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learning, the more and the better the learning will be but it does
not mean that concrete experience is the only effective
experience that educators should use in transferring knowledge
to the learner. Like what was mentioned above, the experiences
in each stages can be mixed and are interrelated thus, a balance
must be achieved between concrete and abstract experiences in
order to cater the and address all the need of the learner in all the
domains of development and in order to help each learner in
their holistic development.
Moreover, the generalization about the Cone of Experience that
was presented above is not enough. Actually, we should try to
go deeper in each of the component of the cone since
Educational Technology basically revolves around the Cone of
Experience. By going one-by-one, starting from concrete to
abstract, we will understand more the different components of
the cone that will help us in grasping the real meaning of
educational technology.
To expand on each of the components, let us begin with the
Direct Purposeful Experiences. These are first hand experiences
which serve as the foundation of learning. In this level, more
senses are used in order to build up the knowledge. Also, in this
level, the learner learned by doing things by him/herself.
Learning happens through actual hands-on experiences. This
level explains and proves one of the principles in the selection
and use of teaching strategies, the more senses that are involved
in learning, the more and the better the learning will be. This
level also proves that educational technology is not limited to
the modern gadgets and software that are commercially
available nowadays. This shows that even the simple
opportunity that you give to each child could help them learn.
The next level would be the Contrived Experiences. In this level,
representative models and mock-ups of reality are being used in
order to provide an experience that as close as reality. This level
is very practical and it makes learning experience more
accessible to the learner. In this stage, it provides more concrete
experiences, even if not as concrete as direct experiences, that
allows visualization that fosters better understanding of the
concept.
On the other hand, the next level would be the Dramatized
experiences. In this level, learners can participate in a
reconstructed experiences that could give them better
understanding of the event or of a concept. Through dramatized
experiences, learners become more familiar with the concept as
they emerge themselves to the as-if situation.
The next level would be the Demonstrations. It is a visualize
explanation of important fact, idea, or process through the use of
pictures, drawings, film and other types of media in order to
facilitate clear and effective learning. In this level, things are
shown based on how they are done.
Another level would be the Study Trips. This level extends the
learning experience through excursions and visits on the
different places that are not available inside the classroom.
Through this level, the learning experience will not be limited to
the classroom setting but rather extended in a more complex
environment.
EDGAR
Edgar
Dale (April
27,
1900
March
8,
DALE
1985)
was
CONE OF EXPERIENCE
Introduced by Edgar Dale (1946) in his textbook on audiovisual
methods in teaching, the Cone of Experience is a visual device
meant to summarize Dales classification system for the varied
types of mediated learning experiences. The organizing principle of
the Cone was a progression from most concrete experiences (at the
bottom of the cone) to most abstract (at the top).
The original labels for Dales ten categories are: Direct, Purposeful Experiences;
Contrived Experiences; Dramatic Participation; Demonstrations; Field Trips;
Exhibits; Motion Pictures; Radio Recordings Still Pictures; Visual Symbols;
and Verbal Symbols.
Demonstrations....
Utilize several senses; students can see, hear, and possibly experience an actual event
Stimulate interest
Reinforce learning
Demonstrations...
May fail
Require pre-preparation
Plan for the time it takes to shop for groceries and to prepare props
Make a list of ingredients, utensils, or props needed
Test equipment, recipes, methods etc. ahead of time
Ask for a volunteer to stir, chop, and assist with other preparation
Arrange the room so everyone can see (If a large group, may need to be in a semicircle.)
9. Be organized
Plan for serving procedure & clean up (serving utensils, dish cloths, waste containers, etc.)
10. Follow food safety precautions
Demonstrations are an effective method for teaching concepts and problem-solving procedures. A
good demonstration should lead to increased attentiveness, learning, and performance
When Dale researched learning and teaching methods he found that much of what we
found to be true of direct and indirect (and of concrete and abstract) experience could
be summarised in a pyramid or 'pictorial device' Dales called 'the Cone of Experience'.
