Grade 10 English Q1 Ep3: Textual Aids in Understanding Text

00:25:01
https://www.youtube.com/watch?v=Y_PzUvetGJU

Resumo

TLDRIn hierdie lesing bespreek mev. Carla die ses eienskappe van goeie inligting, wat cruciaal is vir effektiewe kommunikasie en verstaan. Deelnemers leer hoe om 'n visgraatdiagram, vloediagram en Venn-diagram te gebruik om inligting en idees visueel voor te stel, wat noodsaaklik is om komplekse data te vereenvoudig. Hierdie hulpmiddels help om die verband tussen verskillende konsepte te verstaan, terwyl onderrig aktiwiteite ook insluitend gesonder lewenstoestande soos die belangrikheid van gesonde voeding en fisiese afstand by COVID-19 ingesluit word.

Conclusões

  • 📚 Die ses eienskappe van goeie inligting is belangrik.
  • 🖊️ Grafiese organisators help om idees te struktureer.
  • 💡 'n Vloediagram toon die volgorde van prosedures.
  • 🔍 'n Venn-diagram help om ooreenkomste en verskille te identifiseer.
  • 🍏 Gesonde eetgewoontes versterk immuniteit.
  • 😷 Fisiese afstandhouding help om die verspreiding van siektes te keer.
  • 🗺️ 'n Visgraatdiagram help om die oorsake van probleme te analiseer.
  • 🌐 Teks helpstukke maak begrip makliker.
  • 📖 Gebruik visuele hulpmiddels om leer te vergemaklik.
  • ✨ Leer kan moeilik wees, maar dit is die moeite werd.

Linha do tempo

  • 00:00:00 - 00:05:00

    In die eerste segment word die onderwyser, Ma'am Carla, bekendgestel en terugvoer oor die vorige lesing gegee, wat gefokus het op die ses kenmerke van goeie inligting: akkuraatheid, volledigheid, tydigheid, konsekwentheid, relevantie en uniekheid. Sy vra studente om voorbeelde van elke kenmerk te noem en morsig hul begrip oor die inligting te bevestig.

  • 00:05:00 - 00:10:00

    Die tweede segment fokus op 'n prentjie van 'n dag in die lewe van Marie, wat die gevolge van haar aksies illustreer, soos om nie 'n gesigmaskeer te dra nie en nie fisiese afstand te hou nie. Dit beklemtoon die belangrikheid van maskers en fisiese distansieer in die.context van virusbesmetting en gesondheid. Hierdie gedeelte bevat 'n gesprek oor hoe 'n ongesonde dieet tot swak gesondheid kan lei.

  • 00:10:00 - 00:15:00

    In die derde segment verduidelik Ma'am Carla wat 'n vis- of Ishikawa-diagram is, en hoe dit gebruik kan word om die oorsake van 'n probleem te identifiseer en te organiseer. Voorbeelde van hierdie diagram word gegee om die verband tussen aksies en gevolge te illustreer, terwyl studente geleer word om hul eie probleme te analiseer deur 'n visdiagram te gebruik.

  • 00:15:00 - 00:20:00

    Die vierde segment bespreek die vloodiagram, wat 'n visuele voorstelling van 'n proses is, deur die stappe van die bak van 'n sjokolade-kuipe verduidelik. Dit beklemtoon die belangrikheid van 'n vloodiagram in die verduideliking van prosesse en hoe dit leer vergemaklik.

  • 00:20:00 - 00:25:01

    In die laaste segment word die gebruik van 'n Venn-diagram bespreek om die ooreenkomste en verskille tussen twee konsepte te identifiseer en te kategoriseer. Voorbeelde soos die verskille tussen gesigte en afstandsleer word gegee terwyl die lesing afsluit met 'n opdrag aan studente om 'n vlog oor hul gunsteling gereg te maak, met die gebruik van 'n vloodiagram om die stappe van die voorbereiding te verduidelik.

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Mapa mental

Vídeo de perguntas e respostas

  • Wat is die ses eienskappe van goeie inligting?

    Die ses eienskappe van goeie inligting is akkuraatheid, volledigheid, tydigheid, konsekwentheid, relevansie en uniekheid.

  • Wat is 'n visgraatdiagram?

