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To Stimulate the Imagination and Develop the Mental Imagery: Devices stimulate and increase the imagination of the pupils. Intellectual imagery can be used as a vehicle of thought and as a means of clarifying ideas and concepts. As imagination plays a vital role in any innovation and for any learning and almost all the innovations are in the form of imaginations and they evolved to be the theories and principles. Hence the imagination is much important to increase in the classroom so it is the duty of the teachers, especially those who are taking care of the secondary and lower levels of classes to use the teaching aids in the classroom because they play a vital role in increasing the imagination and they help in thought-provoking among the learners.
To Facilitate the Understanding of the Pupils: The most widely acknowledged use of aids, whether visual or audio-visual, its use in aiding understanding. As we learn everything and anything after understanding otherwise there can be any learning without understanding. Language learning can be acquired up by using models, filmstrips, movies, and pictorial material to supplement textbooks and printed materials. Material devices give significance, importance, and color and imagery body to the idea presented by the instructor. And abstract ideas can be made concrete in the minds of the pupils by the usage of devices like diagrams and graphs and these are very useful in developing understanding in mathematics and other social sciences. The graph is a good device in representing mathematical facts.
To Provide Incentive for Action: The use of devices in education, such as pictures and objects will arouses emotion and incites the individual to action or learning. The teacher must select the right kind of device to excite the students to a worthwhile intellectual activity during the class. Asking the pupils to collect pictures representing water, air, land transportation which stimulates them to action or immediate learning.
To Develop the Ability to Listen: The ability to listen can be developed best through the use of audio-visual materials. It is also the responsibility of the schools colleges and other educational institutions, to provide training for our students to be good listeners first. And listening is the best and first way of learning in the procedure. And as we knew the best saying, „one who is a good listener can be a good speaker or orator too”. And as we know Training in the art of listening is one of the aims of audio-visual education.
Stand to the side of the visual aid. Do not obscure the visual aid if at all possible. Traditionally, speakers have the visual aid on their left.
Maintain eye contact. While the visual aid will be tempting to many speakers, the audience should still be their main focus. When a speaker loses eye contact, they often end up turning their back to the audience. A speaker should never turn their back to an audience.
Introduce a visual aid before talking about the information contained in it. Giving background on where the information for the visual aid was obtained from provides the audience with more resources for understanding the content of the speech.
Practice with a visual aid. The visual aid adds an additional focus for the audience, and the speaker should be able to effectively and smoothly interact with the aid to minimize distractions. Experience with one type of visual aid (a Powerpoint presentation, for example) does not necessarily provide the resources to deal with others (showing how to tie a shoe).
Make sure the visual aid supports the message. Consistency between what is being said and what is being seen is crucial to a speaker's credibility.
Supplement, do not supplant, the speech with the visual aid. Do not allow the visual aid to overwhelm the speech itself. Visual aids are not crutches to lean on, but rather lampposts to illuminate.
Ensure the logistics of the setting are conducive to the visual aid. Make sure that everyone can see the visual aid, that any electronic equipment necessary for the visual aid is functioning (and that the speaker knows how to operate it), and that the visual aid is set up before the speech (there's few things worse for an audience then having to wait while a speaker fiddles with their equipment.)
Point out key elements in the visual aid, especially if it is complicated. Pictures, charts, graphs, and some objects, are often so complex, with so much "going on," that the audience might need to be directed to the area of the visual aid that the speaker is referencing.
Avoid distributing materials before the speech. If there are supporting materials to assist the audience, they should be passed out either before or after the speech. Failing to do so will delay the speech, lead to much unnecessary rustling of paper, and is an unnecessary distraction.
Limit lists. If the visual aid utilizes lists to communicate the central ideas of the speech, do not overwhelm the audience with endless lists on one slide or page. Generally, only five items should be on any single slide or page of a visual aid.
Remember that simplicity is a good design principle. Do not overload a visual aid with unnecessary information, color, font changes, or superfluous images.
We can’t imagine teaching process without visuаl aids. Using visual aids such as pictures, graphic organizers, charts, video and computers can help students easily understand and realize the main points they have learnt at the lesson. For each visual aid, students have different responses, and expressions because of their different educational and cultural background. Using visual aids can help learners understand the deep meaning of a topic and realize similarities and differences between each topic. In learning foreign language using visual aids is a main teaching strategy . We know that memorizing language forms and words is a difficult process. In ELT classroom using visual aids can help students to strengthen and reinforce what they have learnt. The reason may be that they allow students to absorb the information through an additional sensory perception.
