We use Optical Character Recognition (OCR) during our scanning and processing workflow to make the content of each page searchable. You can view the automatically generated text below as well as copy and paste individual pieces of text to quote in your own work.
Text recognition is never 100% accurate. Many parts of the scanned page may not be reflected in the OCR text output, including: images, page layout, certain fonts or handwriting.
TRAINING TEACHERS TO USE SOUND FILMS 105 4. The application of specific films to designated topics is pre- served for future use B. Method of writing sound films into courses of study 1. Analyze each film in terms of (a) objectives, (6) subject-matter topics, and (c) grade placement 2. Select points in the course of study where the particular film makes a contribution 3. Indicate the contribution, with suggestions for the use of the film in that connection 3 IV. Techniques of teaching with sound films A. Planning the use of the sound film 1. Planning the unit of instruction or project 2. Selecting the appropriate film 3. Studying its content and the teacher's manual 4. Setting up the purposes which each showing of the film is ex- pected to accomplish B. Introducing each showing of the film 1. Explaining difficult concepts or technical details 2. Connecting the film presentation with the student's past ex- perience 3. Giving the student a perspective for observing the film C. Guiding learning activities after the film showing 1. Purposes of the discussion following the showing 2. Initiating related learning activities 3. When and how often to repeat the showing V. Operation of 16-mm. sound-film equipment Although in many school systems special operators may be pro- vided or student operators trained, it is highly desirable that teachers have an understanding of the mechanical aspects of projecting films in the classroom. 4 3 It is desirable to point out to teachers that keeping a record of outstanding units or projects in which the sound film was used will facilitate the addition of valuable suggestions when the course of study is revised. 4 Many training courses in visual education have tended to stress the physical and mechanical aspects. Projectors and screens, since they could be seen and ma- nipulated, appealed to teachers and instructor alike. There is no question of their importance, but the educational aspect of the use of the film overshadows the mechanical. Teachers should, of course, become competent in operation, where such skill is necessary, or acquainted with techniques for conserving the time of the class, where a special operator is provided. But the essential part of the teacher's task, in connection with the use of instructional materials, is making sure that they serve the learning needs of the students to the best advantage.