Instructional Media Selection and Use

Instructional Media Selection and Use Instructional media can be defined as the tools that are used by educators to convey knowledge to learners. This is because learning cannot be conveyed through word of mouth and therefore, it is important for every educator to have them at hand (Scalan, n.d).Advertising We will write a custom essay sample on Instructional Media: Selection and Use specifically for you for only $16.05 $11/page Learn More The tools include chalk boards, compact disks, films, and handouts, among many others. These tools are used by educators to enhance the understanding of learners with regard to the topics that have been taught in the classroom. Instructional media are used for various reasons in the ISD process. The first one being that they attract the attention of the learner. If an educator stood in front of learners and gave lecturers without instructional media, the lesson could be boring and most learners can be distracted by other events. A few writings on the chalk boa rd go a long way towards drawing the attention of learners. This is because when a leaner sees that the educator has written something on the board he/she will focus on what is being said about those writings. Additionally, instructional media makes learning interesting. When there are films and compact discs the learning process is enhanced because films and videos, in particular, integrate entertainment into the learning process. Besides, when there are computers involved learners can perform other tasks due to the multitasking ability of computers such as playing a computer game or watching a movie. Scanlan (n.d) argues that this gives them freedom and thus they do not feel confined in the classroom. This can have a positive impact, especially among young learners.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More When learning becomes interesting, the learners can hardly skip classes and this causes their performance to improve. Likewise, the media contains insights from different persons and thus, can be understood better. The language that is used in instructional media is sometimes appealing to the learners and this makes them accept the concepts that are explained by the media. In essence, instructional media such as compact disks provide convenience for the learners such that they can revisit them any time regardless of their location. In this regard, an educator does not just choose instructional media; there are several considerations that drive him/her towards choosing instructional media. The first issue revolves around the availability of the media. An educator could be willing to employ instructional media, but then if the institution he/she works for does not have such materials he/she has to carry on without them. If the materials are available the educator will choose the ones he/she is familiar with. Consequently, if the available materials are sophis ticated, he/she will avoid using them because he/she does not have the skills required to use them. For instance, if an educator is not computer literate he/she will be reluctant to use computers even if they are plenty in the institution. Furthermore, Russell et al. (2000) outline that the mode of learning influences the use of instructional media. For instance, learners who are in virtual classes, or in other words, distance learning require instructional material because the distance between them and the learning facility becomes a barrier. There are several guidelines that are applied when selecting instructional media. First, the educator has to find out whether the environment favors his/her preferred media.Advertising We will write a custom essay sample on Instructional Media: Selection and Use specifically for you for only $16.05 $11/page Learn More This is because it would be insane to recommend the use of computers and films to learners who hail f rom locations that do not have electricity. In addition, the educator has to consider whether the media can accommodate all his/her learners. For instance, if handouts are to be used he/she should check that they are enough for everyone. This is because if they are scarce the learners may hesitate from using them, probably due to lack of money. Similarly, the educator should ensure that the learners are acquainted with his/her preferred instruction media. If they do not know how to use it, the educator’s objective will not be achieved. References Scanlan, C. L. (n.d.). Instructional Media: Selection and Use. Web. Russell, J.D. et al. (2000). Instructional Technology for Teaching and Learning: Designing Instruction, Integrating Computers, and Using Media (2nd ed.). Upper Saddle River, New Jersey: Merril.

