USING THE AUDIO-VISUAL AIDS FOR CTET EXAMS

Structure
1 Introduction
2 Objectives
3 Audio-Visual Aids : Meaning and Types
4 Need for Audio-Visual Aids
4.1 Audio-Visual Aids as a Means of Communication
4.2 Audio-Visual Aids as a Means for Retention
4.3 Audio-Visual Aids as a Means to Save Time
5 Audio Aids : Importance and Types
5.1 Record Player
5.2 Radio Programmes
6 Visual Aids : Importance and Types
6.1 Category 1: Non-electronic Equipment
6.2 Category 2 : Other Equipment’s
7 Audio-Visual Aids: Importance and Types

1 INTRODUCTION
The basis of all learning is experience. The best way for effective learning is to
provide first hand experience like showing real objects, e.g., chair, table, boy, apple,
banana, etc. But you cannot being all the real things in to the classroom. You would
like to tell the students about distant lands, deserts, wild animals or events which
happened in the past. To make these experiences near reality, we need the help of
visual aids like flash-cards, charts, diagrams, maps, the globe, pictures, masks and
puppets. With the advancement of technology in the field of education, we are now
able to get video cassettes which provide great support to classroom teaching.
You must remember that a mere collection of audio-visual aids cannot make teaching
effective and meaningful. They are only aids and not a substitute for the teacher. We
should know what material is available and when and how it is to be used. While
using audio-visual aids, we should make the best use of the things available in the
classroom or things that are available in the locality.
To teach effectively and for effective communication we seek the help of audio-visual aids This unit essentially gives us an idea about the need for audio-visual aids,
their types and use.

2 OBJECTIVES
After reading this unit, you will be able to:
z explain the meaning of the term “audio-visual aids”;
z list the various kinds of audio-visual aids;
z appreciate the usefulness of audio-visual aids in language teaching, language
skills; and
z identify different kinds of audio-visual aids for language teaching.

3 AUDIO-VISUAL AIDS: MEANING AND TYPES
You might remember that there is a step called “presentation” in lesson planning.
During “presentation”, you are supposed to strengthen the relationship between you
and your learners by effective transmission of your ideas and experiences and through
pupils’ participation etc.
Effective communication emphasizes the teachers role in terms of selecting the course
content and also of integrating the course content with appropriate materials like
pictures, graphs, models, charts, maps, radio, television, record player, video. All these
materials are complementary and supplementary to the course content. These materials
are called audio-visual aids. In other words, aids that are used by a teacher for effective
communication are called audio-visual aids.
Audio-visual aids are of various forms. Some say they are broadly of two types,
some say of three types, still others say of four or five types. But the materials or
audio-visual aids that are used at the primary level may be classified into three major
categories. This classification is based on the learners’ sense organs that are influenced
by the aids. An aid that influences the learners’ auditory sense (sense related to
listening or hearing) is called an audio aid. Such aids are the record player or the
gramophone, the radio (programmes) etc.
In visual aids the learners’ sight sense is involved. Such aids are the black-board, the
bulletin board, pictures, charts, photographs, posters, maps, the globe, models,
specimens, textbooks, silent motion pictures, etc.
The third category of aids are audio-visual. In these aids it seems that both the listening
(ears) and viewing (eyes) senses are involved. Such aids are television (programmes).
video (films), motion pictures, computers (computer-assisted instruction) etc.
Keeping the media (or medium) in mind, audio-visual aids could be divided into two
categories, print and non-print. Aids or materials highly dominated by printing are
called the print medium. The most appropriate example of the print medium is the
textbook or supplementary readers. The message of the writer reaches the reader
through the medium of print. All materials other than textbooks or supplementary
readers come under non-print media. T. V., video films, charts, pictures, graphs, etc.,
are the non-print material. Although this classification may not appear to be very
appropriate, this has been done to bring in the concept of the print medium.

4 NEED FOR AUDIO-VISUAL AIDS
So far we have discussed the meaning of audio-visual aids and their types. Let us see
in what ways these audio-visual aids are helpful. Audio-visual aids are both
complementary and supplementary in nature. Sometimes, these aids extend the scope
of a topic and sometimes they enrich or strengthen the presentation of the content
made by a teacher.

4.1 Audio-Visual Aids as a Means of Communication
Simply words whether written or spoken by a teacher cannot and will not provide
adequate learning experience. We need to supplement the teacher’s words. Visual
aids are very helpful in this regard in the form of pictures, flash-cards, posters, etc.
Again in language, listening is a very important skill. If we do not get an opportunity to
listen to a language, we cannot speak it properly. Hence there is a need for audio
cassettes which contain recitation of poems, narration of stories etc. Such material
will not only be interesting but also be motivating for the learner.
Apart from these, we have video cassettes also. These cassettes present a wide
variety of information along with detailed descriptions, songs, and other dramatic
effects.
Cartoon films are also a very useful medium for developing writing skills. We can
show these films and ask the children to write about them. With the use of these
audio-visual aids classroom teaching can be converted into a very joyful learning
experience.

