Module 3 – TWO-DIMENSIONAL (2D) INSTRUCTIONAL MEDIA by: Roxan A. Consolacion

Objectives 1. Identify the different 2-D instructional media 2. Analyze the characteristics of 2-D instructional media 3. Create 2-D instructional media 4. Demonstrate proper use of 2-D instructional media

Two-dimensional (2D) instructional materials consist only of length and width. They are paper-based, opaque materials that are commonly found in classrooms. These kind of instructional materials do not need any special equipment for its use.

A. Boards 1. Chalkboards These are the most common instructional media found in classrooms, rural and urban alike. Chalkboards, once called blackboards, come in a variety of colors but the most common is green. A chalk is used for writing on its surface. Aside from using it as a medium for verbal communication, it is also used as a surface where pictures, posters, graphs, charts, etc. are posted to supplement instruction.

Advantages a. It is generally suitable for different age groups, class size, and subject matter b. No special skill is needed to be able use it c. It is not dependent on electricity d. It is economical and reusable

Limitations a. It does not provide a permanent record b. If it is not well-situated, viewing the contents of the board and reaching the top of the board becomes a problem c. Good handwriting and knowledge on proper spelling is a necessity d. Some information cannot be presented well using a chalkboard e. Chalk dust can trigger asthma or respiratory problem.

2. Whiteboards and Magnetic Boards Whiteboards and magnetic boards (also sometimes called multipurpose boards) are those with a glossy surface, commonly white in color, where non-permanent markings are made with the use of special felt pens. These became popular around the 90s when there was a growing concern on the potential health risks of chalk dust.

Advantages a. Using markers does not generate dust that comes from using and erasing chalk b. Whiteboard marker is easier to hold and write with compared to chalk and marking a whiteboard takes less time

Limitations a. It is more expensive than chalkboard and only special whiteboard markers are suitable for use on whiteboard b. The white background can cause problems to those with vision impairment c. Left-handed persons may find it difficult to write on these boards because left-handed individuals usually write with their hand curved around the pen therefore causing their hand to drag across the strokes previously made.

Tips for Effective Use of Chalkboard, Whiteboard, and Magnetic Board a. Prepare a board plan. Identify parts of the lesson that can be enhanced with visuals and important enough to emphasize board work. b. Always start with a clean slate. c. Write the outline of the day’s lesson on the board so that students can use it for reference. d. Write clearly and legibly; think of the students who are seated at the farthest part of the classroom. Test if all the students can see what is written on the board by looking at the board work from all sides of the classroom.

e. A glare on the board might be a problem to your students; closing the door or window or a curtain on the window may solve it. Having the chalkboard mounted a little concave from left to right helps avoid this kind of problem. f. Words are easier to read when written in print than in script. g. Write neatly and horizontally, from the left side of the board going right. Fill a panel at a time and always start writing from the top to the bottom.

h. Do not crowd the board with too much information for your students might fail to see the key ideas. i. Decide on how to emphasize various points --- underline, draw boxes or circles, or use colored chalk or marker. j. Use masking tape when posting something on the board. NEVER use scotch tape, double sided tape, glue, paste or thumbtacks as they easily destroy the board’s surface. k. For a writing exercise, lines on the board are needed.

l. Erase all unrelated material because other work on the board distracts attention. m. Keep erasers clean and erase the writings on the board with straight up and down strokes rather than in circles. n. Give students time to copy what you have written. o. Remember the cardinal rule in using the board: “Talk to the students, not to the board”. p. Always clean the board after use, leaving it ready for the next user.

3. Cloth Boards (Felt, Flannel, and Carpet) This is a piece of plywood or heavy cardboard covered with either felt, flannel or carpet. The fuzzy surface of a felt, flannel, or carpet allows visual materials with appropriate backing to adhere. The following will hold to these kinds of boards: felt, flannel, sandpaper, pellon, scouring pad and yarn. Cloth boards are portable, simple to use, durable, colorful and attractive. These kinds of boards are best use for drills, positioning exercise, describing flow patterns, explaining relationships, and for short term display.