If teachers use visual aids regularly, students will expect to learn the next language topic by using visual aids, because each visual aid for them is an interesting learning tool. Facilitating an interesting learning environment can enhance students’ English abilities and this is a major goal for English teachers.
These aids allow students to have a chance to brainstorm and present their ideas or thoughts. They can create their own stories in which there are no right or wrong answers. Furthermore, they can also participate in group work such as paired reading or small group activity. They will have the opportunities to create their own stories that depend on their background experience. In group work they can discuss the similarities and the differences between each person’s interpretation of a picture.Visual aids help teachers’ presentations and objectives by placing emphasis on whatever is being thought. Clear visual aids multiply learners’ level of understanding of the material presented, and they can send clear messages and clarify points from teachers. Moreover, they can involve the audience by providing a change from one activity to another, and from hearing to seeing. In addition, learners are more fascinated by gestures and movements in the classroom. Also visual aids impact and add interest to a presentation. The can create excitement. Visual aids enable learners to use more than one sense at the same time. One picture could elicit unlimited words.As for me , in my lessons I try to use various visual aids. Graphic organizers is a very effective in our lessons. Students are always involved doing Cluster, Vienna Diagram, classification chart, T scheme and others. As I teach medical students most of our topics are connected with medicine. So if the topic is Skeleton I suggest students to make Cluster according the topic. If our topics are diseases, for example, Alimentary tract diseases, students can create Vienna diagram. On the first circle students write pecularites of gastric ulcer(symptoms, clinic manifestations etc), on the other they write these features of chronic gastritis. In the centre they should write the similarities of both diseases.
At the end of the work we discuss and analyse every one’s diagrams. Of course every our lesson follows by presentation to the topic. In our department there are a great numbers of multimedia presentations. Some of them are made by students. Clear presentations on themes Respiratory tract, Wellness and Health triangle, Jaundice, the Diseases of Liver and Bile Ducts and, many others are the main addition to our topics. Students learn the topic performed by teacher with great interest. They participate during group works actively. In some lessons we perform videos connected to topic. Using films in teaching process is effective also. In first year students by our curriculum we have a topic Journeys. After learning a unit we have a task – film about Journeys. Students are fond of such kind of tasks. They watch a film and do several tasks according to it. This kind of occupation is very useful and interesting. Learners memorize the topic better and they are fully engaged. Of course it is a good way to pronounce English words correctly, because of listening native speaker’s speech. They watch and comprehend given paragraph.Teaching language by the means of visual aids helps both teacher and students. Students take an active participation in the lesson. He/she are greatly interested in learning topic, do the tasks and comprehend the given material. As a conclusion we can add that using visual aids in teaching English is unalterable part of each ELT language. Nail down the learning objects and your targeted audience
The second important step before designing the right visual aid for your lesson is to know your students well. To know students’ learning behaviors, especially at primary level, is crucial to creating an effective lesson. Although this tip might sound rather obvious, there are learning traits of a certain age group that might be less noticeable.Another thing you need to know is the learning objectives of the content you are expecting the visual aid to deliver. To determine the learning objectives, you will need to ask yourself two questions of ‘WHAT’ and ‘HOW MUCH’.For example, even within one subject, different lessons have different learning objectives. Take math as an example, in a lesson about what is multiplication certainly will have a different aim than a lesson about how to do multiplication well.
