Extension Education

1. Extension Education Home Science Facilitator Jasmina Sangani

2. Introduction to Extension Education • Means for dissemination of education and information • Helps to change human behaviour through use of knowledge, skill and attitude • Was first implemented in Britain in 1894 • Main aim: to reach out to the rural and farming population for promoting social and cultural development. • Definition: It is an applied science consisting of content derived from research accumulated field experiences and relevant experiences drawn from behavioural sciences and combined with useful technology into a philosophy, principles and methods focused on the problems of out of school education for adults and youth. Home Science Facilitator Jasmina Sangani

3. Introduction to Extension Education • Purpose: To bring about a change in attitudes and practices of the people with whom work is done. • Results: Narrows the gap between what is and what is required or desired. • It encompasses the educational, economic, cultural, social and communal objective of learning and teaching. Home Science Facilitator Jasmina Sangani

4. How can Extension Education be effective? • It should be: • humanitarian • realistic • flexible • based on the principle of learning by doing • cater to the needs and interests of people at grass root levels • needs to be regularly assessed and evaluated • should include feedback from participants and local authorities • needs to be well planned Home Science Facilitator Jasmina Sangani

5. Principles of Extension Education that need to be catered to Principle of Voluntary Education Principle of Self- Help Principle of Satisfaction Principle of Self- Dependence Principle of Motivation and Encouragement Principle of Cooperation and Participation Principle of Local Leadership Principle of whole family participation Principle of slow and a continuous process In agreement with the National Policies and Programmes Undertaken by Trained Subject matter specialists Be based on applied technology and science, and in accordance with appropriate teaching method Home Science Facilitator Jasmina Sangani

6. Communication Essential for the functioning of any programme It is a two way process by which the messages are transmitted from the source to the receiver. It is the process by which information, decisions and directions pass through a social system and the ways in which knowledge, opinions and attitudes are formed or modified It is a process by which two or more people exchange ideas, facts, feelings or impressions in a way that each gains common understanding of a message bringing the sender and receiver together. Gestures and symbols are very important in the process of communication Home Science Facilitator Jasmina Sangani

7. Visual Aids • Ensure more effective communication. • Attracts the receiver through the sense organs • Useful in achieving the objectives by creating interest, motivation, desire and activity. • Classification of audio visual is based on the sense organs involved: • Audio- radio, tape recorder, telephone, public address system, songs, slogans etc. • Visual- These are of two types: • Non- projected- posters, charts, pictures, models, flash cards, cartoons, black- board, bulleti- boards, handbills, paper, clippings, exhibitions • Projected- Slides, film strips, silent films, overhead projections, opaque projections, slide projections, close circuit TV, films, television, VCR, drama, puppetry and songs and dance programmes Home Science Facilitator Jasmina Sangani

8. Types of Communication • One-way Communication (Didactic Method) • The flow of communication is one way from the communicator to the audience. • e.g. lecture method in class rooms • Drawbacks • knowledge is imposed • learning is authoritative • less audience participation • no feedback • doe not influence human behaviour Home Science Facilitator Jasmina Sangani

9. Types of Communication • Two- way communication (Socratic Method) • Both the communicator and the audience take part • The audience may raise questions, and add their own information, ideas and opinions to the subject. • Learning process is active and democratic • More likely to influence behaviour than one- way communication Home Science Facilitator Jasmina Sangani

10. Types of Communication • Verbal Communication • The traditional way of communication has been by word of mouth. • The advent of written and printed matter are of comparatively recent origin. • Direct verbal communication by word of mouth may be loaded with hidden meanings • It is persuasive. • Non- direct or written communication may not be as persuasive as the spoken word Home Science Facilitator Jasmina Sangani

11. Types of Communication • Non- verbal Communication • Communication without words • It includes a whole range of bodily movements, postures, gestures, facial expressions etc. • Silence is non-verbal communication • It speaks louder than words Home Science Facilitator Jasmina Sangani