Tips for Effective Use of Cloth Boards a. Place the board where all of your learners can have a good view of it. b. Since these kinds of boards are small group media, you may sit down as you present, with learners seated on chairs or on the floor in a semicircle. c. Secure the board on an easel or lean it against a solid surface to ensure that it will not move during your presentation.

d. Arrange display materials in proper presentation order. e. As you place the items on the board, press them against the cloth and shift it slightly to cause the two surfaces to interact and adhere. f. “Talk to the students, not to the board” and maintain eye contact. g. Store materials in a marked box.

4. Hook-and Loop Boards (Velcro Boards) In creating a hook- and-loop board, a plywood or heavy cardboard is covered with a nylon loop material and the nylon hooks are adhered on the back of the instructional materials to be displayed on the board. These boards are used in a similar fashion with cloth boards. Its edge over the cloth boards is that it has enough holding power to cause even heavy materials to stay on the board. The same suggestions outlined for cloth boards should be considered when presenting with a hook-and-loop board.

5. Pegboards Pegboards are made of tempered masonite with 1/8-inch holes drilled 1 inch apart. These boards are used in displaying three-dimensional objects or heavy materials with the use of hooks inserted into the board.

6. Bulletin Boards “Bulletin boards are generally not used directly in instruction but tend to be a supplement” (Kemp, J. & Smellie, D., 1994). They are used to introduce or follow up lessons presented. These boards are usually designed as an instructional device that can carry a message without the presence of a teacher. Other uses for bulletin boards are the following: for displaying notices and announcements, classroom rules and procedures, seasonal items and student work.

Factors to Consider when Choosing an Area for Bulletin Boards a. Select a place where there is steady student traffic b. Avoid corners c. Avoid wall behind a desk d. Select a well-lighted place e. Place board on the wall at the reading level of your learners

Tips for a Successful Bulletin Board Display a. Always update the information displayed b. Ensure that the display is neat and accurate c. Make sure that there is a balance between text and graphics or pictures d. Make sure that the size of the text can be read from a distance or the graphics or pictures can be seen from a distance

b. GRAPHIC MATERIALS Graphic materials translate abstract ideas and relationships into a concrete form. They are nonphotographic, two-dimensional materials designed to communicate a message to the viewer. They often include verbal as well as visual symbols. Graphics allow students to pick up on things missed verbally, reduce efforts in receiving messages, and they help focus attention. As a group, graphics demands special caution in use by teachers

Advantages a. It is readily available. b. It can be easily carried from place to place. c. It is easy to use. d. It is inexpensive and can be reused. e. It helps focus attention. f. These convey certain types of information in a condensed form.

Limitations This is not interactive. It lacks depth and motion. It can be easily misinterpreted. This is written at a certain reading level. It needs prior knowledge in order to interpret or understand what is presented.

Best Practices in Using Graphics Use large visuals. Use simple materials. Cover irrelevant materials. Use one at a time. Teach learners how to interpret. Ask questions for clarifications.

1. Drawings and Sketches Drawings and sketches employ the use of lines, either simple or crude. They may not be the real thing but they may represent persons, places, things, and concepts. In general, drawings are more finished and representational compared to sketches. Sketches usually lack details such as stick figures.

2. Cartoons Cartoons use symbolism and oftentimes bold exaggeration to present at a glance a message or point concerning news events, people or situations. This pictorial representation of a person, idea or situation should be drawn around a single idea and presented in a challenging manner. A good cartoon needs not much caption as the symbolism conveys the message.

Cartoons can be used as a springboard for a lesson, for a follow-up activity, or for evaluation purposes.

Suggestions for the Use of Cartoons Take into consideration the age and experience or maturity of the target learners. The cartoon should not contain so many details but only the essential features. Short and direct captions are used only when necessary. Use symbols that are clear and conventional. (dove for peace, own for wisdom, coffin for death, turtle for slow, etc.) Make sure that the cartoon is big enough to be seen.

