ECT 300 EDUCATIONAL TECHNOLOGY: How can a teacher handle a broadcast lesson?

 

CHAPTER 6 

EDUCATIONAL BROADCASTING

6b i). Identify how best a teacher can handle a broadcast lesson to ensure maximum gain for his/her students.

6.9 How to Handle A Broadcast Lesson.

The teacher should well in advance go through and understand the teacher’s’ notes on the series s/he intends to use. At this state, an attempt should be made to match the material with the schemes of work. The teacher must also be sure that s/he knows the transmission date and time and where possible adjust the school timetable accordingly. The teacher’s role in the successful utilization and broadcasts to schools can be accomplished in three stages:

  • Just before the broadcast, the class should be seated about 15 minutes early. The class teacher should spare enough time (say 10 minutes)to allow for revision of previous related work and also introduce new words likely to come up during the radio lesson, in case there are such new words or terms the teacher should write them on the chalkboard and explain them well in advance. The pupils can also prepare by reading appropriate printed matter, collect some realia if required, do some writing, study some graphics and attempt relate d questions. The teacher should display the required graphics or other materials if advised to do so in the teacher’s notes. If the listeners are adults, the teacher can avail the objectives and detailed summary of the lesson content, these can be used to set induct the listeners. The teacher should decide on how to integrate the programme into the daily teaching, otherwise, the programme should be dubbed and used when appropriate. Resource materials such as maps, charts, posters, and textbooks the programme would be referring to. Finally, the teacher should set the radio or television set taking into account the acoustics of the room in particular in arranging pupils with hearing/viewing problems.
  • During the broadcast the class teacher must be physically present to listen, view and react to the programme together with the pupils, absorb the content and be completely tuned in. if the series is to refer to certain texts, the texts should be made available well in advance, the reference pages for a particular broadcast he communicated to the pupils in good time… S/he should assist with spellings, tracing routes on a map pointing at a graphic as and when they are referred to by the radio teacher. The chalkboard may be useful for writing on new words (detailed in the teacher’s notes), drawing a map, diagram, or a chart, or even projecting something using an opaque projector. s/he should encourage pupils to perform learning activities as demanded by the radio teacher. Pupils (especially younger learners) must be discouraged from note taking but simply listen to the broadcast.
  • After the broadcast there should be no time gap (even of hours) between programme transmission and follow-up, it is often difficult to recapture the interest aroused at a later date. The teacher can do a follow-up by way of discussion or assignment. The class can break into small groups and hold a discussion. The group leaders can then report to the entire class., this is ideal for mature learners. The teacher can do a follow-up by way of discussion or assignment.

The class can break into small groups and hold discussion. The group leaders can then report to the entire class, this is ideal for mature learners. The teacher should summarize the main points; the pupils can do this under the teacher’s guidance. In other words the class teacher should reinforce the main points of the lesson, expand on the new words, allow for pupils questions and follow-up the radio teacher’s assignment. The assignment can be provided in form of a project. This assignment should motivate the learner to listen to further broadcasts.

 

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