    'n Visgraatdiagram is 'n tipe grafiese organizer wat help om die oorsaak en gevolg van 'n probleem te analiseer.

  • Hoe kan 'n vloediagram gebruik word?

    'n Vloediagram wys die volgorde of reeks van stappe in 'n proses.

  • Wat is 'n Venn-diagram?

    'n Venn-diagram word gebruik om ooreenkomste en verskille tussen twee of meer onderwerpe aan te dui.

  • Wat is die doel van tekstuele hulpmiddels?

    Tekstuele hulpmiddels help om inligting te organiseer en begrip te vergemaklik.

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Legendas
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Rolagem automática:
  • 00:00:00
    [Music]
  • 00:00:25
    [Music]
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    good day everyone
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    i'm ma'am carla your tender loving
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    english teacher broadcaster
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    i'm glad to see you again and i could
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    see that you're all excited
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    for our lesson but before we proceed
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    let's have a quick recap about our
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    discussion last time
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    now could you enumerate the six
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    characteristics of
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    good information to the person next to
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    you
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    perfect the six characteristics of
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    good information are accuracy
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    completeness timeliness
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    consistency relevance
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    and uniqueness as a review activity
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    i want you to identify what is described
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    in each incentive
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    number one it is when information suits
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    the demands
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    needs and interests of the readers and
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    it is fit for the purpose assigned to it
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    what characteristic of the information
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    is this
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    you got it it's relevant
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    number two it is a characteristic of
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    information
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    that is visible when it is reliable
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    free from flaws and of high quality
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    that's right it is accuracy
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    remember accurate means correct number
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    three
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    it is said that information is a good
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    one if it provides
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    all the needed details and answers the
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    wh
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    question
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    good it is completeness
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    number four what characteristic of
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    information
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    relates to the quality of being distinct
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    or special in some ways
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    awesome it is uniqueness
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    and number five it is when information
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    is
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    up to date and readily available in the
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    time it is needed for use
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    what characteristic of information is
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    this
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    you're right it is timeliness
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    number six it refers to the state of
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    reaching a level that does not
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    change in quality over time this
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    characteristic could be achieved
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    when information is unchanging and there
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    is similarity in the format
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    use of terms acronyms and abbreviations
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    nice it is consistency
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    i guess you are now geared up for a new
