THREE-DIMENSIONAL (3D) INSTRUCTIONAL MEDIA

1. THREE-DIMENSIONAL (3D) INSTRUCTIONAL MEDIA

2. KINDS OF 3D MATERIALS ABOUT

3. display an additional quality that appeals to the sense of touch – that is, a tactual quality. • Most important characteristic is the form or three-dimensionality. • provide students with certain amount of direct, purposeful, rich, and meaningful learning experience in accordance with Dale’s “Cone of Experience”.

4. OBJECT AND SPECIMENS PUPPETS MODELS AND MOCK-UPS RESOURCE PERSON DIORAMA

5. Objects • are concrete materials such as plants, animals, tools, and artifacts used in providing direct experience.

7. Specimen • a part or aspect of some item that is typical sample of the character of others in its same class or group • enable us to learn many things that would otherwise be unobtainable

9. Objects and specimens enable us to build generalizations that would otherwise cost prohibitive amounts of time and effort.

10. Points to consider in using specimen and objects for teaching • Develop a purpose for using them. • Provide opportunities to pupils to work or to manipulate the specimens so that they can consider concepts, process and principles by themselves. • Present just enough specimens or objects at a time so as not to overwhelm the students/pupils. • Present the materials in a dramatic way so as to arouse and sustain the interest of the student/pupils.

11. Advantages • These are less abstract and more concrete. • It attracts students’ attention. • Students become more familiar with objects.

12. Limitations • They need bigger storage. • They are prone to possible damage. • Some objects have limitation in availability and may not be easy to find. BACK

13. MODELS • modified real things – reproductions of costly or delicate items that can be provided at reasonable cost and are safe to use. • replicas of real objects which may be larger or smaller than the real thing. • made to show interior views of objects, and they can be simplified to any extent desired in order that the basic concept represented may be communicated most adequately.

15. Types of Models • Solid Models • used mainly for recognizing external features as in the case of globes and puppets. • Cross-section / Cut-away Models • shows the internal structures such as that of a tree showing the pith and other internal parts.

16. Construction Models • models which can be assembled and disassembled to show relationship of parts to whole. • Working Models - indicate how the things being represented operate.

17. Mock-up • an arrangement of a real device or associated devices, displayed in a such way that representation of reality is created. • May be simplified in order to emphasize certain features. • a special model where the parts of a model are singled out, heightened and magnified in order to focus on the part or process under study.

19. Advantages • Allow learner to examine model or mock-up which may not be easy in the real object. • Functioning model/mock-up allows learner to handle and operate. • Create high interest and permit close up observation of how it works. • Can provide learning experiences that real objects cannot provide.

20. Working models can illustrate basic operations of a real device and provide important details. • Allow learner to independently study the item at their own convenience. • Make classroom discussion more effective.

21. Limitations • They require tedious work. • They are expensive. • They might distort some real concepts. • Some models which are too heavy or too big may be difficult for actual lecture.

22. Diorama • of Greek origin which means “to see through” • is a three-dimensional representation of events, ideas or concepts against a scenic background • as a meaningful exhibit in boxes or cases, which are portable • a miniature scene that meant to replicate reality and cause students to think creatively and aesthetically.

24. Four Principal Parts of Diorama • The case or stage. • The printed background. • The three-dimensional middle and foreground. • The figures, constructions, and modeled objects that are placed in the case.

25. Advantages • They have intrinsic value. • They allow us to compare past and present conditions. • They help us make connections to the real world. • It develops students’ creativity. • It can be viewed, handled, and examined by students. • It adds interest and meaning to the lesson.

26. Limitations • It demands a bigger space in the classroom in terms of use and storage. • It is generally expensive. • It is easily damaged.

27. Puppets • artificial figures whose movements are controlled by a person. • are moved by hand or by strings, wires, or rods. Puppet figures are made to represent a person, animal, plant, or an object. • person who operates them is called a puppeteer.

28. Types of Puppets • Shadow Puppets - are two-dimensional in nature, normally controlled by rods that are much thinner than the typical ones that are used to support the rod puppet. This type of puppet makes use of a translucent screen and light source for its effective use.

30. Rod Puppets • flat cut out figures tacked to a stick, with one or more movable parts, and operated from below the stage level by wire rods or slender sticks.

32. Hand Puppets • made to slip over the hand like a glove. • puppet’s head is operated by the forefinger of the puppeteer, the little finger and thumb are being used to animate the puppet hands

34. Glove-and-finger Puppets - make use of old gloves to which small costumed figure are attached.

36. Marionettes • suspended and controlled by a number of strings, plus sometimes a central rod attached to a control bar held from above by the puppeteer • Basic strings for operation are usually attached to the head, back, hands (to control the arms) and just above the knee (to control the legs).

37. - generally constructed of wood with articulating joints that replicate those of human beings - complex and sophisticated to operate, requiring greater manipulative control than a finger, glove or rod puppet.

39. Advantages • They boost active participation among students. • Stirring and attention getting. • Fascination of the inanimate objects. • Enjoyable and spontaneous learning experiences. • Students become more creative.

40. Limitations • It is time-consuming. • It is expensive • It demands extra effort. • It can compete with the teacher.

41. Resource Person • is someone invited to talk about something • is experienced or knowledgeable with and is capable of sharing what he or she knows.

43. Advantages • Less preparation on the part of the teacher. • Thorough discussion of the topic. • It might add enthusiasm to the audience if the speaker is good.

44. Limitations • Hassle in searching for the suitable speaker. • It might confuse the audience if the speaker is not good enough. • Less enthusiasm from the audience if the speaker is boring.

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