Wildfire Prevention Conducting School Programs Guide - National ...
Wildfire Prevention Conducting School Programs Guide - National ... Wildfire Prevention Conducting School Programs Guide - National ...
Several factors must be considered when making charts. Review the material to be presented and become familiar with its major points and implications. The organization of the chart may vary according to the particular purposes. • If the chart contains an overview given early in a presentation, it may show several different points briefly. • If the chart contains a summary, the information should be quite specific. • If more than one chart is needed to cover the topic, prepare separate charts and select a good sequence. Two chart forms are used to present data in sequence: the strip chart and the flip chart. Types of charts The strip chart is a single chart that contains various steps covered with strips of paper. Important points may be exposed individually by removing each paper strip as desired. Strips can be attached to the chart with masking or cellophane tape. The flip chart is a series of charts prepared in sequence that are bound together at the top. As the instructor completes the discussion, each chart is pulled up over the easel to expose the next chart. Flip charts can be bought ready made or prepared from several sheets of newsprint or large drawing paper. Fasten the sheets together at the top with thin metal or wood strips on the front and back. Mount the supporting strip at the top of an easel. Good charts often use a mixture of pictures, drawings, cartoons, graphs, diagrams, and words. 28 – Using Charts CONDUCTING SCHOOL PROGRAMS –GUIDE
Using a chalkboard The chalkboard is probably the most familiar teaching device. A chalkboard is generally available, and it is one of the most widely used visual tools in any programmed talk. In spite of its availability, however, it is rarely used for graphic or pictorial presentations. Sketching before a group holds the attention of the audience. For example, when a speaker turns to the board, selects a piece of chalk, and begins to draw, the movement attracts attention. During a "sleepy" period, if the speaker takes a piece of chalk and starts to sketch, the attention of each member of the audience is drawn to the board. A carefully prepared chalkboard drawing made beforehand does not have the same vitalizing effect as a strong spontaneous sketch which emphasizes action or a key point made at the right moment during a program. The following are some points to follow when using a chalkboard: • Do not hide the writing by standing directly in front of it. Write legibly and make sure everyone can see and read your writing. • Do not write too much at one time. Speak to the group, then write a little, then stand aside and talk. Continue this procedure. • Speak directly to the group; do not talk to the board. These principles of using a chalkboard also apply to the use of easels and paper pads and the porcelain-surface boards. CONDUCTING SCHOOL PROGRAMS – GUIDE Using a Chalkboard - 29
- Page 1: A Publication of the National Wildf
- Page 4 and 5: NOTES Notes CONDUCTING SCHOOL PROGR
- Page 6 and 7: NOTES ii - Notes CONDUCTING SCHOOL
- Page 8 and 9: PART 2 2.1 SAMPLE LESSON PLAN GOOD
- Page 10 and 11: NOTES 2 - Notes CONDUCTING SCHOOL P
- Page 12 and 13: 1.3 THE TEACHERS INPUT The presenta
- Page 14 and 15: Preschool What you should know Stud
- Page 16 and 17: Primary grades (Kindergarten throug
- Page 18 and 19: Intermediate grades (Third through
- Page 20 and 21: Junior high school What you should
- Page 22 and 23: High school program What you should
- Page 24 and 25: NOTES 16 - Notes CONDUCTING SCHOOL
- Page 26 and 27: Preparation Determine in advance wh
- Page 28 and 29: Presentation When the time comes to
- Page 30 and 31: 1.7 AUDIOVISUAL AIDS Too often, peo
- Page 32 and 33: Slide presentations Automatic camer
- Page 34 and 35: A few "don'ts" for speakers using s
- Page 38 and 39: Porcelain-surface boards One of the
- Page 40 and 41: NOTES 32 - Notes CONDUCTING SCHOOL
- Page 42 and 43: NOTES 34 - Notes CONDUCTING SCHOOL
- Page 44 and 45: #4 Child with clothes burning #5 Wi
- Page 46 and 47: We will emphasize to them that fire
- Page 48 and 49: Question: Answer: What are good and
- Page 50 and 51: Question: Answer: What could this h
- Page 52 and 53: Point out to the students that it's
- Page 54 and 55: ITEM GRADES: P K 1 2 3 4 5 6 GAMES:
- Page 56 and 57: NOTES 48 - Notes CONDUCTING SCHOOL
- Page 58: 9. Name of your preschool or school
Several factors must be considered when making charts. Review the<br />
material to be presented and become familiar with its major points and<br />
implications. The organization of the chart may vary according to the<br />
particular purposes.<br />
• If the chart contains an overview given early in a presentation,<br />
it may show several different points briefly.<br />
• If the chart contains a summary, the information should be quite<br />
specific.<br />
• If more than one chart is needed to cover the topic, prepare<br />
separate charts and select a good sequence. Two chart forms are<br />
used to present data in sequence: the strip chart and the flip<br />
chart.<br />
Types of charts<br />
The strip chart is a single chart that contains various steps covered<br />
with strips of paper. Important points may be exposed individually by<br />
removing each paper strip as desired. Strips can be attached to the<br />
chart with masking or cellophane tape.<br />
The flip chart is a series of charts prepared in sequence that are bound<br />
together at the top. As the instructor completes the discussion, each<br />
chart is pulled up over the easel to expose the next chart. Flip charts<br />
can be bought ready made or prepared from several sheets of<br />
newsprint or large drawing paper. Fasten the sheets together at the top<br />
with thin metal or wood strips on the front and back. Mount the<br />
supporting strip at the top of an easel.<br />
Good charts often use a mixture of pictures, drawings, cartoons,<br />
graphs, diagrams, and words.<br />
28 – Using Charts CONDUCTING SCHOOL PROGRAMS –GUIDE
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