College of Teacher Education

Second Semester, S.Y. 2023-2024

LEARNING GUIDE 13
LEARNING LANGUAGE MATERIALS DEVELOPMENT
Materials for Developing Viewing Skills

Course Title: LANGUAGE LEARNING MATERIALS DEVELOPMENT

Course Code: EL 105

Name: _____________________________________
Course and Year: _____________________________________
Contact Number: _____________________________________
Date and Time Allotment: (Saturday) (3 hours)
Instructor: _______LEA C. CACAYAN _____________

Introduction

Teaching learning language is a process in transmitting the information or materials to be

understood the learners. The main components in teaching learning are materials, materials
development and instructional materials.

I. Objectives

At the end of the end of this module, students should be able to:
a. select appropriate materials for developing viewing skills;
b. design and/or improve (existing) contextualized and localized materials for the identified K to 12
English competencies; and
c. present language learning materials specific for the developing viewing vis-a-vis the K to 12
learning competencies.

II. Lecture

Listening, speaking, reading, and writing are the common macro-skills in English language
that students have known for a long period of time. For teachers and students, these four macro skills
are significant in the teaching and in the learning process. However, since viewing skills have become
part of the learning process and important means of communication, it was then included as the fifth
of the macro skills in English language communication. Viewing is one of the most important skills in
communication because it is a way of portraying information in the record, thus, giving more
emphasis on the importance of mental faculty that allows a perceiver to give details about a target that
is difficult to get to normal senses due to time, distance or shielding. Also, viewing involves
interpreting images for which word stand, and connecting visual images in videos,
computer programs, and websites with accompanying printed or spoken words (B.D. Roe, E.P.Ross
2010)

Viewing Skill

Viewing is a process that supports oracy and literacy, and is a part of an integrated language arts
program.

Viewing: understanding visual images and connecting them to accompanying spoken or written words.

It involves interpreting the images for which words stand and connecting visual images in videos,
computer programs, and websites with printed or spoken words.
VIEWING enhances listening skills when students attend to nonverbal communication and visual
elements of performance, video, television, film, and multimedia presentations. Enhances reading when
students attend to visuals accompanying print (e.g., charts, diagrams, illustrations); specific textual
techniques (e.g., layout, color, symbols); and the assumptions, perspectives, and quality of a variety of
media (e.g., photos, plays, video).

Viewing was not a skill that was taught until recently

• Students can learn to “read” the pictures, the diagrams, and the tables, maps and charts.
• These skills will provide them with increased information about the material.
• Many materials today cannot be accurately interpreted without the graphics.
• Many books relate stories that are incomplete without the pictures

Visually Representing in the Classroom

• There are many • ways to represent ideas visually.

• Presentation can be done by • Drawing • Photographs • Formatting information with a word

processing program • Video • Multimedia • Webpages – and web-based correspondence

Understands and Interprets  The student understands and interprets visual images  messages, and
meanings (visual representation)

Analyzes and Critiques  The student analyzes and critiques the significance of visual images,
messages, and meanings

TEACHERS ROLE
1. Teachers should guide students in constructing meaning through creating and viewing non-print
texts.
2. The teacher serves as facilitator, focusing the discussion, recapping student observations, modeling
vocabulary, and generating additional thoughts.
3. Select and use the appropriate strategies and the language.

Before
Prepare to view
Consider what they know and need to know about topic.
Formulate questions before viewing
Set purpose(s) for each type of viewing situation

During
Anticipate and predict the presentation's message and meaning.
Associate what is being said with personal experience and make connections.
Identify the key idea or main point.
Make notes to assist recall of the main idea(s) expressed or the point of the presentation.
Determine the difference between fact and underlying message portrayed in visuals and between real or
imaginary images
Use pragmatic, textual, syntactic, semantic, graph phonic and other cues (e.g., the visual elements and
techniques used) to construct and confirm meaning

After
Recall and summarize main points, important details, and techniques employed.
Relate what was seen to personal experience or needs.
Analyze and evaluate what was seen (including elements, techniques, and overall effect) (e.g., critique
a video or drama review)
Draw conclusions about the perspective and values found in what was seen.
Express and support personal reactions to and opinions of the presentation
Identify the strategies used to influence an audience (e.g., exaggeration, one-sided view of a group,
jolts)
Seek additional information from other sources as needed or desired.
Defining Visual Literacy

•The ability to interpret the meaning of visual images. Giorgis (1999)

•The ability to construct effective visuals in order to convey ideas to others. Valmont (2003) and
Heinich (1999

Visual Literacy should begin with Picture Books Children need others to ask the right questions to
spur on the skills of viewing. • Why do you think that was put in the picture? • What does the picture
tell us? • What do you see? • What is happening? • TALK ABOUT IT!

Picture Book Studies: Select various picture books or illustrations for viewing. Through guided
discussion, talk about the author or illustrator's style, art work, and other interesting details.

Gallery Walks: The teacher or students construct displays or representations about various aspects of a
topic. Usually a student acts as the curator at each display site and responds to any questions about the
display.

Drama and Puppet Plays: presented by a professional troupe or informally staged by peers, drama and
puppetry are powerful vehicles for developing students' critical viewing skills.

Videos, Films, Television, CD-ROMs, and Internet to help students analyze the visual texts that
students experience outside the classroom. used to extend students' vocabulary and experiences

Date Finished: _________________________ Signature: _________________________

Other References:
https://www.academia.edu/4612918/VIEWING_COMPREHENSION
https://www.slideshare.net/josephestroga/viewing-skill