12. Types of Communication Formal Communication Informal Communication - follows lines of authority - grape- vine communication - exists in all organizations - could be more active if the formal channels do not cater to the information needs Communication Home Science Facilitator Jasmina Sangani

13. Types of Communication • Persuasion (influence) • art of winning friends and influencing people • does not employ force or deliberate manipulation • Definition: A conscious attempt by one individual to change or influence the general beliefs, understanding, values and behaviour of another individual or group of individuals in some desired way • Persuasive communication is more effective than coercion or authoritative communication • It can change lifestyle and modify the risk factors of diseases • When persuasive communication is deliberately employed to manipulate feelings, attitudes and beliefs, it becomes 'propaganda' or 'brain washing' Home Science Facilitator Jasmina Sangani

14. Types of Communication • Information • The primary function of health communication is to provide scientific knowledge or information to people about health problems and how to maintain and promote health. • Information should be easily available to the people . Exposure to the right kind of health information can • eliminate social and psychological barriers of ignorance, prejudice and misconceptions people may have about health matters • Increase awareness of the people to the point that they are able to perceive their health needs • influence people to the extent that unfelt needs become felt needs, and felt needs become demands Home Science Facilitator Jasmina Sangani

15. Types of Communication • Message • It is the information which the communicator transmits to his audience to receive, understand, accept and act upon. • It may be in the form of words, pictures or signs. • Health communication may fail if the message is not adequate Home Science Facilitator Jasmina Sangani

16. Types of Communication • Characteristics of a good message • in line with the objectives • meaningful • based on felt needs • clear and understandable • specific and accurate • timely and adequate • fitting the audience • interesting • culturally and socially appropriate • Transmitting the right message to the right people at the right time is a crucial factor in successful communication Home Science Facilitator Jasmina Sangani

17. Elements of Communication Home Science Facilitator Jasmina Sangani

18. The Two-Way Process of Communication FEEDBACK SENDER MESSAGE RECEIVER NOISE Home Science Facilitator Jasmina Sangani

19. Terminology • Audio aid: The device which can be heard but the person and objects whose voices are recorded cannot be seen. e.g. audio-tapes, audio cassettes, record discs • Visual aid: The teaching device which can be seen but not heard. e.g. slides, film- strips, opaque projections, photographs, pictures etc • Audio- visual aid: The teaching device that can be both heard and seen. e.g. motion pictures, video cassette players and television programmes Home Science Facilitator Jasmina Sangani

20. Categories of Teaching Aids Home Science Facilitator Jasmina Sangani

21. Sensory Learning Experiences Home Science Facilitator Jasmina Sangani

22. Home Science Facilitator Jasmina Sangani

23. Kinds of Communication Home Science Facilitator Jasmina Sangani

24. Media Systems The total communication effort is based on three media systems: Interpersonal communication Mass media Traditional or folk media Home Science Facilitator Jasmina Sangani

25. Interpersonal Communication It is the most common channel. It is also called face-to-face communication It is more persuasive and effective than any other form of communication It is important in influencing the decisions of the undecided persons The superiority of interpersonal communication over mass media for creation of motivational effect has been well documented. Home Science Facilitator Jasmina Sangani

26. Mass Media Channels of mass media: TV, radio, printed media. It has the advantage of reaching a relatively larger population in a shorter time as compared to other means of communication. It is a one-way channel of communication It carries messages from the centre to the peripheri Feedback systems are poorly organized They are usually not effective in changing established modes of behaviour. Home Science Facilitator Jasmina Sangani

27. Folk Media Network of traditional or folk media includes folk dances, singing, dramas, Nautanki in Uttar Pradesh, Burrakatha in Andhra Pradesh and Harikatha in Western India besides informal group gatherings, caste or religious meetings. These are important channels of communication close to the cultural values of the rural population. They have been the principal instruments of preserving the cultural heritage. Health messages may be communicated through these traditional media. Home Science Facilitator Jasmina Sangani

