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62 HOW TO USE THE EDUCATIONAL SOUND FILM example, an initial showing of the film The Frog may have been given to provide a general appreciation of the stages in the life-cycle of the frog. One of the subsequent showings may be planned for the specific purpose of giving the students an accurate picture of the appearance and characteristics of the tadpole as it grows into a frog. There would be a marked difference in the character of discussion after each of these two film uses. In the discussion, learning activities involving the film sub- ject matter may be initiated. It is important to remember in this connection that the impetus derived from the film show- ing should be utilized throughout the various stages of the unit by references to what the film has explained or demon- strated. During the final stage of the unit when the film has been shown as a summary device, the discussion after the showing naturally becomes a review exercise. The methods of review- ing the concepts of the unit by means of the film follow in general those used for any good review teaching. The differ- ence here is that a powerful recall device is presented as a preliminary, so that the students not only have an immediate check upon what they have learned and what they may have missed but also have the opportunity of seeing in perspective the larger thought relationships in the subject matter as organized by the film. A variety of discussion activities may follow the film show- ing. The teachers in an elementary school made the follow- ing list of methods commonly used: a) Answering questions on the blackboard b) Asking questions for answers c) Making riddles about what was seen d) Listing names of things mentioned in the film e) Naming parts on diagram after intensive study /) Flashing homemade slides on the screen as a basis for further discussion In a large-group science class a favorite device for guiding the pupils' observation of the film and directing the subse-