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CHARTS
Chart making
Can be defined as media which enhance the transmission of knowledge from the
teacher to the pupil.
Charts can be put into two categories:
1. Those charts which are used as lesson illustrations/instructions
2. Those displayed over a long period
Charts can be commercial or home made.
Commercial charts are usually obtained from the Audio Visual Services.
Home made charts are those made by individuals
Points to consider when making charts
All charts to have boarder lines.
To be in different colours, size, shapes etc to attract and lure young children to
learn eg animal shapes, cars, pots ect.
Identify the objective: What concept or skill is the chart meant to teach?
Know the audience: Age group, literacy level, and needs of the learners.
Decide on the type of chart: Informational, procedural, conceptual, or decorative.
Example: A chart on "Healthy Foods" for ECD learners should use pictures,
bright colors, and simple words.
Planning and Design Skills
a. Content Selection
Include only relevant information.
Use clear and simple language.
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Prioritize key points or keywords.
b. Layout and Organization
Use headings and subheadings.
Arrange information logically (top-to-bottom or left-to-right).
Use bullets, numbering, or sections for clarity.
c. Spacing and Alignment
Maintain good spacing between words and images.
Keep the chart neat and symmetrical.
Align text and pictures horizontally or vertically.
Artistic and Creative Skills
a. Color Usage
Use bright, attractive colors to grab attention.
Apply color strategically
Avoid overcrowding with too many colors.
Use blind and contrasting colours.
b. Lettering and Handwriting
When planning on what to write, first rule out 3 lines to be used for each
word/sentence. Words to be spaced evenly.
Use large, bold, and legible letters.
Keep writing straight and consistent.
Should be bold in presentation so that every user sees it clearly and is left with a
memorable impressing.
c. Drawing and Illustration
Use simple illustrations or diagrams.
Draw relevant and recognizable images.
Use stickers, stencils, or cut-outs if drawing skills are limited.
d. Material Handling Skills
Know how to use manila paper, cardboard, or chart paper.
Apply glue neatly, without mess or wrinkles.
Use rulers and templates for straight lines and shapes.
Handle markers, crayons, paints, scissors safely and properly.
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Creativity and Innovation
Incorporate interactive elements (e.g., flaps, pockets, movable parts).
Create 3D effects (e.g., raised pictures or textured parts).
Use recycled or low-cost materials creatively.
Language and Communication Skills
Spell words correctly.
Choose age-appropriate vocabulary.
Be clear, brief, and engaging.
Evaluation and Feedback Skills
Review your chart for errors before displaying.
Ask for peer feedback from fellow teachers or mentors.
Observe learners’ reactions and adjust future charts accordingly.
Classroom Display Skills
Place charts at eye-level for the learners.
Display in high-traffic learning areas (e.g., near the reading corner).
Rotate charts periodically to maintain learner interest.
When and how to use a chart
Any type of chart can be used in all the three stages of a lesson i.e the
introduction, development and conclusion.
Purpose
Help to illustrate and bring a sense of reality to what is taught
Contain lesson materials/ideas
Stimulate interest, creating correct impressions and bringing lessons to life.
They are a means of presenting the material that is to be learnt in a memorable
tone and as such, often play a central part in a lesson.
Displaying the charts
Charts to be displayed where children can read without straining themselves.
Charts displayed should suit topics planned for ie they should be changed time
and again.
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Subject areas to be labeled and demarcated.
WORKCARDS
These are similar version of a chart.
They maybe written, drawn, picture or sample cards.
Information on it may also be instructing, giving information or questioning..
The main element in a work card is learner’s participation, that’s why the word
‘work”
Learners should really work, either as individuals or as groups.
Its size demands that it be used wiyh small groups.
Work cards are only used when there is more than one task to be done in the
same lesson otherwise a chart should be used.
Work cards can be made into various shapes and designs.
The younger the level, the fancier they should be.
When to use
In practical work
In discussion
To work out solutions
Unlike the other cards, work cards are only used in the development of the
lesson.
NB whether working in groups or as individuals, the tasks given should be generally of
the same difficulty and requiring same amount of time to work on.
Using the work card
When the stage is well set, learners work on their tasks.
In some cases, the working is done on the card itself but other cases, the cards
are accompanied by loose papers or ex books in which the learners will do their
work.
Work cards increases learners’ participation because where reporting is done,
one learner will read the question while the other reads the answer.
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FLASH CARDS
A flash card is a card with information that will be shown to the class for a shorter
time- flash time.
It is important that the cards are well written so that the learners can easily and
quicly pick up the words.
When to use
It can be used in all 3 stages of the lesson.
The flash card can be used in a variety of situations:
It may be used to assess the memory of the learners eg when words just
taught are being flashed.
To assess the attentiveness of the whole class eg the card is flashed and
the sees how many of the learners are able to read.
To maintain the alertness of the class eg the teacher will have to
occasionally flash the cards and calls upon any learner to read.
As motivators and stimulus varients
Using the flash cards
The teacher or learners lift up the cards, one at a time, to the level that allows all
learners to see.
If the class is large, it may be necessary to move around with it.
Special attention will have to be given to those with eye-sight problems.
MOBILES
A group of cards on a given concept that are hung in the class room to serve
different purposes.
They can be a mobile or a real article
The mobile gives variety to the way information is presented to the learners.
The appearance of the mobile is even more capturing than that of a chart.
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Mobiles are a common feature in infant classrooms.
Like any other form of media, mobiles should be well prepared, mounted and
used if they are to serve their purpose effectively.
Types of mobile
Unlike charts, mobiles can be written, picture, diagram or sample mobiles.
Types of mobiles can also be looked at from the point of how many tiers are
there in the mobile.
Te tiers range from one to three, depending on how the content can be split up.
One tier
car
Two tiers
fruits
bananas oranges
Three tiers
Young ones
cat dog
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kitten puppy
Rules for making mobiles
Should be balanced at all stages.
Each card should have the same information on both sides.
The strings should not be too long and should be strong.
The cards can take the shape of the word written on them eg the card for cat can
take the shape of a cat.
There should not be too many concepts in one mobile. The younger the level, the
less the information otherwise the learners will get confused.
For ECD children, one or two tiers should be enough.
Mobiles should not hang so low that they interfere with traffic.
When and how to use mobiles
Mobiles may be used on short term and long term basis.
Short term
Introducing a lesson.
In lesson development.
In lesson closure.
In discovery learning.
Long term
To label names of groups.
To remind pupils of some concepts taught.
To create a conducive learning atmosphere in the class room.
To beautify the classroom.
MODELS
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A model is a copy of the real thing.
It may be lqrger or smaller than the real thing eg models, dolls, toy cars etc.
When to use models
When the real object is the most effective form of media to use yet not available.
When the real object can not be produced in larger quantities.
When the real pbject is too small to be viewed by the whole class.
When the real object can not be brought into the class room for whatever
reasons.
When the real object is valuable.
Rules in making and using models
In making the model it is important that it is as near to reality as possible in all its
features, colour, shape etc.
The model also should operate in exactly the way the real thing works eg the
model for a borehole should be made in such a way that it can lower and lift the
can the same way a real one operates.
Understanding is enhanced if learners are familiar with the real thing.
It is also important that the teacher her/himself is well versed on how it operates.
It may be necessary for the teacher to rehearse the operation before the lesson.
How to use models
Models can be used in any stage of the lesson (in the introduction, development and in
the conclusion).