4.2 Audio-Visual Aids as a Means for Retention
We have seen that audio-visual aids make a lesson more enjoyable and more effective.
The use of audio-visual aids also helps in better retention of the content. Usually
when we hear something we tend to forget it within a specific time span. When we
see it with our eyes we remember it for a longer time and when we perform an
activity with our own hands, we understand its process. This is because of the fact
that the more the senses are stimulated and involved the more will be the learning and
retention among children.
It is, therefore, very important that we provide a number of opportunities for listening,
speaking, seeing, smelling and touching things and objects. This will give the students
first hand experiences. Remember, the richer the experiences, the greater is the
incentive for speaking, reading or writing about them.
4.3 Audio-Visual Aids as a Means to Save Time
In this age of knowledge explosion, we want to tell the students a number of things in
a very short time. The use of audio-visual aids can be very helpful in this. Through
such aids we can say much in a short time and in a short form what otherwise would
take a lot of time and space. We can provide our children much more matter for
thinking and acquiring information in a very short time through activities like “a thought
for the day” written on the black-board and “today’s news” selected from the
newspapers and displayed on a notice board. Indicating the time of sunrise and sunset
on the day along with today’s news will make it more informative and interesting.
Similarly, activities like presenting a conversation between a customer and a
shopkeeper or between the host and his guest on audio tape saves a lot of time apart
from providing learners with a model for real life conversation.
Thus, a well-developed language programme supported by suitable, relevant and
effective aids provides a number of enriching experiences. These ultimately lead to
the development of language skills in the learner.

5 AUDIO AIDS: IMPORTANCE AND TYPES
We have already discussed that learners’ auditory senses are involved and then
stimulated by materials which are called audio aids. In primary grades, particularly in
language learning, it is very essential to strengthen or enrich communication skills
among the learners through various listening activities. Further, for accurate
pronunciation of alphabets and words it is necessary to give children enough opportunity
to listen to their correct pronunciation.
In the classroom situation, the tape recorder, the record player or the gramophone
plus radio programmes can mainly be used for this purpose, as audio aids help in better learning among learners. However, radio programmes are available for a limited
time. As such it is not always possible for the teacher to use them. The best possible
way is to record the relevant radio programme on a tape recorder and use it whenever
needed by the teacher or the learner.

Record players or gramophones are used when some songs or poems, chorus, prayer,
etc., are to be presented. Other programmes can be recorded from radio and if possible
from television programmes also. Audio aids help in developing the listening skill.
Nowadays audio cassettes are being produced on a large scale. They contain beautiful
recitations of nursery rhymes, poems, stories, etc. Apart from serving as a model of
good recitation, they also create interest among learners through the various sound
effects.
5.1 Record Player
The recording of one’s own recitation or narration helps us to improve pronunciation.
Also, it is very interesting and exciting to listen to our own voice. Tape recorders run
by battery are now easily available in the market. The tapes can be used again and
again. The learners can tape their own singing or discussions and teachers can use
this for evaluation of learners’ speech. Sometimes children use some unnecessary
words in the sentences. For example “I na was going na to school”. These errors can
be removed with the help of the tape recorder.
By using a tape recorder, you can devise a good number of programmes to develop
your learners’ listening skills. To help you in this we are discussing below some such
activities.
Activity 1
Call two children from higher classes like class VI or class VII. Before you instruct
them to read the written matter, be sure that your tape recorder is functioning well
and you will be able to record the programme smoothly. Ask them to read the written
pages as you desire. Record it and play the programme in front of the class.
Activity 2
You can also develop some programmes by asking two or three other teachers to
help. These programmes will be very effective if you discuss what and how to do
with the other teachers before you record the programme and after you play the
programme before learners.

Activity 3 Using the Audio-Visual Aids
You can involve children to read out a story and record it. Or you can do so yourself.
Activity 4 You can record some radio programmes for your learners. There is a topic
“communicable diseases” in the Environmental Studies textbook. Suppose a radio
programme is broadcast by the regional centre on “communicable diseases—causes
and prevention”, you can record and play it before the learners.
This win give an opportunity to the learners to acquire up to date and authentic
information. Thus it win lead to effective learning.
Before you want to develop any programme by using the tape recorder, ensure that—
i) the instrument (i.e., the tape recorder) is functioning properly,
ii) the voice to be recorded is appealing and clear,
iii) the person can pronounce well,
iv) enough pause has been given between two recorded programmes for discussion,
v) the tape recorder is also equipped with the battery system. If the electric current
fails, it can run on the battery.

