How to use this site
Assessment
Contents
Curriculum
Media
Methods
Equal Opportunities in the Classroom
Links

Media

There is more to the media of teaching than meets the eye (or ear...). For present purposes let us look at two issues: preferred "modalities" of perception, and the social message of the medium.

Preferred Forms of Perception

There is a lot of rubbish out there about "learning styles", which I don't believe. Learning is a very complex phenomenon; perceptual preferences are just one part of it, but a quite important part. Some people seem to prefer to take in information visually, and some aurally. More specifically, some people (like me) like diagrammatic representations of material, and some find it difficult to make sense of them. To personalise even further, I like my own diagrams, but often find other people's incomprehensible.

The argument, stemming from the work of Bandler and Grinder in the late '70s (search for it if you are that interested: I find it too difficult to winnow the wheat from the chaff, but at least look at this site) is that we have preferred or privileged perceptual channels; some people are more visual, some more aural, some more kinaesthetic. The latter involves movement, and according to one "learning styles" site, is dominant for 40+% of the population. Of course it is, given their test items. OK; while this seems to make good sense, and is unlikely to do much harm, I don't know of any rigorous research to suggest that it is actually matters much.

As a quick test, just think about reading the newspaper and listening to the news on the radio at the same time: which commands your attention? I block out the sound and concentrate on the text, unless I make a conscious effort to do otherwise, so I have some preference for the visual channel. (It is not as easy to demonstrate the "practical/kinaesthetic" channel.)

You can see where this argument is going. Proponents emphasise the need to provide something for everyone in your teaching.

Lecturing is auditory: so what is there for the other learners?
Visual aids, handouts and set reading are visual
Writing notes, practical exercises, lab work, and helping others are practical

Most effective learners have a versatile approach, but that is not to say that they do not have preferences. Effective teachers, on this argument, make their point by using several channels of communication to reinforce them.

What you say by how you say it

Marshall McLuhan famously declared that "the medium is the message". In teaching, at least, the medium is certainly a message: the use of any adjunct to the voice sends a message to the students which will be received and understood at least out of consciousness, and perhaps explicitly.

Using prepared overhead transparencies and handouts sends, "I am prepared". It indicates both that you have thought about what you are teaching in advance (remember the students are not aware of your behind-the-scenes work), and also, usually, that you are in control. Consider how control of the overhead/data projector is a symbol of authority in the classroom.
- Being able to pull out an OHT to illustrate a point asked about in discussion, from a set you "just happen to have with you", can do wonders for your credibility. It indicates that you anticipated the possibility of the question, and that your knowledge of the topic extends beyond your set spiel. (This is possible but not as easy with a PowerPoint(tm) presentation.)
Using the whiteboard or flipchart sends, "I am being spontaneous" or possibly "I hadn't thought about this session until I walked in through the door". It is a useful way of giving value to students' responses and comments.
Using someone else's prepared video material sends, "I am prepared, but I want to add authority to what I am saying by drawing on the work of someone who has put time, money and effort into saying this." (Unless, of course, you are just using it as material to evaluate critically, rather than at face value.) Or, of course, it could send, "I can't be bothered to do this lecture, and here's something which will fill up the time nicely!"
Unless carefully handled, using prepared material after spontaneous material can devalue the contributions from the class, and tell them, "OK, that is what you say, but here is the official version..."

This merely touches on the complex and sophisticated issue of hidden messages in teaching, but it is worth checking to ensure that your medium supports your message, rather than undermining it.

Media in Practice

"Media" is a term interpreted broadly, because not everything fits into neat categories!

Whiteboard	Overhead- and data-projectors	Handouts
Physical classroom layout	Yourself	Humour
Dialogue	Concept- and mind-maps

My position on learning styles and "I told you so" research.

To reference this page
copy and paste the text below:
(Note that if you are using Internet Explorer, and it is doing its "nanny" thing, the full reference will not display. There will be a bar across the top of the screen advising you of "blocked content". Click on it and select "Allow blocked content" and confirm in the pop-up box. I know it's a pain, but we're stuck with it.)

ATHERTON J S (2007) Teaching and Learning: [On-line] UK: Available: Accessed:

Back to top

www search Learning and Teaching site search Doceo site search

Click here to send to a friend