| Most schools use Blackline masters as an aid to their | | | | material may not be suited to overseas use. Look for |
| teaching programmes. They can be an enormous help | | | | the use of contemporary material that is suitable |
| to both teachers and pupils and save the school | | | | across a wide range of applications. Whatever is used |
| money by providing pages that are legal to | | | | it should be stimulating and relevant to the children |
| photocopy. Using Blackline masters not only helps | | | | using it. |
| teachers by saving them time, but also provides | | | | The Blackline master should also have good notes |
| worksheets that are interesting and engaging for the | | | | and guidelines for the teachers’ use; background |
| students. | | | | notes on activities; Internet links for further studies |
| When looking for Blackline masters you need to | | | | by older age groups and a multi-media approach that |
| ensure that the pages to be photocopied have sharp, | | | | leads to other means of learning such as books or |
| dark lines that will transfer easily when photocopied. | | | | other printed material. |
| The text and pictures should be set out clearly in a | | | | There could also be a CD-ROM that is designed to |
| way that will not confuse the reader. Plenty of white | | | | look like Web pages and be used in the same way. |
| space should be used to make it easier for the child | | | | This will give students a more exciting experience as |
| to read what is on the page. | | | | they feel they are surfing when in actual fact they |
| If the worksheets are crowded, reading becomes | | | | are not. |
| more difficult and the child’s brain gets tired from | | | | The layout of Blackline masters can be varied with |
| assimilating so much information. Each page should | | | | the use of task cards to keep children on track and |
| have easily understood directions and a conclusion | | | | help them use the material independently of teacher |
| that enables the student to complete it with a feeling | | | | direction. This can be of great use when there is a |
| of satisfaction. | | | | composite class for the teacher to deal with, as |
| More importantly, a Blackline master for school use | | | | some of the class would then be able to work |
| should be based on national or state educational | | | | without needing the teacher’s constant input. |
| guidelines and be of the correct age group for the | | | | The teacher is then free to devote more time to |
| children using it. That’s not to say that some | | | | other children who need more help. |