5.2 Radio Programmes
Listening to a radio programme needs prior training in listening skills. The learners
are to be guided properly before they listen to a radio programme as radio programmes
cannot be repeated unless they are immediately recorded.
Radio programmes are of two types. One type of radio programme is called education
radio broadcasts—which provide scope for participation of teachers and students.
They also supplement school activities. You along with your students may listen to the
programme and take notes on them. As a follow-up activity, discuss the programme,
the main events, the content, the dialogue, the characters, etc., with the students to
evaluate and consolidate their learning.
The second category of radio programmes are those where a general discussion on
social issues, health and diseases, about the universe etc., is held. Those programmes
which you consider useful for your students may be recorded and used to supplement
your presentation inside the classroom.
Before you guide learners to listen to any radio programmes, check whether —
a) everybody has his / her own copy and pencil to take notes,
b) learners know in general what to note down,
c) you also have noted down a few points for a further discussion on the topic, and
d) learners will be able to grasp the programme by listening to it once.

6 VISUAL AIDS: IMPORTANCE AND TYPES
Aids which require the involvement of learners’ visual senses (senses related to
“sight” or “seeing”) are called visual aids. Visual aids are designed to influence the
eyes of learners to enable them to understand what is being shown. In language
learning visual aids are helpful in developing language skills such as speaking and
writing as they stimulate learners’ sense of sight.
Generally, visual aids are classified in the following two major categories:
Category 1 : In this category we have aids where an electronic equipment or machine
is not used.
The chalkboard, pictures, posters, flannel boards, charts, photographs, maps, the globe,
graphs, objects, specimens, models, puppets, materials made from clay and textbook
illustrations etc. are visual aids.
Category 2 : In this category we include those aids which are well-integrated with
machines or electronic equipment. The overhead projector and the silent motion picture
fall in this category.

6.2 Category 2 : Other Equipements
i) Silent motion pictures
Young learners enjoy learning through motion pictures. Silent motion pictures are
those in which you can only see the pictures but you do not hear anything because
there is no sound. You might have seen silent motion pictures related to the freedom
struggle. You can try this by switching off the volume of your T.V. or video, where
you can understand from the picture without hearing any statement, dialogue etc.
ii) Overhead projector
The overhead projector is used to show your hand-written work on a screen to be
displayed before the learners. For overhead projectors there are transparency sheets
on which you can write with the help of pens specially meant for writing on the
transparency.
You can develop many activities by preparing transparencies.

7 AUDIO-VISUAL AIDS: IMPORTANCE AND TYPES
Audio-visual aids are those which require the involvement of learners’ visual and
audio senses (both “seeing” and “hearing”).
Any programme developed to show something through any audio-visual aid calls
upon learners’ ability to learn through listening and viewing (seeing). Audio-visual
educational programmes are so developed that these two learners’ abilities are well
integrated with the information or ideas contained in the lesson to be taught.Now a days, through television or video, written or printed documents can be shown Using the Audio-Visual Aids
to the viewers. It also takes care of the learners’ reading skills.
At the elementary grade, you can use mainly two types of audio-visual aids. One of
them is television and the other is video.
i) Television
Television is an exciting means of communication. Useful programmes are being
telecast regularly for children. As a teacher you should utilize the T.V. programmes
and make them the basis for discussion. You may give your learners home assignments
also on these programmes. For example, you may ask them to write the name of the
serial/programme, the names of the main characters and some descriptions about
them.

The resourcefulness of the teacher can enable him/her to utilise school T. V.
programmes for classroom instruction effectively. Nowadays we have colour television
which provides colour and almost real images.
ii) Video
Teaching with the help of video is called video-aided instruction. In video-aided
instruction, learners’ reactions are generally ascertained through a questionnaire.
Nowadays, educational video cassettes are available with video libraries in the market.
The Central Institute of Educational Technology NCERT, New Delhi, and the State
Institute of Educational Technology (SIET) can also provide video cassettes for the
teacher’s use in the classroom.
Selecting appropriate aid Knowledge about the need and types of audio-visual aids will certainly help you to select the appropriate aid for a particular topic. How can you decide what type of aid
you should use in a given situation ? Giving thought to the following questions will help
you select the appropriate aid.
i) What are you actually trying to convey?
ii) Which aid will best serve your purpose?
iii) Which aid is easily available? iv) Can it be used in the classroom situation?
v) Can it be used in other situations like outside the classroom etc.?
vi) Can you use the same aid again?

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