Ubasute yama - Learn from a Story

Ubasute yama - Learn from a Story Ubasute yama is one of the Japanese folktales. Uba means elderly woman and sute means to throw away or discard. Ubasute means abandoning an old woman. む㠁‹ã â€"〠Ã£â€šâ‚¬Ã£ â€¹Ã£ â€"〠Ã£â€š Ã£ Å'㠁 ¾Ã£  ¾Ã£  ªÃ£ Å Ã£  ¨Ã£  ®Ã¦ §ËœÃ£ Å'㠁„㠁 ¾Ã£ â€"㠁Ÿã€‚㠁 Ã£  ®Ã£ Å Ã£  ¨Ã£  ®Ã¦ §ËœÃ£  ¯Ã¥ ¹ ´Ã¥ ¯â€žÃ£â€šÅ Ã£ Å'Ã¥ ¤ §Ã¥ «Å'㠁„㠁 §Ã£ â€"㠁Ÿã€‚㠁‚ã‚‹æâ€" ¥Ã£â‚¬ Ã£  ¨Ã£  ®Ã¦ §ËœÃ£  ¯Ã£â‚¬ Ã¥ ® ¶Ã¦  ¥Ã£  «Ã¥â€º ½Ã¤ ¸ ­Ã£  «Ã§ «â€¹Ã£  ¦Ã¦Å" ­Ã£â€šâ€™Ã§ «â€¹Ã£  ¦Ã¦ â€˜Ã¤ º ºÃ£  «Ã£ â€œÃ£â€šâ€œÃ£  ªÃ£ â€œÃ£  ¨Ã£â€šâ€™Ã¥â€˜ ½Ã£ ËœÃ£  ¾Ã£ â€"㠁Ÿã€‚ã€Å'å… ­Ã¥  Ã£â€šâ€™Ã© Å½Ã£ Å½Ã£ Å¸Ã¥ ¹ ´Ã¥ ¯â€žÃ£â€šÅ Ã£  ¯Ã¥ ± ±Ã£  «Ã¦  ¨Ã£  ¦Ã£â€šâ€¹Ã£  ¹Ã£ â€"。å ¾â€œÃ£â€š Ã£  ªÃ£ â€žÃ¥ ® ¶Ã£  ¯Ã£  ¿Ã£  ªÃ£ â€Ã£â€š Ã£ â€"。〠Ã¨ ª °Ã£â€šâ€šÃ£ Å'〠Ã¥ ® ¶Ã¤ ¸ ­Ã£  ®Ã£â€šâ€šÃ£  ®Ã£ Å'æ ® ºÃ£ â€¢Ã£â€šÅ'る㠁 ®Ã£â€šâ€™Ã¦  Ã£â€šÅ'㠁 ¦Ã£â‚¬ Ã¤ »â€¢Ã¦â€" ¹Ã£  ªÃ£  Ã£  ¨Ã£  ®Ã¦ §ËœÃ£  ®Ã¥â€˜ ½Ã¤ » ¤Ã£  «Ã¥ ¾â€œÃ£ â€žÃ£  ¾Ã£ â€"㠁Ÿã€‚㠁•ã  ¦Ã£â‚¬ Ã£  Ã£  ®Ã¦ â€ ˜Ã£  §Ã¥ ¹ ´Ã¨â‚¬ Ã£ â€žÃ£ Å¸Ã¦ ¯ Ã¨ ¦ ªÃ£â€šâ€™Ã£ â€¹Ã£ â€¹Ã£ Ë†Ã£ Å¸Ã¨â€¹ ¥Ã¨â‚¬â€¦Ã£ 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®â€¹Ã©â€¦ ·Ã£  ªÃ£ â€œÃ£  ¨Ã£  ¯Ã¥â€¡ ºÃ¦  ¥Ã£  ¾Ã£ â€ºÃ£â€šâ€œÃ£  §Ã£ â€"㠁Ÿã€‚æ ¯ Ã£â€šâ€™Ã§ ´ Ã¥ ±â€¹Ã£  «Ã©Å¡  Ã£ â€"㠁 ¾Ã£ â€"㠁Ÿã€‚å ¹ ´Ã¥ ¯â€žÃ£â€šÅ Ã£  ¯Ã£â‚¬ Ã¤ ½â€œÃ£  ¯Ã¥ ¼ ±Ã£  Ã£  ªÃ£  £ 㠁 ¦Ã£â€šâ€šÃ£â‚¬ Ã¨â€¹ ¥Ã£ â€žÃ¨â‚¬â€¦Ã£â€šË†Ã£â€šÅ Ã§â€° ©Ã§Å¸ ¥Ã£â€šÅ Ã£  §Ã£ â„¢Ã£â‚¬â€šÃ£â‚¬ Ã£  ¨Ã£  ®Ã¦ §ËœÃ£  ¯Ã£ â€"㠁 °Ã£â€šâ€°Ã£  Ã¨â‚¬Æ'㠁ˆã  ¦Ã£â‚¬ Ã£â‚¬Å'㠁 Ã£  ®Ã©â‚¬Å¡Ã£â€šÅ Ã£   Ã£  ªÃ£â‚¬â€šÃ£â€š Ã£ â€"㠁Å'éâ€"“é â€¢Ã£  £Ã£  ¦Ã£ â€žÃ£ Å¸Ã£â‚¬â€šÃ£â€šâ€šÃ£ â€ Ã¥ ¹ ´Ã¥ ¯â€žÃ£â€šÅ Ã£â€šâ€™Ã¥ ± ±Ã£  «Ã¦  ¨Ã£  ¦Ã£â€šâ€¹Ã£  ®Ã£  ¯Ã£â€šË†Ã£  Ã£ â€ Ã£â‚¬â€šÃ£â‚¬ Ã£  Ã£â€šÅ'㠁‹ã‚‰ã  Ã£  ®Ã¥â€º ½Ã£  ¯Ã£ Å Ã¥ ¹ ´Ã¥ ¯â€žÃ£â€šÅ Ã£â€šâ€™Ã¥ ¤ §Ã¥Ë†â€¡Ã£  «Ã£ â„¢Ã£â€šâ€¹Ã¥â€º ½Ã£  «Ã£  ªÃ£â€šÅ Ã£  ¾Ã£ â€"㠁Ÿã€‚ Romaji Translation Mukashi mukashi, wagamamana otonosama ga imashita.Sono otonosama wa toshiyori ga daikirai deshita.Aru hi, tonosama wa, kerai ni kunijuu ni tatefuda o tatete murabito ni konna koto o meijimashita.Rokujuu o sugita toshiyori wa yama ni suteru beshi. Shitagawanai ie wa mina goroshi.Daremo ga, iejuu no mono ga korosareru