In his book 'Audio visual methods in teaching' - 1957, he stated that the cone was not
offered as a perfect or mechanically flawless picture to be taken absolutely literally. It
was merely designed as a visual aid to help explain the interrelationships of the various
types of audio-visual materials, as well as their individual 'positions' in the learning
process.
Dale points out that it would be a dangerous mistake to regard the bands on the cone
as rigid, inflexible divisions. He said "The cone device is a visual metaphor of learning
experiences, in which the various types of audio-visual materials are arranged in the
order of increasing abstractness as one proceeds from direct experiences."
Dale made minor modifications of the visual in the second edition (1954),
changing Dramatic Participation to Dramatized Experiences and adding
Television. By the third edition of the textbook, Dale (1969) acknowledged the
growing popularity of Jerome Bruners (1966) cognitive psychology concepts by
overlaying Bruners classification system for modes of learningenactive, iconic, and
symbolicon top of his own categories. This adaptation of his own schema may have
been portentous, perhaps giving implied license to others to make other creative
adaptations and interpretations, not always to the credit of Dales original notion.
Dales textbook in its three editions remained popular for over a quarter
century. Inasmuch as the Cone provided the organizing principle for the book, it
became ingrained in the thinking of generations of educational technology students and
professors who used the textbook. It stimulated many efforts to extend the original
idea by developing its implications for elementary education, secondary education,
adult education, corporate training, and even
counseling.
AN
EXAMPLE
Educational field trips are most of the common strategies used by educators to enrich
student
learning.
To
see
a
sample
video,
please
click
this
link: http://www.youtube.com/watch?v=J6BiBwOvxxo
In summary, the Cone of Experience is essentially a visual metaphor for the idea
that learning activities can be placed in broad categories based on the extent to which
they convey the concrete referents of real-life experiences. Although it has sometimes
been interpreted as advocating the selection of certain media and methods over others
(favoring realism), such was not Dales stated intent. It has also been interpreted by
many as a prescriptive formula for selecting instructional media. Dales own
explanations are nebulous enough to enable a wide variety of interpretations to find
support. Finally, there is the contemporary problem of the conflation of the Cone with
the Socony-Vacuum percentages. The fact that the Cone has been taken seriously
enough to be used in so many ways testifies to the robustness and attractiveness of
Dales visual metaphor.
A display is a computer output surface and projecting mechanism that shows text and often
graphic images to the computer user, using a cathode ray tube ( CRT ), liquid crystal display (
LCD ), light-emitting diode, gas plasma, or other image projection technology. The display is
usually considered to include the screen or projection surface and the device that produces the
information on the screen. In some computers, the display is packaged in a separate unit called a
monitor . In other computers, the display is integrated into a unit with the processor and other
parts of the computer. (Some sources make the distinction that the monitor includes other signalhandling devices that feed and control the display or projection device. However, this distinction
disappears when all these parts become integrated into a total unit, as in the case of notebook
computers.) Displays (and monitors) are also sometimes called video display terminals (VDTs) .
The terms display and monitor are often used interchangably.
Most computer displays use analog signals as input to the display image creation mechanism.
This requirement and the need to continually refresh the display image mean that the computer
also needs a display or video adapter . The video adapter takes the digital data sent by application
programs, stores it in video random access memory ( video RAM ), and converts it to analog
data for the display scanning mechanism using an digital-to-analog converter ( DAC ).
Displays can be characterized according to:
Color capability
Sharpness and viewability
The size of the screen
Color Capability
Today, most desktop displays provide color. Notebook and smaller computers sometimes have a less
expensive monochrome display. Displays can usually operate in one of several display modes that
determine how many bits are used to describe color and how many colors can be displayed. A display
that can operate in SuperVGA mode can display up to 16,777,216 colors because it can process a 24-bit
long description of a pixel . The number of bits used to describe a pixel is known as its bit-depth . The 24bit bit-depth is also known as true color . It allows eight bits for each of the three additive primary colors
- red, green, and blue. Although human beings can't really distinguish that many colors, the 24-bit
system is convenient for graphic designers since it allocates one byte for each color. The Visual Graphics
Array ( VGA ) mode is the lowest common denominator of display modes. Depending on the resolution
setting, it can provide up to 256 colors.
