8. SUMMING UP

8.1 In reviewing the advantages and disadvantages of the four categories of paper aids illustrated in other links, it is possible to draw up a summary indicating the best educational uses of such aids.

CATEGORY	EDUCATIONAL PURPOSE
Written and pictorial information	Reference and self instruction by students
Diagrammatic	Explanation, instruction or clarification by the teacher through control of sequence and attention. Good for revision and discussion.
Progressive labelling	Explanation, instruction or clarification by the teacher through control of sequence and attention. Good for revision and discussion. Provides additional written cues of key words or phrases.
Progressive assembly	Explanation, instruction or clarification by the teacher through control of sequence and attention. Good for revision and discussion. Provides additional opportunities for students to manipulate parts while practising sequences.

Discussion

8.2 Earlier it was stated that knowing about paper aids assists a positive transfer when the principles are applied to other media. Many ideas and methods with paper aids will transfer to the use of overhead projector transparencies.

• When a teacher covers written material on a transparency with a sheet of paper and slides it down so that it is progressively shown (revelation technique), or folds back a flap, this is similar to progressive labelling.
• When a series of transparencies are superimposed or placed one on top of the next (overlay technique), this is similar to progressive assembly.

Good teachers and story tellers, using only chalkboards or drawing on paper or in the dust, have been using similar techniques for thousands of years. A teacher's imagination, or lack of it, is the greatest obstacle.

9. HINTS FOR THOUGHTFUL TEACHERS

9.1 Whenever explaining, watch the faces of your students. If doubt and puzzlement are obvious, turn to your board and use drawings to help.

9.2 Don't be apologetic that you are not an artist! Your drawing attempts, however simple or crude, will make you a more interesting person and a more effective teacher.

9.3 The paper aids you make this year will save you time next year. Use them again and again.

9.4 If an aid is not effective the first time it is used, you may need to change the aid or the way in which you are using it.

9.5 Share your experiences and your paper aids with your colleagues. Often the advantages can be doubled while the work is halved.

9.6 Use every aid at least 3 times.

• The first time will be when it is introduced in the lesson.
• Use it for the second time at the end of the lesson but this time your students should be explaining its meaning to you. You will often detect misunderstandings or areas of content requiring reteaching in this way.
• Use the aid a third time at the beginning of the next lesson as an introductory revision of last lesson's work. Or use it again in a month's time or later when large scale revision is necessary.

9.7 Get your students to make up their own questions and answers about a particular chart and let them have a quiz activity or game. They'll still be learning.

9.8 Wherever possible when using an aid, let the students tell you about it. The more they are involved in the learning situation, the more they'll remember. This activity will also assist reduction of misbehaviour which may arise from a lack of interest in the lesson.

9.9 Finally note that it doesn't matter if you forget the names of the categories of aids you have read about here. The important things to remember are the principles involved, the ways in which you can improve your teaching and your satisfaction through the careful preparation and interesting presentation of paper aids.

Links to

• Introduction to a classification of Paper Aids
• Written and Pictorial Information
• Diagrammatic
• Progressive labelling
• Progressive assembly

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