After determining the main features of your student’s learning style and the aim of the lesson, if you are satisfied with your choice, then let’s get on with step 2.Understand your own lesson: and able to strip it down to core ideas This step is very foundational in designing effective visual aids for teaching and learning. Why? It represents the whole process of transforming a written teaching script into a form of visualization: through simplification. Apart from the design element, the effectiveness of a visual content relies on its ability to convey a concept in the simplest form possible. It is not random that visual is an efficient tool for explaining concepts. Part of its efficiency comes from the creator having to keep only the core by stripping away all the unnecessary details. To do this, the creator, or in this case the educator, has to understand the lesson well enough to distinguish two things. One is the main points and the others are the additional details that expand from the core. Hence through the process of creating or designing a visual aids for teaching purpose, the teacher is not only encouraged to develop a creative mind but also a critical one. In short, to create an effective visual aid for a lesson is basically a cheeky sneaky little test for teachers on their own subject. Tip: One way to successfully pass this step could be using a mind map. Through drawing smaller ideas linking to the bigger main idea, teachers would have a pretty good sense of what is the more main, central and irremovable concepts of the lesson. Choose the right types of visual aids for teaching Now you have a general guide by know what you students interested in and what content you want to deliver. Next, we will discuss about which types of visual aids will fit your content. Generally, visual aids for teaching can be categorized to 3 types: educational poster, educational infographic and educational animated video. Let’s see what is pros and cons of each type, shall we? Educational poster Educational posters are classic teaching aids. Hanging posters on your classroom walls can bring helpful resources for students. This is the easiest and the cheapest visual aids you can make. Educational posters usually use icons to visualize content with limited amount of text for further explanation. Therefore, this type of visual aids can only deliver a small amount of information and can be out-of-date. You can use this teaching aids to introduce new concepts or visualize important piece of information, place it in the classroom to remind your students. However, posters are not suitable to deliver long, complex content or a process need a lot of imagination. Educational infographic Infographics are a perfect classroom tool because they can make complex information easier to understand. You can create many different types of infographic, depending on the information you want to visualize. In an infographic, you can summarize a topic, show a timeline of events, visualize statistics by chart, graph or explain a process. Infographic is like an upgrade version of educational poster.This visual aids is good for teaching new studies, or topics with large amount of information. It is really informative but it is hard to cover all the infographic in one screen. And you might feel difficult if you want to deliver something more than cold text and numbers, like mood, or emotion. Educational animated video Fun fact: One minute of animated video equates to about 1.8 million written words (according to Dr.James L. McQuivey from Forrester Research). Educational animations are multi-sensory teaching tool, student can SEE the visualization, LISTEN to the narrator script and FEEL the mood and emotion from the videos (if they deliver it well). Animations can show temporal change directly, rather than having to indicate it by arrows and motion lines. Using animated video can make visual aid not only simpler and less cluttered, but also more vivid, engaging and more intuitively comprehended.After doing some brainstorming of how a lesson is to be transformed visually, it is finally time for you get started on the actual designing part. (Yay!)From our experiences working with different clients, this is usually where we meet educators halfway. If you want to add a nice touch on the presentation of the visual or even the consistency of multiple aids, contact us and we’ll give a sample of what it could be like.Overall, there are two main steps that go into this production house: scripting and concept design. 1. Scripting This is like an outline before even beginning to write the essay. You need to plan out your visual aid before designing it. This step usually comprises of thinking about the main points from the lesson and how they would be delivered. Within your chosen medium, there are a few ways you could script your visuals. Main types of script outlining could fall into one of the followings:Visualization: is the simplest form of script writing. It is simply the imagery or visual representation of a concept or idea. It could even be scribbles that help you explain certain concepts.
Sequence: emphasizes the link between different concepts by inventing a big picture to fit these concepts in. This style of scripting is actually very useful for students to form a systematic and overall understanding of new knowledge.
Story-telling: is quite a popular and attractive form of script writing. For this style, rather than mere listing or describing a sequence, you would give your lesson a life by giving it a plot. This style of scripting is also most attractive to younger learners.Tip: to help students learn better, you could improve the scripting by adding funny and relatable visualizations. Think critically and creatively about the visuals you could use to make your lessons more relatable! These images would provide an extra layer of meaning to both the lessons and images themselves.2. Concept designThis is where your script is going to really come to life as the design elements come in. One consideration when it comes to design is your students’ level of understanding and interest. This would tap into two things:First is the complexity of the visual aids. This will determine how complicated the images you will use or how much subtitles you will need in your video for examples. Studies have shown that materials that underestimate or overshoot students’ abilities will prevent students from learning effectively. Therefore, try to be as fair as possible about what your audience is capable of in a lesson.Second is the theme of the visual that is established through design elements. This consists of anything from the color scheme, font, character design, … While you are free to choose any of these elements to best suit your style of teaching, it is important to keep in mind that some designs are more suitable for a certain audience.For example, younger students such as primary students would enjoy a more bright, colorful and simplified cartoon-like style of design. University students or office workers, for example, might prefer a somewhat more tailored color scheme along with more professional design.The key here is to really pay attention to what your students are interested in and what they are capable of understanding.Despite knowing the audience, many educators still get stuck at this designing bit. If you’re lacking the time but still want effective visuals, perhaps think about contacting a studio? Check out our recommendation of the prize list for an animation to see where your budget would fall! It also worths having a look at the most common problems in designing and how to avoid them.
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