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Educ 3be TTL2 Module 1.4

The document discusses developing visual symbols for teaching and learning. It provides examples of visual symbols like drawings, diagrams, and charts. Guidelines are given for selecting instructional materials, including size, color, durability, economy, ease of use, relevance and novelty. Activities are included for developing visual symbols, making display surfaces, and creating infographics.

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Gretel T Ricalde
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323 views6 pages

Educ 3be TTL2 Module 1.4

The document discusses developing visual symbols for teaching and learning. It provides examples of visual symbols like drawings, diagrams, and charts. Guidelines are given for selecting instructional materials, including size, color, durability, economy, ease of use, relevance and novelty. Activities are included for developing visual symbols, making display surfaces, and creating infographics.

Uploaded by

Gretel T Ricalde
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Module 1.

4
Developing Visual
Symbols
Module 1.4

DEVELOPING VISUAL SYMBOLS

I. Course Outcome : CO1.1 Integrating educational technology into the curriculum.


II. Learning Outcome/s : LO1.4: Give examples of visual symbols and the appropriate
corresponding learning outcomes.
III. Time Frame : 3 Hours
IV. Introduction :
From an experience of real-world experience, we proceed to a world of symbols. Here, we don’t
see real things but symbols. Visual symbols include drawings, cartoons, strip drawings, diagrams,
formulas, charts, graphs, maps, globes. For the sake of mastery and clarity, let us divide this lesson into
seven (7) parts.

Below are key concepts for reading. Details of these concepts are discussed further in the hand-
outs attached herein.

KEY CONCEPTS
Like a picture, a graph and all other visual symbols, are worth a thousand words. The proper use
of visual symbols will contribute to optimum learning.

Visual symbols come in many forms – drawings, cartoons, strip drawing (comic strip) diagram,
map, chart, and graph. For these visual symbols to be at your finger tips, you ought to be skilled at
making them.

The collection, preparation and use of these various visual symbols depend to a great extent on
your won resourcefulness and creativity. They may be used in different ways and in different phases of
the lesson depending on your purpose. If you use them skilfully, your classroom may turn into a beehive
of busy students.
V. Learning Materials : 1. A. Hand-outs (print copy)
Lesson 4: TEACHING WITH VISUAL SYMBOLS
B. Word-file Document (soft copy)
Filename 1: Teaching with visual symbols.docx
2. Writing Materials: Pen and paper
VI. Supplementary A. Books
Learning Resources : 1.Educational Technology (2015)
VII. Learning Activities : 1. Home-based Activities
1.1 Read through the handouts, “ Lesson 4: TEACHING
WITH VISUAL SYMBOLS”
A. Guide Questions:
a. What instructional materials fall under this category?
b. What are examples of each visual symbol?
c. Where can they be integrated in the instructional process?
d. What guidelines must we follow when we read charts, graphs and
maps?
2. Home-based Activities
2.1 Do “Activity 4: Developing Visual Symbols”
2.2 Submit the activity in MU-OLE
2.3 Do “Activity 4.1: Making Display Surfaces”
VIII. Equipment : None
IX. Student Feedback : Your feedback is important. Please don’t leave this blank. This portion
will allow us to evaluate how this module is going. Your feedback will
help improve this module for future revision.

1. Which part of this module you found interesting? Why?

2. Which part of this module you considered challenging? Why?

Activity 4: Developing Visual Symbols

=== APPLICATION ===


1. Pictures, slides, handouts, videos, mock-ups, models computer projections and computer
presentation are visuals but are they visual symbols?

2. Summarize this lesson by means of a diagram. (Affinity, tree, and fishbone diagram). See
sample.

PHYSICAL AND COGNITIVE


DEVELOPMENT IN MIDDLE AND LATE
CHILDHOOD

Physical Cognitive

Development Development
Body Growth
and Children with Piaget’s Theory Language
Proportion Disabilities
Motor Development
Health, Illness, Information Creativity
Development and Disease
Exercise Intelligence
Processing
and Sports

3. Construct a ten-item true-false test on map-reading. Provide the key to correction.

ACTIVITY 4.1 DISPLAY SURFACES


1.) 50 cutout pics - sets of 5 or 10
Materials:
a. Any of the following: Used folder, Cigarette Cartons, or Cartolina (white)
b. Coloring Materials
Any of the following: oil pastel, crayons, water color, poster color or latex paint
c. Plastic cover
d. Scissors
e. Scotch tape
2.) Make (1) any of the following display surfaces:

a. Flip chart
b. Pocket chart
c. Cloth Board or Flannel board (dimensions: should not be less than 2.5 feet in width by 4 feet
in length),
d. Cork Board (dimensions: should not be less than 2.5 feet in width by 4 feet in length)

Note: In making your project please consider the Guidelines attached in the selection of
instructional devices

GUIDELINES IN THE SELECTION OF INSTRUCTIONAL MATERIALS


The following are guidelines in the selection of instructional materials or educational media:
1.) SIZE
Is the material (text or picture) big enough to be seen by the farthest student? Is relativity of size of
pictures observed when it is viewed with other materials or pictures? Example, the size of the cat
compared with the size of the carabao.

2.) COLOR
Is the material colorful? Students are attracted by bright and dark colors. And if so, is the choice of
colors life-like and harmonious. Does the color facilitate understanding?

3.) Durability
Can the material stand several uses? Can it be used over and over again?

4.) ECONOMY
Is the material worth its costs? Or can a cheaper material in terms of time spent in preparing it and in
terms of the cash value be used?

5.) Easy to Handle


Is the material light and easy to manipulate. Is it easy to put up and then and store for future use.

6.) Relevance
Is the material up to date? Is it related to the lesson in particular and to the specific needs, problems,
and experiences of the target clientele?

7.) Novelty
Does the material possess an element of newness? Can it arouse the curiosity and a sense of
discovery in the learners?

ACTIVITY 5: MAKING INFOGRAPHICS


1. Research facts and figures about social or ethical issues on media and information literacy.
2. Using any desktop publishing software, you must create an infographic to show the facts and
figures visually. (Alternatively, if research takes a long time or is not practical, you can
present facts and figures about yourself or topics that you are familiar with instead).
3. Upload your infographic at MU-OLE.

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