Scribd
Upload
216 views32 pages

All Levels Radio Based Instruction

This document discusses radio-based instruction (RBI) as an alternative learning delivery mode using radio broadcasts. It defines RBI and describes its purposes and categories. The key advantages are that it expands access to education and improves listening skills in a cost-effective manner. Some disadvantages are the lack of visuals and limited interactivity. The document provides tips for teaching listening and developing RBI lessons, including choosing appropriate texts and tasks for learners. It also discusses forming an RBI lesson development team and important ethical considerations around educational radio programming.

Uploaded by

Evangelene Esquillo Sana
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
216 views32 pages

All Levels Radio Based Instruction

This document discusses radio-based instruction (RBI) as an alternative learning delivery mode using radio broadcasts. It defines RBI and describes its purposes and categories. The key advantages are that it expands access to education and improves listening skills in a cost-effective manner. Some disadvantages are the lack of visuals and limited interactivity. The document provides tips for teaching listening and developing RBI lessons, including choosing appropriate texts and tasks for learners. It also discusses forming an RBI lesson development team and important ethical considerations around educational radio programming.

Uploaded by

Evangelene Esquillo Sana
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 32

RADIO-BASED

INSTRUCTION
JOEL S. GUILEB, EdD
Education Program Supervisor – English
SDO Tarlac Province
TOPICS
The Nature of RADIO-BASED
INSTRUCTION (RBI)
Categories of RBI
RBI and Teaching Listening
Tips on choosing lessons for RBI
Ethical Considerations
WHAT IS RBI?
 an alternative learning delivery mode using radio broadcast to
deliver the ALS programs.
 expands access to education by bringing it to where the
learners are.
Source: DepED website

 using radio to deliver the curriculum to learners


PURPOSES OF RADIO/TV
BROADCASTS
Educate
Entertain
Inform
Shape opinion
POINTS TO CONSIDER
Attainment of specific teaching objectives
(knowledge, skills, values)
Target audience
Sequential
Can be spontaneous (live broadcast)
WHY RBI
aims to provide learning opportunities to
listeners and enable them to acquire
equivalency in basic education through the
broadcast of lessons.
Source: deped.gov.ph
ADVANTAGES
OF RBI
accessible to a wider range of audience
(age, socio-economic status, sensitivities and
sensibilities)
create better ways of learning
improves listening skills
cost efficient
DISADVANTAGES OF RBI (BY JERRY
RAYMOND BEUKES)

 less appealing to listeners


 broadcast schedules (time-slots) can be
inconvenient
learners’ lack of control over the pace
and time
DISADVANTAGES OF RBI (BY JERRY
RAYMOND BEUKES)

lack of visuals can be problematic


one-medium with limited
interactivity
not all teachers can be effective
broadcasters
CATEGORIES OF RBI
Classical The delivery of audio-based
educational learning content that
radio
broadcasts
students listen to on the
radio (e.g., stories and
pre-recorded lectures)

edtechhub.org
CATEGORIES OF RBI
Interactive The delivery of audio-based
radio learning content on the radio
instruction in which presenters guide
facilitators and learners
through interactive activities

edtechhub.org
CATEGORIES OF RBI
Interactive The delivery of audio-based
audio learning content with
instruction interactive activities for
listeners to complete
distributed on SD cards,
MP3 players and CDs
edtechhub.org
LEARNING THRU THE SENSES
 Seeing 83 percent

Hearing 11 percent
 Touching 3 ½ percent
 Smelling 1 ½ percent
 Tasting 1 percent

Source: https://apps.dasnr.okstate.edu/SSL/4h.okstate.edu/literature-links/lit-
online/others/volunteer/4H.VOL.115%20Learning%20Styles_08.pdf
NEED FOR A
PEDAGOGY IN RBI
RBI & TEACHING LISTENING
 STIMULUS  RESPONSE