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    lesson
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    but before moving on to that
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    could you help me complete this diagram
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    right here
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    this is about a day in the life of marie
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    i want you to think of the possible
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    effects of marie's actions
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    yesterday i saw marie walking on the
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    street
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    and guess what she wasn't wearing a face
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    mask
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    what do you think might happen to her
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    for not wearing a face mask
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    that's right she might be asked to pay a
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    fine
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    i tried to chase her but she walked like
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    she's in a marathon
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    unfortunately i did not catch her
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    when i reached the market i saw her
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    again
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    and this time she was close to the crowd
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    no physical distancing yes
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    she might get infected with a virus
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    and since marie is a good friend of mine
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    i
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    visited her in her house and brought
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    some fruits
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    but to my surprise she said she doesn't
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    like them
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    i'm worried what do you think i know
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    what you're thinking
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    right her body might become weak
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    great now we have completed a diagram
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    bear in mind that if you don't wear a
  • 00:05:12
    mask when you go out
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    officials might ask you to pay a fine
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    wearing a face mask stops a person from
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    contracting
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    any airborne infectious germs and helps
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    prevent the spread of the virus
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    when someone talks coughs or sneezes
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    he or she could release germs into the
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    air
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    that may infect others that are near him
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    face masks are protective gear
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    that is considered to be an infection
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    control strategy
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    to eliminate cross contamination
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    if you don't observe physical distancing
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    in public places
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    you might get infected with the virus
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    since some of the covet patients are
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    asymptomatic
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    or show no symptoms of the disease
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    they can spread a virus before they know
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    they are sick
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    for this reason it is highly advised to
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    stay at least
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    six feet away from others when possible
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    and if you refuse to eat healthy foods
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    like fruits and vegetables
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    your body might be weakened and get sick
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    now let's look at our completed diagram
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    what does it look like
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    that's right it looks like a fish
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    this diagram is one of the examples of
  • 00:06:38
    pastural aids in understanding texts
