Visual Aids : Learning And Understanding Of The Concepts Being Taught

Nonverbal messages are an essential component of communication in the teaching process. It is not only what you say to your student that is important but also how you say it. An awareness of nonverbal behaviour will allow you to become a better receiver of students’ messages and a better sender of signals that reinforce learning.

Gestures are a way of communicating with others using our body. For example, we use our hands to wave, which is another way of saying hello.

A simple example of this is the fact that Tabrizi utilizes three tables and thirteen figures to in the paper. This enables the reader to understand the information by just referring to the visual aids. A good example of this is Figure 4 on page 19 where Tabrizi uses a flow chart to visually explain his plan for educating community members about breast cancer screening. The visual aid helps get across his idea, which may seem more complicated and takes two pages to explain. Therefore, it is evident that Tabrizi uses visual aids in his thesis as a tool for explaining his

It teaches the student to actively choose alternative strategies when something does not make sense” (powerpoint from class). this give the student student the ability to try and work out the problem aloud without people correcting them or on the spot answering. In this lesson it is also hands on so they can physically move things to try and work out the solution with their

In this course, I have learned the criteria for an effective graphic. Graphics have to have visual appeal, the reader might ignore them unless they are eye-catching and clear. A graphic should have labels so a reader is able to identify information easily and quickly. The information depicted in the graphic should be identified with a title. Graphics need to accompany the information they are clarifying. Graphics should be compact. They are not usually very useful if they do not save space. I have used the criteria for an effective graphic in Unit 3, Activity 3 of this course to be able to convey information effectively.

We will do this with all of the students sitting around the large table. The teacher has a big pile of laminated pictures with a picture of someone signing the picture. The teacher will hold one up at a time while the students sign what it is. Some students are taking a little bit longer to learn them than other students are so there is a lot of peer-assistance going on in this activity. The teacher will go through the whole pile and keep the ones where most students showed difficulty, to the side so those will be the focus for next time. This engaging activity again, gets the students moving, and checking with each other to make sure they are doing the right sign. The kinesthetic learning keeps students with EBD too occupied to think about inappropriate

Gestures are socially constructed all the time. There is a meaning for a lot of gestures and there is a different meaning also. For example, In different cultures “thumbs up” may not necessarily mean doing good as it means to us. Therefore, gesture meanings mean different meanings to everybody; to avoid conflict it’s best to know your surroundings before making any social gestures. Gestures are actions that created by a group of people and they are given a meaning. Most people in a society can agree on what a gesture means. However in a different part of the world that particular gesture that is well known in one country for the example the thumbs up gesture may have a completely different meaning in another part of the world, or even no meaning whatsoever.

When people speak, they spontaneously gesture. They do this to illustrate or to emphasize what they say (Hostetter 2011). When children acquire language, they also gesture. In particular, pointing has been described as a precursor of spoken language (Goldin-Meadow 2007; Tomasello et al. 2007). People trying to

In the communication using gesture, the individual is not aware of the reaction of the other party. The meaning of the gesture can only be found by the reaction of the other party. This can be explained by using the gesture of a dog barking to another dog.

The most commonly known form of nonverbal communication is using physical movements, also called gestures. “Gestures are movements of any part of the body to indicate what someone wants”(Nonverbal). While there are several divisions of gestures, the two most common ones are emblems and quotable gestures. They are also known as conventional, culture specific gestures that are used as a replacement for words such as: waving goodbye or hello, shrugging of the shoulders, or a thumbs up. Gestures may also be called body language in business dealings. Good body language can be crucial for success, but different gestures may mean something different from country to country. In the United States of America, a firm handshake and direct eye contact are respected, but in France, a handshake is meant to be light and quick(Examples). For many people, movements of the body are the easiest way to communicate nonverbally. Consequently, physical gestures are the most common

Juliane Kruger in her book “Nonverbal Communication” writes that there is not such a thing as one nonverbal language for everyone, because people are different, they live in different cultures, and so on (2). She claims that there are many ways to express,

Visual Aids help to understand the process and elements for all the part of the construction. They are also used to guide the workforce to do difficult tasks.

Visual aids are crucial in a presentation because visual aids often generate a clearer impression and more memorable rather than just words spoken. Presentation with images or videos can make your presentation more interesting and not tedious. And human more easily understand something through visualizing rather than listening. Studies in Harvard and Columbia said that doing a presentation with visual aids can increase 14%-39% college student's memory rather than doing a presentation without any visual aids.

Although verbal communication is understood within one’s own social group, the interpretation of body language can be a vitally imperative when establishing a connection with people of different nationalities. Safadi and Valentine (1985) described gestures as being “contextually linked, to the situation, and along with the interplay of body and facial movement and utterance, they together convey the speaker’s intent” (pg.5). However there are some cross cultural hand gestures that can be misinterpreted in different regions of the world. For instance, to gesture okay in America, one would connect the thumb and the index finger in a circular shape with the other three fingers extended upwards. Conversely, in Arabian cultures, the same borrowed symbol can be interpreted as an obscenity referring to the evil eye. If an Arabic person were to use the okay gesture in another person direction while shaking, it symbolizes that the person receiving the gesture is being cursed (U.S. Army, 2006). On the

Teachers were asked specifically about the use of visual aids in their classes. Many teachers believe that indeed their students are visual learners; however, even though they know their learning style, this insight did not alter their teaching approach. Some blamed this on not having enough time, “I do agree and I do encourage, but I actually don’t practice this with my students because of the time issue” (Teacher F, C3, line 324). Some did not see the connection to their teaching practice, “[...] they are more into visual I think yeah with the new social media and like Twittering and commenting, all about whatever they see” (Teacher I, C6, line 238). While others believed that, the use of visual aids would be helpful for the students, but again did not relate it to their own teaching practice, “It's very helpful, yes, it's very helpful for them to use pictures” (Teacher C, C2, line 154). Some teachers believe that they need to be shown or trained on how to use visual aids: