with   board   work   and   will   help   students   meet   the   objectives.   Information should  clearly  relate  to  the  objectives  of  the  lesson. Also  determine  the  amount  of  time  the board  work  will  take  and  how  it  will  look  when  finished.  Practice  to  ensure  the  information  will fit   in   smoothly   with   the   lesson.    That  will  help  you  build  confidence  in  using  the  board  and reduce  the  amount  of  time  you  spend  erasing  and  rewriting  or  redrawing  information. Develop   chalkboard/VAP   work   logically.   Sequence   the   work   so   the   relationship   of   each   new item   to   the   previous   is   readily   apparent. Develop   concepts,   procedures,   diagrams   and   other information  step-by-step  and  in  the  most  logical  sequence. Use   the   chalkboard/VAP information   to   develop   one   point   at   a   time   and   progress   from   the   simple   to   the   complex.   For example,  a  drawing  to  illustrate  the  operation  of  a  basic  steam  cycle  would  consist  of  a  boiler, turbine,  condenser,  pumps,  and  necessary  steam  lines. Introducing   the   students   to   one component  at  a  time  and  gradually  leading  them  to  the  completed  cycle  supports  the  law  of primacy.  It  also  develops  better  understanding  of  the  relationships  of  the  components.  Write in  straight  lines.  Avoid  the  natural  tendency  to  write  in  either  an  uphill  or  downhill  line.  Use color  with  restraint  and  only  to  emphasize  key  information. Besides  using  neat  and  legible  penmanship,  make  sure  you  use  correct  spelling  and  grammar. Incorrect  spelling  and  poor  grammar  are  not  only  detrimental  to  the  students,  but  may  discredit you.  Check  for  correct  spelling  and  grammar  during  practice.  To  ensure  proper  spelling  and grammar,  use  lesson  plan  notes  or  3  x  5  cards  that  correspond  with  what  you  plan  to  write  on the  board. Keep  all  writing  or  drawings  during  the  lesson  brief  and  to  the  point.  Prolonged  writing  or drawing  disrupts  the  flow  of  the  lesson  and  may  cause  the  students  to  become  distracted  or bored.  Write  a  comment  or  draw  a  portion  of  a  diagram  on  the  board.  Then  turn  to  the  class to  solicit  input  and  generate  discussion  about  the  information.  This  technique  promotes  good eye  contact  and  encourages  class  participation. When  preparing  a  chalkboard/VAP  drawing,  use  some  type  of  drawing  aid  to  keep  the drawing  as  neat  as  possible.  You  might  use  compasses  for  drawing  circles  and  rulers  or  T- squares   for   drawing   straight   lines.   Use   templates   (shapes   cut   from   poster   board)   that   you   can trace  onto  the  chalkboard/VAP  if  you  plan  to  use  the  drawing  often. If  using  a  pointer  to  draw  attention  to  a  point  or  drawing,  keep  your  arm  straight  while pointing.   Consider   the   pointer   as   an   extension   of   your   arm.   Use   the   hand   nearest   the   object you   point   out   instead   of   allowing   your   arm   to   cross   your   body.   Stand   to   one   side   to   prevent obstructing  the  students’  view,  and  avoid  talking  to  the  chalkboard/VAP.  When  you  talk  to  the board,   students   have   difficulty   understanding   your   words,   and   you   lose   eye   contact.   Pause frequently  to  maintain  student  attention. Explain   what   you   are   doing   and   check   for   student reaction.   Additionally   check   the   drawing   or   writing   from   the   students’   viewpoint. 108

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