no o osorete, shikatanaku tonosama nno meirei ni shitagaimashita.Sate, sono mura de toshioita hahaoya o kakaeta wakamono ga ori,Musuko yo. Watashi wa rokujuu desu, Yama ni sutete okure.Okaasan. Sonna hidoi koto wa dekimasen.Tonari no ie no obaasan mo, mae no ie no ojiisan mo, mou yama ni suteraremashita. Nayamanakutemo ii desu yo.Wakamono wa, shibushibu hahaoya o senaka ni seou to, yama o noborimashita ga, yahari haha o yama ni okizarini suru koto wa dekizu, hahaoya o seotte, yoru kossori ie ni modori, soshite, ura no naya ni kakushimashita. Suujitsu tatta hi no koto, tonosama wa, murabito ni hai no nawa o tsukuru you meijimashita.Okaasan. Otonosama ga hai no nawa o tsukure to no koto desu. Yattemimashita ga dekimasen. Daremo dekinai to, nengu ga takaku narimasu.Musuko yo. Sore wa kantan desu yo. Oshiete agemashou.Musuko wa, iwareta toori, waranawa no wa o tsukuru to, sore o shiomizu no naka ni ire, kawakashite moyashi, dekita hai no nawa o shinchou ni tonosama no tokoro ni motte ikimashita. Onushi, nakanaka yaru na. Yokarou. Soredewa, mou sukoshi muzukashii mondai o dasou. Kore wa ippon no bou de aru. Dochira ga ne no hou de, dochira ga eda no hou ka, ichiryoujitsu ni, hakkiri sasenasai.Wakamono wa, bou o ie ni mochikaerimashita ga, tohouni kure, haha ni tazunemashita.Kantan desu yo. Mizu no haitta oke o motte kinasai.Musuko wa oke o youi shi, bou o mizu no naka ni iremashita.Mite goran. Shita ni aru hou ga nekko de, uita hou ga eda desu yo.Wakamono wa tonosama no mae de, kotae o iimashita. Yaru na. Soredewa ichiban muzukashii mondai o dasou. Tatakanakutemo oto ga deru taiko o tsukutte kinasai.Wakamono wa massaona kao o shite taiko o kakaete ie ni modoru to, haha ni tasuke o motomemashita.Totemo kantan desu yo. Yama de hachi o suuhiki tsukamaete kinasai.Hahaoya wa, sukoshi taiko no kawa o yurumeru to, hachi o sono naka ni ire, mata kawa o shimemashita. Taiko ga oto o tatehajimemashita.Wakamono wa oto no suru taiko o tonosama ni watashimashita.Maitta. Sochi wa hitori de mittsu no nandai o toita no ka.Otonosama, jitsu o moushimasu to, mondai o toita nowa, watashi dewa naku, hahaoya desu. Otonosama wa, toshiyori o yama ni suteru you