The document discusses the educational potential of television, film, and video in the classroom. It notes that visual media can transmit a wide range of audiovisual content and bring real-world examples into the classroom. However, television can also encourage passivity in students. The document provides basic procedures for using television in the classroom in a way that counters passivity, such as preparing students, guiding viewing with pre- and post-viewing discussions, and focusing on student engagement and learning.

2. “Next to the home and school,
I believe television to have a
more profound influence on
the human race than any other
medium of communication.”
EDGAR DALE

4. of Film, Video and TV
in the Classroom

5. The appeal of visual media continues
to make film, video and television as
educational tools with high potential
impact.

6. Why use film, video and/ or
television to classroom teaching?

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Videos Discovery Videos Discovery
Demonstration
Channel 1 Channel 2

11. Transmit a wide range audio- visual
materials, including still pictures, film,
objects, specimens and drama.

12. 2. Bring models of excellence
to the viewer.
3. Bring the world of reality to
the home and to the
.
classroom through a live
broadcast or as mediated
through film or videotape.
4. Make us see and hear for
ourselves worlds events as
they happen.
5. Be the most believable

13. 6. Make some programs understandable
and appealing to a wide variety of age
and educational level.
7. Become the great equalizer of
.
educational opportunity because
programs can be presented over
national and regional network.
8. Can give opportunity to teachers to
view themselves while they teach for
purposes of self-improvement.

14. 6. Provide us with sounds and sights not
easily available even to the viewer of a
real event through long shots, close
.
ups, zoom shoots, magnification and
split screen made possible by the TV
camera.
7. Can be both instructive and enjoyable.

15.  Television and film are one-way
communication device consequently, they
encourage passivity.
 The small screen size puts television at a
disadvantage when compared with the
possible size of projected motion pictures,
for example.
 Excessive TV viewing works against the
development of the child’s ability to
visualize and to be creative and imaginative,
skills, that are needed in problem solving.
 There is much violence in television.

16. How do you
counteract
one
disadvantages
to TV, film
and video-
development
of passivity in
classroom?

17. Basic Procedures in the Use
of TV as a Supplementary
Enrichment

18. 1. Prepare the classroom.
 Darken the room
 The students should not seated too near nor too far
from the TV
2. Pre-viewing Activities
 Set goals and expectations.
 Link the TV lessons with past lesson and/ or with
your students’ experiences for integration and
relevance.
 Set the rules while viewing.
 Put the film in context.
 Point out the key points they need to focus on.

19. 3. Viewing
Don’t interrupt viewing by inserting cautions and
announcements you forgot to give during the pre-viewing
stage. It disrupts and dampens interest.
Just make sure sights and sounds are clear.
4. Post-viewing
To make them feel at ease begin by asking the following
question:
1.What do you like best in the film?
2.What part of the film makes you wonder? Doubt?
3.Does the film remind you of something or someone?
4.What questions are you asking about the film?

20. 5. Go to the questions you raised at the pre-
viewing stage.
6. Tackle questions raised by students at the initial
stage of the post-viewing discussion.
7. Ask what the students learned.
8. Summarize what was learned.