Sharpness and Viewability
The absolute physical limitation on the potential image sharpness of a screen image is the dot pitch ,
which is the size of an individual beam that gets through to light up a point of phosphor on the screen.
(The shape of this beam can be round or a vertical, slot-shaped rectangle depending on the display
technology.) Displays typically come with a dot pitch of .28 mm (millimeters) or smaller. The smaller the
dot pitch in millimeters, the greater the potential image sharpness.
The actual sharpness of any particular overall display image is measured in dots-per-inch ( dots
per inch ). The dots-per-inch is determined by a combination of the screen resolution (how many
pixel s are projected on the screen horizontally and vertically) and the physical screen size. The
same resolution spread out over a larger screen offers reduced sharpness. On the other hand, a
high-resolution setting on a smaller surface will product a sharper image, but text readability will
become more difficult.
Viewability includes the ability to see the screen image well from different angles. Displays with
cathode ray tubes ( CRT ) generally provide good viewability from angles other than straight on.
Flat-panel displays, including those using light-emitting diode and liquid crystal display
technology, are often harder to see at angles other than straight on.
The Size of the Screen
On desktop computers, the display screen width relative to height, known as the aspect ratio , is
generally standardized at 4 to 3 (usually indicated as "4:3"). Screen sizes are measured in either
millimeters or inches diagonally from one corner to the opposite corner. Popular desktop screen sizes
are 12-, 13-, 15-, and 17-inch. Notebook screen sizes are somewhat smaller.
The Projection Technology
Most displays in current use employ cathode ray tube ( CRT ) technology similar to that used in most
television sets. The CRT technology requires a certain distance from the beam projection device to the
screen in order to function. Using other technologies, displays can be much thinner and are known as
flat-panel displays . Flat panel display technologies include light-emitting diode (LED), liquid crystal
display ( LCD ), and gas plasma. LED and gas plasma work by lighting up display screen positions based
on the voltages at different grid intersections. LCDs work by blocking light rather than creating it. LCDs
require far less energy than LED and gas plasma technologies and are currently the primary technology
for notebook and other mobile computers.
Displays generally handle data input as character maps or bitmap s. In character-mapping mode,
a display has a preallocated amount of pixel space for each character. In bitmap mode, it receives
an exact representation of the screen image that is to be projected in the form of a sequence of
bits that describe the color values for specific x and y coordinates starting from a given location
on the screen. Displays that handle bitmaps are also known as all-points addressable displays.
This lesson is all about the cone of experience by Edgar Dale. When we say Cone it
is a visual analogy. In this lesson we can remember the 8M's of teaching namely: milieu, matter,
method, material, media, motivation, mastery, measurement. The two of these media and material
are related to this cone of experience. This is the Cone of Experience
Verbal Symbols
Visual Symbols
Recordings/ radio still pictures
Motion Pictures
Educational Television
Exhibits
Study Trips
Demonstrations
Dramatized Experience
Contrived Experience
Direct Purposeful Experiences
In our teaching we do not always begin with direct purposeful experience at the
base of the cone. Rather we begin with the kind of experience that is most appropriate to the needs
and abilities of particular learner in a particular learning situation.
One kind of sensory experience is not necessarily more educationally useful than
another sensory experiences are mixed and interrelated. Too much reliance on concrete experience
may actually obstruct the process of meaningful generalization. The best will be striking a balance
between concrete and abstract, direct participation and symbolic expression for the learning that will
continue throughout life. There are bands of experiences.
1. Direct purposeful experience- it is the first hand experience which serve as the
foundation of our learning. It is learning by doing. We build up our reservoir of meaningful
information and ideas through seeing, hearing, touching, tasting and smelling.
2. Contrived experiences- In here we make use of a representative models or mocks
up of reality for practical reasons.
3. Dramatized experiences- Through dramatization we can participate in a
reconstructed experience, even though the original event is far removed from us in time.