meijimashita. Demo watashi wa, sonoyouna zankokuna koto wa dekimasendeshita. Haha o naya ni kakushimashita. Toshiyori wa karada wa yoyaku natte mo, wakai mono yori monoshiri desu.Tonosama wa shibaraku kangaete,Sono toori dana. Washi ga machigatteita. Mou toshiyori o yama ni suteru nowa yosou.Sorekara sono kuni wa otoshiyori o taisetsuni suru ku ni ni narimashita. Vocabulary mukashi mukashi 昔々 - once upon a timewagamama ã‚ Ã£ Å'㠁 ¾Ã£  ¾ - selfishtoshiyori Ã¥ ¹ ´Ã£â€šË†Ã£â€šÅ  - an old persondaikirai Ã¥ ¤ §Ã¥ «Å'㠁„ - to hatearu hi 㠁‚ã‚‹æâ€" ¥ - one daykerai Ã¥ ® ¶Ã¦  ¥ a followertatefuda ç «â€¹Ã¦Å" ­ - a signmurabito æ â€˜Ã¤ º º - a villagermeijiru å‘ ½Ã£ ËœÃ£â€šâ€¹ - to orderyama Ã¥ ± ± - a mountainsuteru æ  ¨Ã£  ¦Ã£â€šâ€¹ - to throw awayshitagau Ã¥ ¾â€œÃ£ â€  - to followkorosu æ ® ºÃ£ â„¢ - to killosoreru æ  Ã£â€šÅ'ã‚‹ - to get scaredshikatanaku ä »â€¢Ã¦â€" ¹Ã£  ªÃ£   - reluctantly; unwillinglywakamono è‹ ¥Ã¨â‚¬â€¦ - the youthmusuko æ  ¯Ã¥ ­  - a sonokaasan 㠁Šæ ¯ Ã£ â€¢Ã£â€šâ€œ - a motherhidoi 㠁 ²Ã£  ©Ã£ â€ž - terribletonari 㠁 ¨Ã£  ªÃ£â€šÅ  - the house next doorobaasan 㠁Šã  °Ã£ â€šÃ£ â€¢Ã£â€šâ€œ - an old womanojiisan 㠁Šã ËœÃ£ â€žÃ£ â€¢Ã£â€šâ€œ - an old mannayamu æ‚ ©Ã£â€šâ‚¬ - to be worried; to be distressedshibu shibu 㠁â€"㠁 ¶Ã£ â€"㠁 ¶ - r eluctantlysenaka èÆ'Å'ä ¸ ­ - a backseou èÆ'Å'è ²  Ã£ â€  - to carrynoboru ç™ »Ã£â€šâ€¹ - to climbyahari や㠁 ¯Ã£â€šÅ  - as expectedokizari ç ½ ®Ã£  Ã¥Å½ »Ã£â€šÅ  - leave; desertyoru Ã¥ ¤Å" - a nightkossori 㠁“㠁 £Ã£  Ã£â€šÅ  - secretlyura è £  - backnaya ç ´ Ã¥ ±â€¹ - a shedkakusu éš  Ã£ â„¢ - to hidesuujitsu æ• °Ã¦â€" ¥ -   several dayshai ç  ° - ashnawa ç ¸â€ž - a ropetsukuru 㠁 ¤Ã£  Ã£â€šâ€¹ - to makeneijiru 㠁 ­Ã£ ËœÃ£â€šâ€¹ - to twistnengu Ã¥ ¹ ´Ã¨ ² ¢ - a tributetakai é «ËœÃ£ â€ž - expensivekantan ç ° ¡Ã¥ Ëœ - easyoshieru 教㠁ˆã‚‹ - to teachwa è ¼ ª - a ringshiomizu Ã¥ ¡ ©Ã¦ ° ´ - salt waterkawakasu ä ¹ ¾Ã£ â€¹Ã£ â„¢ - to drymoyasu ç‡Æ'や㠁™ - to burnshinchou æ…Žé‡  - carefullymou sukoshi も㠁†å °â€˜Ã£ â€" - a little moremuzukashii é› £Ã£ â€"㠁„ - difficultmondai å• Ã© ¡Å' - a problemippon ä ¸â‚¬Ã¦Å" ¬ - onebou æ £â€™ - a stickne æ   ¹ - a rooteda æž  - a branchhakkiri 㠁 ¯Ã£  £Ã£  Ã£â€šÅ  - clearlyie Ã¥ ® ¶ - hometohou ni kureru 途æâ€" ¹Ã£  «Ã¦Å¡ ®Ã£â€šÅ'ã‚‹ - to be at a losstazuneru Ã¥ °â€¹Ã£  ­Ã£â€šâ€¹ - to askoke æ ¡ ¶ - a pailyoui suru ç” ¨Ã¦â€ž Ã£ â„¢Ã£â€šâ€¹ - to prepareichiban ä ¸â‚¬Ã§â€¢ ª - the firsttataku 㠁Ÿã Å¸Ã£   - to hitoto éŸ ³ -   noisetaiko Ã¥ ¤ ªÃ© ¼â€œ - a drummassao çÅ"Ÿã  £Ã© â€™ - palekakaeru æŠ ±Ã£ Ë†Ã£â€šâ€¹ - to holdyurumeru ç · ©Ã£â€š Ã£â€šâ€¹ - to loosenshimeru ç ·  Ã£â€š Ã£â€šâ€¹ - to fastennandai é› £Ã© ¡Å' - a difficult problemzankoku æ ®â€¹Ã©â€¦ · - cruelmonoshiri ç‰ ©Ã§Å¸ ¥Ã£â€šÅ  - a knowledgeable personmachigau éâ€"“é â€¢Ã£ â€  - to make a mistaketaisetsu Ã¥ ¤ §Ã¥Ë†â€¡ - importantkuni å› ½ - a country Grammar (1) Prefix Ma Ma çÅ"Ÿ is a prefix to emphasize the noun that comes after ma.makka çÅ"Ÿã  £Ã¨ µ ¤ - bright redmasshiro çÅ"Ÿã  £Ã§â„¢ ½ - pure whitemassao çÅ"Ÿã  £Ã© â€™ - deep bluemakkuro çÅ"Ÿã  £Ã© »â€™ - black as inkmanatsu çÅ"Ÿå ¤  - the middle of summermassaki çÅ"Ÿã  £Ã¥â€¦Ë† - at the very firstmakkura çÅ"Ÿã  £Ã¦Å¡â€" - pitch-darkmapputatsu çÅ"Ÿã  £Ã¤ ºÅ'㠁 ¤ - right in two (2) Counters Every language has a different way of counting objects; the Japanese use counters. They are similar to English expressions such as a cup of ~, a sheet of ~ and so on. There are a variety of counters, often based on the shape of the object. Counters are attached directly to a number (e.g. ni-hai, san-mai). Following the next couple of paragraphs, I have included counters for the following categories: objects, duration, animals, frequency, order, people and others. Objects When combining a number with a counter, the pronunciation of the number or the counter might change. Click the link for each counter to learn about the phonetic change. hon æÅ" ¬ - Long, cylindrical objects: trees, pens, etc. mai æžš - Flat, thin objects: paper, stamps, dishes, etc. ko 個 - Broad category of small and compact objects hai æ  ¯ - Liquid in cups, glasses, bowls, etc. satsu 冊 - Bound objects: books, magazines, etc. dai Ã¥  ° - Vehicles, machines etc. kai 階 - The floor of a building ken ä » ¶ - Houses, buildings soku è ¶ ³ - Pairs of footwear: sock, shoes, etc. tsuu 通 - Letters Click here to learn the Japanese Counting Song Ippon demo Ninjin.