 Speaking

Listening Text  Writing

 Acting
STAGES OF TEACHING
LISTENING
1. Pre-listening
Motivation (engagement)
Setting expectations
Task orientation (while listening and
after listening)
STAGES OF TEACHING
LISTENING
2. Listening
Learners perform dual tasks
(listening and responding)
STAGES OF TEACHING
LISTENING
2. Listening (Learners perform dual tasks (listening and responding)
– Performing BASIC COMPREHENSION exercises
Examples
 Taking down & organizing key concepts using graphic organizers
 Completing sentence frames
 Checklists
 Sequencing events
 Answering multiple choice, T or F, matching type items
 Puzzles
SAMPLE WHILE LISTENING
ACTIVITY SHEET
 Lesson: ELEMENTS OF COMMUNICATION

 Name __________________________________ Date: ______________________


 Year & Section __________________________ Teacher ___________________
 List down the elements of communication.

1. ____________________________________
2. ____________________________________
3. ____________________________________
4. ____________________________________
5. ____________________________________
SAMPLE WHILE LISTENING
ACTIVITY SHEET
 Lesson: ELEMENTS OF COMMUNICATION
 Name __________________________________ Date: ______________________
 Year & Section __________________________ Teacher ___________________

 Write the LETTER of the element of communication in the corresponding box based on the
lecture.
1 2 3 4

5

 A. Feedback or response B. Channel C. Receiver D. Message E. Source


STAGES OF TEACHING
LISTENING
3. Post listening
Learners work on tasks based on the
listening text
HOTS – applying, analyzing,
synthesizing, evaluating,
creating/composing activities
TIPS ON CHOOSING LISTENING
TEXTS AND TASKS
Radio lessons can be about content and concepts,
principles, ideas, facts and figures that need to be
learned and understood.
It would be difficult to just listen to lessons that need
visuals to develop understanding of the concepts and
principles. The same is true with lessons that involve
symbols. (except if you want to develop the
imagination or visualization skills of the learners)
MODULE-BASED/TEXTBOOK
BASED RBI
The teacher
guides
facilitates
ensures that resources are available

May not require a written script and can be interactive – (two-


way)
TIPS ON CHOOSING LISTENING
TEXTS AND TASKS
Empathize! Put yourself on the level of your learners
Consider schema or background knowledge of learners
Consider vocabulary level – think of the below average
learners
Keep your sentences short (simple, compound sentences)
Give simple tasks, specially while-listening tasks
Focus on the key concepts to be learned
QUICK THINKING
Identify meaning of unfamiliar words using
structural analysis

Write or compose an editorial


QUICK THINKING
Use compound and complex sentences to show
cause and effect relationship

Analyze how multimedia elements contribute


to the meaning of the text
QUICK THINKING
Present a coherent and comprehensive
report on differing viewpoints on an issue

Compose clear and coherent sentences using


appropriate grammatical structures (verb tenses,
conjunctions, adverbs)
SCHOOL RBI LESSON
DEVELOPMENT TEAM
Scriptwriter
Teacher-Broadcaster
Content editor
Technical editor (for script)
Sound editor (for pre-recorded lessons)
ETHICAL CONSIDERATIONS
Educational radio programs vs Regular radio programs vs
Religious radio programs
Do not promote commercial, political or personal interests
Consider your “moralizing” roles as teachers – teachers are
regarded as models of virtues (respect, integrity, morality,
credibility, integrity)
Consider advocacies (gender equality advocacies and
sensitivities, intellectual property, child protection advocacies,
anti-sexual harassment law etc., issues on racism, respect of
cultural diversity)
REMINDERS

Be kind to your listeners – no matter what


ALWAYS THINK before you speak
BE DISCERNING. Some issues are better discussed privately
“Guard” you unguarded moments
Know thyself before you put yourself on air
You are a TEACHER-BROADCASTER, not a broadcaster
Say “Thank you” to your listeners
Output: SCRIPTS of RBI LESSONS

Deadline of submission of SCRIPTS with While-


Listening and Post-Listening Activity Sheets

January 31, 2021


SOMETHING FOR YOUR
CONSCIENCE..
EDUCATION NEED TO CONTINUE…
THERE IS A MORE LETHAL VIRUS…

COVIGNORANCE

You might also like