4. Demonstrations- It is a visualized explanation of an important fact, idea or process
LESSON - I
EDUCATIONAL TECHNOLOGY
Objectives:
1. To define educational technology
2. To learn the difference of educational technology from technology in
education
3. To explain the relation of educational technology, instructional
technology integration and educational media to one another.
ABSTRACTION
To understand the meaning of educational technology, it may be
good to begin with the meaning of technology. The word technology
comes from the Greek word techne which means craft or art.based on
the
etymology of the word technology, the term educational
technology, therefore refers to the art or craft of responding to our
educational needs.
Many people think that technology refers only to machines such as
computers, tv, videos, and the like. All these from part of technology
but educational technology is all these and more! Technology is not
just machines. It is a planned, systematic method of working to
achieve planned outcomes a process not a product. Technology is the
applied side of scientific development. (Dale, 1969) technology
refers to any valid and reliable process or procedure that is derived
from
basic
research
using
the
scientific
metho.
(http//en.wikipedia.org?/wiki/educational
-technology#perspectives
_and_meaning) technology refers to all the ways people use their
inventions and discoveries to satisfy their needs and desires. (the
World Book Encyclopedia, Vol 19). So, educational technology refers to
how people use their inventions and discoveries to satisfy their
educational needs and desires, i.e learning.
Educational technology is a complex, integrated process
involving
people, procedures, ideas and organization for analyzing
problems
and
devising,
implementing,
evaluating,
and
managing
solutions to those problems, involved in all aspects of human
learning (Association for educational Communications and Technology,
1977. The definition of educational technology, 1-16, Washington DC:
AECT)
Educational technology consist of the designs and environments
that engage learners and reliable technique or method for engaging
learning such as cognitive strategies and critical thinking skills
(David H. Jonassen, et al 19999).
Educational technology is a theory about how problems in human
learning are identified and solved. ( David H. Jonassen, Kyle L. Peck,
Brent g. Wilson, 1999). As a theory, educational technology has an
integrated set of principles that explain and predict observed
events.
Educational technology is field involved in applying a complex,
integrated process to analyze and solve problems in human learning
(David H. Jonassen, et al 1999)
Educational technology is a field study which is concerned with
the practice of using educational
methods and resources for the
ultimate goal of facilitating the learning process (Lucido and Borabo
1997).
Educational technology is a profession like teaching. It is made
up of organized effort to implement the theory, intellectual
techniques, and practical application of educational technology (David
h. jonassen, et al 1999)
From the definitions of educational technology given above, we
can say that the educational is a very broad term. It is the
application of scientific findings in our method.
Or procedure of
working in the field of education in order to effect learning.
Technology in education is the application of technology to any
of those processes involved in operating the institutions which house
LESSON II
TECHNOLOGY BOON OR BANE
Objective:
1. To interpret technology as boon or bane.
ABSTRACTION
Technology is a blessing for man. With technology, there is a lot
that we can do which we could not do then. With cell phones, webcam,
you will be closer to someone miles and miles away. So far yet so
close! That is your feeling when you talk through a cell phone to a
beloved one who is far away from home. Just think of the many human
lives saved because of the speedy notifications via cell phones. Just
think of how your
teaching
and learning have become more novel,
stimulating, exciting and engaging with the use of multimedia in the
classroom. With your tv, you can watch events as they happen all over
the globe.
However, when not used properly, technology becomes a detriment
to learning and development. It can destroy relationships. Think of
the husband who is glued to tv unmindful of his wife seeking his
attention. This may eventually erode marital relationship. Think of
the student who surfs the internet for pornographic scenes. He will
have trouble
with his development. The abuse and misuse of the
internet will have far reaching unfavorable effects on his moral life.
The teacher who schedules class tv viewing for the whole hour to free
herself from a one hour teaching and so can engage in tsismis ,
likewise will not benefit
from technology. Neither will her class
truly benefit from the whole period of tv viewing.