3. Strip Drawings A form of cartooning in which a cast of characters enacts a story in a sequence of closely related drawings. According to Dale (1969), strip drawing is a more accurate term for the commonly called comics or comic strip.

Strip drawings can be used for motivation or starter for a lesson Strip drawings can be used for motivation or starter for a lesson. It can also be used as an activity for students to express learning's gained. When making use of strip drawings, make sure that they are not only educational but also entertaining.

4. Posters Posters are combinations of lines, images, colors, and words. They are intended to catch attention and communicate a message quickly. Posters can be used to stimulate interest in a new topic, a special class, or a new event. In selecting a poster to use, make sure that it is appropriate to the grade level, subject, and purpose.

A good poster possesses the following characteristics: It is simple but bold and dramatizes features. Only a few words are used and key words are made to standout. It is attractive and pleasing to the eyes. The design and color are carefully selected. It must have elements of dynamism and shock.

5. Charts Charts are graphic representations of abstract relationships such as chronologies, quantities, and hierarchies (Heinich, R., Molenda, M., & Russell, D., 1993). The following are the most common types of charts:

Curriculum Integration Team a. Organization Charts These show an organization’s structure or chain of command. It illustrates the interrelationships between the different parts of an organization. Dean AVMC Coordinator Training Team Research Technical Staff Curriculum Integration Team

b. Classification Charts They are similar to organization charts but its purpose is to show the classification or categorization of objects, events or species. An example is a chart showing the classification of plants or animals according to characteristic or specie.

c. Time Lines Time lines show in sequence different events or the relationship of people and events. They are very helpful in summarizing series of events. To show the important concepts, pictures or drawings are added.

d. Tabular Charts or Tables They contain numerical information or data in a table or columns.

e. Flowcharts or Process Charts These kinds of charts show a process, sequence, or procedure.

f. Tree of stream charts These kinds of charts show change / growth / development by beginning with a single course and then spreads out into many branches.

6. Graphs Graphs show quantitative data. These kinds of graphics make analysis and interpretation of numerical information easier. The following are the most common types of graphs:

Line Graphs They are used when plotting trends of relationships between series of data. It shows the progress over a period of time.

Bar Graphs Bar graphs are the simplest and easiest to read. The data is presented in horizontal or vertical bars. While the widths of the bars are the same, its length represents the amount or percentage data.

Pie Graph or Circle Graph The sections of these kinds of graphs represent the parts of a whole. These graphs always present whole amounts and its parts are calculated in percentage or fractional parts.

Area or Solid Graphs They are used to compare several related totals thru the use of geometric shapes.

Pictorial Graphs or Pictographs These graphs utilize related pictures or drawings to show numerical data. It is an adaptation of the bar graph.

7. Diagrams Diagrams are intended to show relationships or to help explain a process, how something works or how something is constructed. A definition by Dale (1969) states that “ a diagram is any line drawing that shows arrangement and relations as of parts of the whole, relative values, origins and development, chronological fluctuations, distribution, etc.”. Diagrams rely heavily on symbols that is why they are highly abstract that most of the time support materials are needed to give users the necessary background information.

a. Cluster Diagram This is used in a nonlinear activity wherein ideas, images, and feelings are generated around a stimulus word. It helps students see patterns in their ideas as well as enlarge their word bank for writing.

b. Chain of Events This diagram illustrates the stages of an event, the actions of a character or the steps in a procedure.

c. Continuum A continuum is used for timelines showing historical events, ages, degrees of something, rating scales, etc. EDUCATION CONTINUUM

d. Fishbone Mapping A fishbone map is used to show causal interaction of a complex event (like a nuclear explosion) or a complex phenomenon (like learning disabilities).

e. Spider Map It is used to describe a central idea (a thing, process, concept, or proposition) as well as organize or brainstorm ideas.

