1. It should explain an abstract idea, show a relationship, or present information or sequence of procedures that cannot be clarified without it.

2. It should be large enough to be clearly visible to everyone in the group. An aid is not useful if part of the group cannot see it.

3. The lettering should be large and bold to avoid eyestrain from any point in
the classroom. Avoid decoration which may distract from the message.

4. The choice of wording should be limited to terminology within the comprehension of the learner unless expansion of vocabulary is the goal.

5. The important parts can be accentuated by the use of briqht color, specialized lettering, underlining and enclosed in geometric designs.

6. It should be made to scale, whether reduced or enlarged. The various parts should be in proper PROPORTION; otherwise the learner may be confused.

7. It should be constructed of good materials to withstand constant usage in the classroom and last over time.

8. It should show evidence of good workmanship, and be carefully finished in good taste. Have pride in producing an aid for your instruction.

9. It should be mounted in such a way as to make it portable, which will permit its use in more than one location.

10. Charts, drawings, and photographs should be properly protected with paint, shellac, glass, cellophane, lamination, dry mounting or other protective materials and processes.

1. Transfer new related information

Example: Board foot as new/cubic inches as related

Example: Respiratory system in human body

Example: Syntax, photosynthesis or computer

Example: Atom smasher, rafter frame, volcano

Example: Gears in transmission, parts of speech

Example: Blood cell, fly's eye, atom, diamond

Example: Create a magnetic or electric field

Example: Action of a piston, lever or wave.

16mm Film - Reel-to-reel format. Manually or automatically threaded. If Manual, Follow a diagram; If Automatic, set controls and feed at front of the projector; Check sprockets on the film for tearing; Adjust sound so not too soft nor too loud, consider size of room; Further from the screen, the larger the image; Precheck focus and framing: Lights off.

35mm Slide - Can be operated manually on the projector or via remote control; Can have sound/sync component and will advance automatically; Load slides upside down in tray: Sequence is important, must be logical to assist in instruction; Instructor or Class Produced; Precheck focus, distance and sound. Lights can be left on.

Filmstrips - Like 16mm film but in shorter form without sound on film: Separate records or cassettes are needed for sound. Are manually or automatically threaded and operated; Are commercially produced. Precheck focus, distance and sound. Lights can be left on.

Opaque Projectors - Project images of real objects in color; very large and bulky. Good for mass viewing of small objects. Precheck focus and distance. Lights off.

Overhead Projectors - Widely used for displaying information; Allows instructor to keep face-to-face contact with the class; Transparencies come in a variety of colors; Can be made by hand or via a heat thermal process; Can be commercially produced or made by the instructor; Computers can be useful in designing masters for transparencies; Revelation technique can be helpful to focus attention; Can use overlays to add various phases or parts; Need large lettering; precheck focus and distance. Lights can be left on.

To Show - Need large screen or many screens; Preset color, brightness and volume on monitor and tracking, 'VCR' and skew controls on the VCR; Use features such as pause, repeat and slo-mo to emphasize certain points; Tilt screen forward to avoid glare; Channel selector on Channel 3 or 4 for playback; Prepare students for what to watch for;

To Record - Pretest equipment; Make sure have camera settings correct like lighting filter, f-stop lighting size, and auto/manual focus; Make sure know where & how to operate all controls like 'recording button', focus, zooming, and playback. Check batteries for power; Use tripod whenever possible; Camcorders have built-in microphone for sound; Check tape to make sure you have enough; Label tapes clearly.; Excellent for immediate feedback on psychomotor or behavioral activities; Be smooth in all movements; generally keep objects in the center or balanced; Keep Still When Videotaping; Watch out for objects in background.

For playback - Cassettes or reel-to-reel most prevalent; Useful for self-study and assignments; Can be use with headphones and/or with a written text. Quality of the speakers/headphones is important. Usually used with other materials. Precheck volume, treble and bass.

For recording - Can provide good feedback for certain situations. Record a guest speaker, activity or lecture; Microphone placement is important; Try to change tapes during pauses or breaks; Label tapes.

Chalkboards - Taken for granted; Should be used to write information. draw pictures, diagrams or work problems; Try to write large and legible; Can have some material on board before class begins or write during the lesson; Can be divided into sections for different information; Erase thoroughly so there are no confusing symbols.

Flannelboards - Flannel cloth is stretched over board and various objects with sandpaper or velcro backings can be placed wherever there is an open surface; Very versatile; Can move objects around to illustrate different relationships and/or procedures; tilted slightly backwards so objects will have a firm hold on the flannel.

Flipcharts - Large paper pads which can be prepared ahead of time of written on during the lesson; Need a easel or stand; Each page should have one theme or focus; Sequence of pages are important; Lettering must be large and legible; Can be prepared with light pencil markings to guide writing if writing during lesson is preferred; Portable, Cheap and can be very helpful in illustrating concepts, procedures and relationships.

Manufactured to resemble the real object; Can show 'hidden' pans that could not be easily seen in real objects; Must be true to scale and position; Can be examined closely to understand relationships and processes; Can be 'Static' and 'Working' models; Mock-up is like the object but does not have total realism. Models are very similar to the real object. Differences may be in size, scale, number or materials.


6. SIMULATORS:

Duplicate real objects as closely as possible in terms of features, operations and consequences. Should be full-scale. can include video and computer controls to provide various situations and scenarios for the students to apply their knowledge and skills toward. Very costly. But very effective if true to life; Must be easily observable by instructor.


7. REAL OBJECTS, TOOLS & EQUIPMENT:

Must be used for psychomotor training whenever possible; Ali aspects of the operation, care, maintenance and storage should be taught', Probably the best aids for instruction, but could be saved for last.