Asry AW

VISUAL PRINCIPLES The roles of visuals in instruction.             Visuals definitely play is to provide a concrete referent or ideas. Words don’t look or sound (usually) like the thing they stand for, but visuuals are iconic –that is, they have some reseblance to the thing they represent. Visuals can also motivate learners by attracting their attention, holding their attention, and generating emotional responses.             Visuals can simplify information that is difficut to understand. Diagram can make it easy to store and retrieve such information. Finally, visuals provide a redundant channel; that is, when accompanying spoken or written verbal information they present that information in a different modality, giving some learners a chance to comprehend visually what they might miss verbally. Visual literacy.             The term literacy once was used only to refer to reading and writing of verbal information, the term of visual literacy to refer to the learned

Media and Material Materials don’t have to be digital or expensive to be useful. Small can indeed be beautiful, and inexpensive can be effective! In fact, in some situations –for instance, isolated, rural areas; teaching locations that lack electricity; programs or schools with a low budget –these simpler materials may be the only media that make sense to use. Manipulatives.           Real objects –such as coins, tools, artifacts, plants, and animals –are some of the most accesible, intriguing, and involving materials in educational use. Real objects may be used as is, or you may modify them to enhance instruction. Examples of modification include the following: 1.       Cutaways: Devices such as machines with one side cut away to allow close observation of the inner workings. 2.       Specimens: Actual plants, animals, or parts there of preserved for convenient inspection. 3.       Exhibits: Collections of artifacts, often of a scientific or historical nature, brough