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    factual aids or educational instruments
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    that simplify comprehension of texts
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    they use graphical outlines
  • 00:06:53
    or images that give the general idea of
  • 00:06:56
    a topic
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    let's have brian as an example
  • 00:07:02
    ryan is an engineer at a solar
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    installation company
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    on his first day of work he was given a
  • 00:07:10
    task to solve a mathematical problem by
  • 00:07:12
    his boss
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    at first he was so excited to do it
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    but his excitement turned into a
  • 00:07:20
    nightmare
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    when he opened a folder that contains
  • 00:07:24
    his assignment
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    he had a hard time analyzing the problem
  • 00:07:29
    since it was written in paragraph format
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    good thing his fellow worker baya
  • 00:07:38
    was willing to help she simplified the
  • 00:07:41
    text
  • 00:07:42
    by using tables graphs and some drawings
  • 00:07:47
    at last brian aced his first day of work
  • 00:07:52
    another is katherine catherine is a
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    grade 10 researcher who tried to explain
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    her study about the effects of
  • 00:08:00
    social media on the decision-making
  • 00:08:03
    skills of young people
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    she started by reading the chapter 4 of
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    her manuscript
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    which includes the interpretation and
  • 00:08:11
    analysis of data
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    however she suddenly stopped when one of
  • 00:08:17
    her classmates said that she couldn't
  • 00:08:19
    understand
  • 00:08:20
    what she was explaining she felt quite
  • 00:08:24
    annoyed because she knew
  • 00:08:26
    that she speaks clearly
  • 00:08:29
    but the professor stood up and asked her
  • 00:08:32
    to present the tables of the result of
  • 00:08:34
    her study instead
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    she ended with a big smile
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    because the whole class was impressed
  • 00:08:42
    with her presentation
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    and she even got a 95 for it
  • 00:08:48
    see life is easy when you make things
  • 00:08:51
    easy take note that textual aids are
  • 00:08:55
    instruments
  • 00:08:56
    that serve as a better visual method
  • 00:08:59
    that promote faster learning and better
  • 00:09:02
    comprehension
  • 00:09:03
    there are several examples of textual
  • 00:09:06
    aids
  • 00:09:07
    first is the cause and effect diagram
  • 00:09:12
    which emphasizes the connection between
  • 00:09:15
    different concepts
  • 00:09:17
    this explores why something happened
  • 00:09:20
    or might happen by organizing potential
  • 00:09:24
    causes
  • 00:09:25
    into smaller categories it can also be
  • 00:09:28
    essential for presenting relationships
  • 00:09:30
    between contributing factors and can be
  • 00:09:33
    applied to all subject areas
  • 00:09:37
    when we talked about a day in the life
  • 00:09:39
    of marie
  • 00:09:40
    we examined the results of her actions
  • 00:09:43
    and organized them using a
  • 00:09:46
    cause-and-effect diagram
  • 00:09:48
    we wrote her actions or the causes
  • 00:09:52
    on the top part of the diagram and the
  • 00:09:54
    results
  • 00:09:56
    are the effects of what she did below it
  • 00:10:01
    fast and effect diagram is more commonly
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    known as the
  • 00:10:05
    first bone diagram obviously
  • 00:10:09
    it's because the diagram resembles a
  • 00:10:11
    fish skeleton
  • 00:10:12
    with a head to the right of the diagram
  • 00:10:15
    and the body
  • 00:10:16
    branching off behind it to the left
  • 00:10:20
    now let's have a more complex example
  • 00:10:25
    suppose you are an honor student
  • 00:10:27
    aspiring
  • 00:10:28
    and suddenly you notice that you lost
  • 00:10:32
    enthusiasm in studying
  • 00:10:35
    you decide to use the cause and effect
  • 00:10:38
    diagram
  • 00:10:39
    to analyze the root cause of your
  • 00:10:41
    problem
  • 00:10:43
    how do you do that apparently
  • 00:10:46
    you need to state your problem first so
  • 00:10:49
    we write
  • 00:10:50
    why have i lost my enthusiasm in my
  • 00:10:53
    studies
  • 00:10:55
    next define the categories you will use
  • 00:10:59
    to guide the brainstorming process
  • 00:11:02
    it could be school
  • 00:11:06
    peers family and self
  • 00:11:12
    now brainstorm each category
  • 00:11:16
    for school it could be the curriculum
  • 00:11:19
    and classroom structure if you have a
  • 00:11:22
    hard time coping with the subjects
  • 00:11:24
    comprising the course of your study the
  • 00:11:28
    instructional methods
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    if the teaching approaches used are not