f. Cycle A cycle illustrates how series of events interact to produce a set of results such as the life cycle. Life Cycle of a Plant

g. Interaction Outline An interaction outline is used to show the nature of interaction between persons or groups.

h. Compare / Contrast A diagram that is used to show similarities and differences.

i. Problem / Solution Diagram This diagram is used in illustrating a problem’s multiple solutions and its possible results.

j. Venn Diagram A Venn diagram is used to show relationships between sets, similarities and differences between characters, stories or poem. It enables the students to visually organize similarities and differences.

k. Affinity Diagram It is used to cluster complex apparently unrelated data into natural and meaningful groups

l. Tree Diagram A tree diagram is used to chart out, in increasing detail, the various tasks that must be accomplished to complete a project or achieve a specific objective.

8. Maps (Flat Maps) Maps are representations of the Earth’s surface or a part of it.

The following are the types of maps: a. Political Maps - They show territories and boundaries.

b. Physical Maps - They show data like altitude, temperature, rainfall, precipitation, vegetation, and soil.

c. Commercial or Economic Maps - They show a variety of information like the economic produce of the different regions.

9. Flip Charts Resembling a small whiteboard, this stationary item is supported by a four-legged easel or tripod and several sheets of paper are hinged at the upper edge of the chart. Marker pens are used to write text as well as figures and charts. A sheet can then be flipped over to present information sequentially or for one to continue to a new page. A flip chart is best used in a small group of learners.

Best Practices on the Use of Flip Charts Prepare a “flip chart” plan. Make letterings large and simple. Avoid too many colors Do not put too much information on one page. If planning to write on the chart during presentation, make sure the marker does not bleed to the next sheet of paper. Arrange materials in sequence. Reveal sheets when discussed. Talk to the audience and avoid blocking the flip chart. Use summary.

PICTURES AND PHOTOGRAPHS The generic term picture includes any kind of opaque representation of visual images which includes drawings, photographs, pictures in books and magazines, or any medium open to the artists’ interpretation. On the other hand, the term photograph only includes those images that were recorded by a camera and is usually an exact representation of the original. They come in photographic prints that are in full color or not.

The following are its uses: Vocabulary building Mood setting Introduction of a topic or lesson Spotlight a problem or issue Clarification of a vague or abstract concept

Qualities of Good Pictures Authentic and clear message Good composition Effective color Good technical and mechanical quality

POSTCARDS These are commercially printed with space on one side for an address and postage stamp used for sending a short message through mail. Postcards on a country’s scenic spots, heroes, or presidents are widely available in bookstores. They can be used in teaching in Social Studies or as items to be posted on the bulletin board.

Postcards on a country’s scenic spots, heroes, or presidents are widely available in bookstores. They can be used in teaching in Social Studies or as items to be posted on the bulletin board.

FLASHCARDS These materials are used for drill activities in teaching certain topics. Flashcards may contain words, phases, sentences, math combinations or pictures. They help develop skills as well as automatizing responses of learners.

The following are considerations in using flashcards Make sure that the flashcard is big and bold enough to be seen by everybody. Flash in a fast and snappy manner to develop fast thinking of response. Flash cards from back to front. Answer of each card should be written at the back so that as you flash, you can see the answer and check if the response is correct. Hold flashcard at chest level and make sure not to hide the words or math combinations on it.

References Abellera, R.C., Aquino, G.V., & Hidalgo, L.C. (1988). Principles of teaching and educational technology. Diliman, Quezon City: Kalayaan Press. Corpuz, B.C. & Lucido, P.I. (2008). Educational technology 1. Q.C.: Lorimar Publishing, Inc. Dale, E. (1954). Audio-visual methods in teaching. NY: Dryden Press. Garo, C. (2007). Grabe, M. (2004). Integrating technology for meaningful learning. NY: Houghton Mifflin. Heinich, R., Molenda, M. & Russel, J. (1993). Instructional media and the new technologies of instruction. Kemp, J. & Smellie, D. (1994). Planning, producing, and using instructional technologies. NY: Harper Collins.