(1) First, carry an audience from the known to the unknown.
Many
successful materials start with those things with which the audience is
familiar and then lead to new information and material.
(2) Second, build around the stages:
introduction, development, and
ending.
(3) You capture the audience's attention, (introduction), develop the
content, and then summarize or review the activities. This is very similar
to the overall content presentation (the outline).
b. Plan to have the student participate in some way, during or
immediately after, the study of the material.
Active participation
definitely helps learning.
Films, videotapes, and slides are designed
primarily to present information, but many provide no opportunity for active
participation.
The way to create participation is to make involvement an
inherent part of the material.
(1) Here are two suggestions for developing participation in visual
information materials:
include questions requiring an immediate response,
and require a written explanation; or, have students make an oral summary.
This type of activity, oral or written, can be accomplished through the use
of a student workbook that is issued prior to viewing the program.
(2) More suggestions include requiring selection from among things
shown or heard, and requiring performance related to the activity or skill
shown or heard. This type of activity means that the program is presented
in a "laboratory-type" classroom where the equipment is available.
c. These participating techniques often require a break in the
presentation to allow the student to do some required activity.
Some
multimedia equipment can present the visuals on a timed basis.
Also, be
sure to plan for evaluation of the participation results and provide
feedback to the subject indicating the correct replay or a comparison of
measurement for his level of accomplishment.
3.
Another thing to consider before you write your script is what is
called a "thread of continuity."
A thread of continuity is a connecting
theme, story, or tone that runs through your entire script.
Many times
educational television scripts are adequate if considered segment by
segment, but they are not cohesive in their entirety.
a. Some suggested threads of continuity include:
(1) A story from the real world.
(2) A series of examples connected by a narrator.
(3) A "building block" approach.
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