28. Feedback It is the flow of information from the audience to the sender. It is the reaction of the audience to the message. If the message is not clear or otherwise not acceptable the audience may reject it outright The feedback thus provides an opportunity to the sender to modify the message and render it acceptable. In interpersonal communication the feedback is immediate. In mass communication it takes sometime to get feedback Feedback is generally obtained through opinion polls, attitude surveys and interviews. It can rectify transmission errors. Home Science Facilitator Jasmina Sangani

29. Use of Audio- Visual Aids • Suggestions for an effective and efficient use of audio- visual aids: • The school must have the audio-visual department for acquiring, co-ordinating and providing counseling about the use of audio-visual aids. • The advisory services of the departments in national institutes connected with the audio-visual aids should be sought. • The liaison should be maintained with the state level and national institutes connected for getting the audio- visual materials on loan for special use in the schools. Home Science Facilitator Jasmina Sangani

30. Use of Audio- Visual Aids • Suggestions for an effective and efficient use of audio- visual aids: • Teachers must update their knowledge about teaching aids through professional associations and journals • Prepare your own improvised teaching aids and catalogue for use. • The training sessions should be held for effective use of audio- visual aids Home Science Facilitator Jasmina Sangani

31. Use of Audio- Visual Aids • Steps for developing and organizing an audio-visual program for teachers: • Integrate audio- visual aids with the curricular and co-curricular activities of the school • Correlate the audio- visual aids with the prescribed textual material. • Get the audio- visual lessons evaluated frequently to improve the performance of a teacher • Train the teachers for proper use and care of audio- visual equipment • Set up an audio- visual resource center for cataloguing the teaching- aid materials • Prepare lesson- wise instructional guides for use with the audio- visual aids. Home Science Facilitator Jasmina Sangani

32. Use of Audio- Visual Aids • Criteria for Selection of Audio- Visual Aids • Subject Relatedness- The audio- visual aids should be closely related to the lesson topics. These aids should give the feeling of entertainment and amusement. • Supplementary Role- The audio- visual aids must be used to supplement the classroom teaching. The audio- visual aids should be selected in such a way that they assist the classroom instructor • Accuracy- It should be observed that the audio- visual aids should have accurate details as any incorrect information conveyed by these aids can cause a lot of harm. Home Science Facilitator Jasmina Sangani

33. Use of Audio- Visual Aids • Criteria for Selection of Audio- Visual Aids • Accessibility- The audio- visual aids to be used for a given lesson should be easily accessible and available to a teacher. • Variety- A large number of audio- visual aids should be used for teaching a lesson because use of a single aid produces monotony • Cost Effectiveness- The audio- visual equipment should be used frequently and for a large number of students so that it becomes cost- effective. Home Science Facilitator Jasmina Sangani

34. Use of Audio- Visual Aids • Criteria for Selection of Audio- Visual Aids • Pre- viewing- For selecting audio- visual aids for classroom situation , they must be pre viewed and appraised. • Utility- Only those audio- visuals should be selected which are useful and help further education. Home Science Facilitator Jasmina Sangani

35. Flash Cards Small cards of generally 25cm x 30 cm size which are shown for a few moments before the class to send across a message or impart an idea. The idea on the flash card should be brief. These cards are usually used for the drill in various subjects. They may also be used for reviewing a lesson with the students. Flash cards can be used with other graphic aids to make the lesson effective. Home Science Facilitator Jasmina Sangani

36. Preparation of Flash Cards Cut a foolscap chart paper and cut it into four equal parts. Write the content on it either in the free hand or using lettering stencils and sketch pen. The height of the writing on the flash cards should be approximately 5 cm so that the whole class can see the flash cards clearly Home Science Facilitator Jasmina Sangani