  • 00:11:33
    appealing to you
  • 00:11:35
    and the learning environment
  • 00:11:38
    if there is a lack of security and the
  • 00:11:40
    norms and regulations
  • 00:11:42
    implemented in your school don't
  • 00:11:44
    motivate you at all
  • 00:11:47
    for peers it could be bad company
  • 00:11:51
    if you associate yourself with other
  • 00:11:53
    students
  • 00:11:54
    who have the opposite mindset as yours
  • 00:11:57
    and practice bad habits and
  • 00:12:01
    bully so that's bad company and bullying
  • 00:12:04
    for the peer category for family
  • 00:12:09
    it could be broken relationships
  • 00:12:12
    lack of parental support if your parents
  • 00:12:15
    don't involve themselves in your school
  • 00:12:17
    related matters
  • 00:12:19
    and family social economic status
  • 00:12:23
    if your family could not afford to
  • 00:12:25
    support your education financially
  • 00:12:29
    again we have broken relationships
  • 00:12:33
    lack of parental support and
  • 00:12:37
    family social economic status for this
  • 00:12:39
    sort
  • 00:12:41
    and for self it could be your habits
  • 00:12:44
    if you tend to be lazy and spend your
  • 00:12:47
    time with not so important matters
  • 00:12:50
    social media to name a few and
  • 00:12:53
    self-doubt
  • 00:12:54
    if you think you cannot achieve your
  • 00:12:56
    goal and get discouraged
  • 00:12:58
    easily we have habits
  • 00:13:02
    and self-doubt for our last category
  • 00:13:05
    after investigating why you have lost
  • 00:13:07
    enthusiasm
  • 00:13:08
    in your studies you could now easily
  • 00:13:11
    think of your action plan
  • 00:13:13
    to change and make your dream of
  • 00:13:15
    becoming an
  • 00:13:16
    honor student a reality in a nutshell
  • 00:13:20
    a fish bone or ishikawa diagram
  • 00:13:23
    is very useful as it helps in finding
  • 00:13:27
    out the root cause of a problem
  • 00:13:29
    another example is the flow diagram
  • 00:13:33
    this is a sequence chart that shows
  • 00:13:36
    order
  • 00:13:36
    or series of events we use this
  • 00:13:40
    in concepts that follow processes when
  • 00:13:43
    presenting about the process of baking a
  • 00:13:46
    chocolate cave
  • 00:13:47
    we could use a flow diagram let's try
  • 00:13:52
    first we have to preheat the oven to 180
  • 00:13:55
    degrees celsius
  • 00:13:57
    second we line the bottom of our pan
  • 00:14:01
    with a parchment paper this is to
  • 00:14:04
    prevent the cake from sticking to the
  • 00:14:06
    pan
  • 00:14:07
    now for the batter mix the sugar
  • 00:14:11
    flour cocoa powder baking soda
  • 00:14:16
    baking powder and salt in a large bowl
  • 00:14:19
    in another large bowl whisk the eggs
  • 00:14:23
    water milk oil
  • 00:14:26
    and vanilla extract together add the
  • 00:14:30
    wet ingredients to the dry ones
  • 00:14:33
    mix until fully combined
  • 00:14:36
    then pour the batter mixture in the pan
  • 00:14:40
    put it in the oven and bake it for 25
  • 00:14:44
    to 30 minutes we now have a flow diagram
  • 00:14:48
    that shows the process of baking
  • 00:14:49
    chocolate cake
  • 00:14:51
    and you should also know by heart that a
  • 00:14:54
    flow diagram is a visual illustration
  • 00:14:57
    of the sequence of steps or decisions
  • 00:15:00
    necessary to accomplish a process
  • 00:15:03
    next venn diagram
  • 00:15:07
    this textual aid is used to identify
  • 00:15:10
    classify categorize and recognize
  • 00:15:15
    similarities and differences
  • 00:15:18
    of two or more subjects ideas
  • 00:15:22
    thoughts or concepts that use two
  • 00:15:25
    overlapping
  • 00:15:26
    circles let's differentiate face to face
  • 00:15:29
    from distance learning both of them
  • 00:15:32
    are a variety of learning modalities
  • 00:15:35
    where differentiated learning
  • 00:15:37
    and individual and group activities are
  • 00:15:39
    implemented
  • 00:15:41
    they are mutually facilitated by a
  • 00:15:44
    teacher
  • 00:15:46
    on the other hand face-to-face learning
  • 00:15:49
    is a traditional instructional method
  • 00:15:52
    where the teaching and learning process
  • 00:15:54
    happens in a classroom setup
  • 00:15:57
    teachers and students are obliged to
  • 00:15:59
    come to school
  • 00:16:02
    while distance learning is a modern
  • 00:16:05
    studying method
  • 00:16:06
    in which lessons are broadcasted in
  • 00:16:09
    media
  • 00:16:10
    and or classes are conducted over the
  • 00:16:13
    internet
  • 00:16:14
    this does not require teachers and
  • 00:16:17
    students to attend school
  • 00:16:20
    there we have it a venn diagram that
  • 00:16:23
    contains similarities and differences
  • 00:16:26
    between face-to-face and distance
  • 00:16:28
    learning
  • 00:16:29
    and remember a venn diagram is a textual
  • 00:16:34
    aid
  • 00:16:35
    that uses overlapping circles to show
  • 00:16:38
    how
  • 00:16:38
    things are alike and different last but
  • 00:16:41
    not the least
  • 00:16:43
    graphic organizer a graphic organizer
  • 00:16:48
    also known as a concept map a concept
  • 00:16:52
    diagram
  • 00:16:53
    is a visual display that includes
  • 00:16:56
    content information
  • 00:16:58
    that shows relationships of ideas and
  • 00:17:01
    provides
  • 00:17:02
    learners with structure for abstract
  • 00:17:04
    concepts
  • 00:17:05
    as we know abstract concepts are ideas
  • 00:17:09