37. Advantages of Flash Cards Can be used to introduce and present topics Can be used to apply information already gained by students to new situations Can be used to review a topic Can be used for drill and practice in elementary classes Can be used to develop the cognitive abilities of recognition and recall of students A series of special purpose flash cards can be used for playing educational games to couple learning with fun Can be used as a supplementary aid and can be effectively used with other materials Home Science Facilitator Jasmina Sangani

38. Bulletin Boards The material on the bulletin board should change periodically as new lesson topics are taught. The students can be asked to collect the display material to be put on the bulletin board. During the course of the lesson, the teacher can make special reference to the displayed material to make his lesson lively. Home Science Facilitator Jasmina Sangani

39. Using the Bulletin Boards Effectively Procure enough illustrative material from various sources on a given subject or topic. Sort out the relevant material specific to the subject or topic Display the material on the bulletin board in an aesthetic manner keeping the color balance and harmony in view. On the top centre of the bulletin board fix a title for the specific subject of the display material Below the title fix a brief description about the specific subject or topic Home Science Facilitator Jasmina Sangani

40. Using the Bulletin Boards Effectively While teaching make reference to the material displayed on the bulletin board. Keep the interest of the students alive by involving them in collection of material for the bulletin board The height of the bulletin board should be one metre above the ground. The area where the bulletin boards are fixed should be well-lit. Home Science Facilitator Jasmina Sangani

41. Advantages of Bulletin Boards Work as a good supplement to normal classroom teaching Arouses students’ interest in specific subjects Can be used effectively as a follow-up of chalk-board work Add color and liveliness to the classroom as they have decorative as well as educational value Can be used to introduce a topic and review it. Home Science Facilitator Jasmina Sangani

42. Limitations of Bulletin Boards They can not be used for all inclusive teaching. They can only be used as supplementary aids to other teaching aids At times the collection of materials for a certain topic may be difficult. Home Science Facilitator Jasmina Sangani

43. Flannel Board It is a display board made of wood, cardboard or straw board covered with colored flannel or woolen cloth. Display material like the cut-outs, pictures, drawings and light objects backed with rough surfaces like sand paper strips, flannel strips etc. will stick to the flannel board temporarily The sand paper backed material can be detached easily and replaced with new relevant material as the lesson progresses. A flannel board of 1.5 m x 1.5 m is most widely used. It can be fixed next to the chalk board Home Science Facilitator Jasmina Sangani

44. Using a Flannel Board Collect pictures, light objects or make cut-outs and back them with sand paper pieces. Display the material on the flannel board in a sequence to develop the lesson Change the pictures or the cut-outs as you talk to the students Create proper scenes and designs relevant to the lesson. Home Science Facilitator Jasmina Sangani

45. Teaching situations & Flannel Boards For telling a story For letter recognition For recall testing For teaching elementary lessons on numbers For playing educative jig- saw puzzles For showing inter- relationship between different parts of a process Home Science Facilitator Jasmina Sangani

46. Advantages of Flannel Boards Holds the interest of students and arrests their attention Continuity in lesson development due to sequential change of material Quick and easy to use Enable teachers to talk along with the changing illustrations to develop a lesson Kindles enthusiasm and interest of the teachers as well as students Home Science Facilitator Jasmina Sangani

47. Chalkboards • Preferred varieties of chalkboards • Ground glass chalkboards • Dull surfaced plastic chalkboards • Vitreous coated iron chalkboards • Recommended Size: 5m x 6m Home Science Facilitator Jasmina Sangani

48. Characteristics of a board The surface of the chalkboard should be rough enough to write The surface of the chalkboard should be dull enough to eliminate glare which hampers visibility of the writing on the board The writing should be easily removable with a cloth or foam duster The chalkboard should be mounted on an appropriate height within the height of the teacher and visibility of the students Home Science Facilitator Jasmina Sangani

49. Dramatization Very potent method of keeping the classroom lively and interesting When a teacher dramatizes a lesson, the students become both the spectators and participants. This makes learning easy and permanent. Home Science Facilitator Jasmina Sangani

50. Types of Dramatization Home Science Facilitator Jasmina Sangani