    that cannot be directly experienced
  • 00:17:12
    through our senses
  • 00:17:14
    these are ideas that have no physical
  • 00:17:16
    form
  • 00:17:17
    such as love morality
  • 00:17:21
    civilization and so on
  • 00:17:24
    let's see how a graphic organizer works
  • 00:17:27
    here is an example of a graphic
  • 00:17:29
    organizer of the abstract concept
  • 00:17:33
    civilization as you could see
  • 00:17:37
    the main topic civilization
  • 00:17:40
    is place in the middle around
  • 00:17:43
    it is the content information associated
  • 00:17:46
    with
  • 00:17:47
    it we have
  • 00:17:50
    history people
  • 00:17:54
    society government
  • 00:17:58
    social classes culture
  • 00:18:02
    tradition politics
  • 00:18:06
    economy war
  • 00:18:09
    and geography it's your turn
  • 00:18:14
    what comes into your mind when you hear
  • 00:18:17
    the word
  • 00:18:18
    school brainstorm greaten
  • 00:18:32
    okay it could be study
  • 00:18:36
    class classroom
  • 00:18:40
    lesson books
  • 00:18:43
    pen and paper assignment
  • 00:18:46
    [Music]
  • 00:18:47
    activities teacher
  • 00:18:51
    classmates principal
  • 00:18:53
    [Music]
  • 00:18:54
    friends fun
  • 00:18:57
    goals graduate
  • 00:19:00
    and future and so on
  • 00:19:04
    class that's what a graphic organizer is
  • 00:19:08
    if you find organizing your thoughts and
  • 00:19:10
    information difficult
  • 00:19:12
    well a graphic organizer is designed for
  • 00:19:15
    you
  • 00:19:17
    it could help you identify an area of
  • 00:19:20
    focus
  • 00:19:21
    when examining a broad topic is
  • 00:19:24
    everything crystal clear
  • 00:19:28
    great keep in mind that textual aids are
  • 00:19:32
    educational instruments
  • 00:19:34
    that simplify comprehension of texts
  • 00:19:38
    they use graphical outlines or images
  • 00:19:42
    that give the general idea of a topic
  • 00:19:45
    and again they make our lives
  • 00:19:48
    easy now be
  • 00:19:52
    ready with your pen and paper and your
  • 00:19:54
    self-learning mojo
  • 00:19:57
    let's have learning task 5 on page 13 of
  • 00:20:00
    yourself learning mojo
  • 00:20:02
    [Music]
  • 00:20:05
    in your notebook transform the text into
  • 00:20:09
    a non-textual
  • 00:20:10
    information source be sure to use the
  • 00:20:13
    correct textual aid type
  • 00:20:15
    sharks and whales are a classic example
  • 00:20:18
    of two different animals
  • 00:20:20
    revealing similar traits in the same
  • 00:20:23
    environment
  • 00:20:25
    one of the similarities of these two
  • 00:20:27
    marine animals
  • 00:20:28
    is their habitat they both live in the
  • 00:20:32
    vast range of death
  • 00:20:33
    in their environment they also have the
  • 00:20:36
    same thin structure
  • 00:20:39
    they only have a single tail for
  • 00:20:41
    propulsion
  • 00:20:42
    and because they are both large aquatic
  • 00:20:44
    animals
  • 00:20:46
    they both consume large volume of food
  • 00:20:49
    however sharks hunt for their food
  • 00:20:53
    whales do not have this hunting tendency
  • 00:20:57
    another difference of sharks to whales
  • 00:20:59
    is their class
  • 00:21:01
    whales are mammals while sharks are fish
  • 00:21:05
    but they both live in the ocean also
  • 00:21:09
    whales have bones while sharks only have
  • 00:21:13
    cartilage you have 30 seconds to answer
  • 00:21:28
    this
  • 00:21:47
    time's up what textual a did you use
  • 00:21:55
    a venn diagram excellent
  • 00:22:00
    returns go that linear tax to a
  • 00:22:02
    non-linear one
  • 00:22:04
    using a venn diagram because it is about
  • 00:22:07
    the similarities and differences of
  • 00:22:09
    whales and sharks
  • 00:22:12
    now let's check the characteristics of
  • 00:22:15
    whales are
  • 00:22:17
    do not hunt for their food a kind of
  • 00:22:20
    mammal
  • 00:22:21
    and have bones while sharks
  • 00:22:25
    hunt for their food a kind of fish
  • 00:22:28
    and have cartilages for their
  • 00:22:32
    similarities
  • 00:22:33
    both of them are marine animals have
  • 00:22:36
    single tails for propulsion and
  • 00:22:39
    consume large volume of food
  • 00:22:42
    you did it remember a venn diagram is
  • 00:22:46
    used to identify
  • 00:22:48
    classify categorize and recognize
  • 00:22:52
    similarities and differences of two or
  • 00:22:54
    more subjects
  • 00:22:56
    ideas thoughts or concepts
  • 00:23:00
    finally for your assignment
  • 00:23:03
    i want you to create a vlog about your
  • 00:23:05
    favorite dish
  • 00:23:07
    present the steps in preparing or
  • 00:23:09
    cooking it using a flow diagram
  • 00:23:13
    post it on your social media account
  • 00:23:15
    with the hashtag
  • 00:23:17
    dappedtail my favorite dish
  • 00:23:21
    enjoy vlogging
  • 00:23:24
    i'll see you again next time for another
  • 00:23:26
    episode of fun learning
  • 00:23:28
    always remember learning english may be
  • 00:23:31
    difficult at first
  • 00:23:32
    but if you put your heart in it you will
  • 00:23:35
    surely love it
  • 00:23:36
    again i am carla
  • 00:23:39
    heart your service
  • 00:23:52
    [Music]
  • 00:24:02
    do
  • 00:24:10
    [Music]
  • 00:24:16
    so
  • 00:24:18
    [Music]
  • 00:24:46
    [Music]
  • 00:25:01
    you
Etiquetas
  • onderrig
  • inligting
  • grafiese organiser
  • tekstuele hulpmiddel
  • visgraatdiagram
  • Venn-diagram
  • vloediagram
  • leer
  • onderwys
  • COVID-19