Because of our cell phone, we spend most of our time in the classroom
or in our workplace texting
on
LESSON - III
ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING
Objective:
1. To identify the roles of educational technology in learning.
ABSTRACTION
For the traditional point of view, technology serves as a source
and presenter of knowledge. It is assumed that knowledge is embedded
in the technology (e.g the content presented by films and tv programs
or the teaching sequence in programmed instruction) and the technology
presents that knowledge to the student (David H. Jonassen, et
al,1999).
Technology like computers is seen as a productivity tool. The
popularity of
word processing, databases, spreadsheets, grapic
programs and desktop publishing in the 1980s points to this
productive role of educational technology.
With the eruption of the INTERNET in the mid 90s, communications
and multimedia have dominated the role of technology in the classroom
for the past few years.
From the constructivists point of view, educational technology
serves as learning tools that learners learn with it. It engages
learners
in
active,
constructive,
intentional,
authentic
and
cooperative learning. It provides opportunities for technology and
learner interaction for meaningful learning. In this case, technology
will not be mere delivery vehicle for content. Rather it is used as
facilitator of thinking and knowledge construction.
From a constructivist perspective, the following are roles of
technology in learning: (Jonassen, et al 1999).
LESSON - IV
SYSTEMATIC APPROACH TO TEACHING
Objectives:
1. To know what is systematic approach to teaching
2. To enumerate the elements of systematic approach in teaching
ABSTRACTION
Examples
of learning activities that the teacher can choose
from, depending on his/her
instructional objective, nature of the
lesson content, readiness of the students, are reading, writing,
interviewing, reporting or doing presentation, discussing, thinking,
reflecting,
dramatizing,
visualizing,
creating,
judging
and
evaluating,
flannel
board
LESSON - V
CONE OF EXPERIENCE
Objectives:
1. To define cone of experience
2. To enumerate the sensory aids in the cone of experience
3. To identify the implication to teaching
ABSTRACTION
The cone of experience is a visual model, a pictorial device that
presents bands
of experience arranged according to degree of
abstraction and not degree of difficulty. The further you go from
the bottom of the cone, the more abstract the experience becomes.
Dale (1969) asserts that:
The pattern of arrangement of the bands of experience is not
difficult but degree of abstraction the amount of immediate
sensory participation that is involved. A still photograph of a is
not more difficult to understand than a dramatization of Hamlet. It is
simply in itself a less concrete teaching
material than the
dramatization (Dale, 1969)
Dale further explains that the individual bands of the cone
of experience stand for experiences that are fluid, extensive, and
continually interact (Dale, 1969). It should not be taken literally
in its simplified form. The different kinds of sensory aid often
overlap and sometimes blend into one another. Motion pictures can be
silent or they can combine sight and sound. Students may merely view a
demonstration or they may view it then participate in it.
Does the cone of experience mean that all the teaching and
learning must
move systematically
from base to pinnacle, from
different purposeful experiences to
verbal symbols? Dale (1969)
categorically says:
No. we continually shuttle back and forth among various kinds of
experiences. Every day each of us acquires new concrete experiences
through walking on the street, gardening, dramatics and endless other
means. Such learning by doing, such pleasurable return to the concrete
is natural throughout our lives and at every age level. On the other
hand, both the older child and the young pupil make abstractions every
day and may need help in doing this well.
In our teaching then, we do not always begin with direct
experience at the base of the cone. Rather, we begin with the kind of
experience that is most appropriate to the needs and abilities of
to teach
subtracting centavos from pesos is another
example of
contrived experiences.
Conducting election of class and school
officers by
simulating
how local and national elections are
conducted is one more example of contrived experiences.
Dramatized experiences by dramatization, we can participate in
a reconstructed experience, even though the original
the original
event is far removed from us in time. We relieve the outbreak of the
Philippine revolution by acting out the role of characters in the
drama.
Demonstrations it is a visualized explanation of an important
fact, idea or process by the use of photographs, drawings, films,
displays or guided motions. It is showing how things are done. A
teacher in Physical Education shows the class how to dance tango.
Study trips these are excursions, educational trips, and visits
conducted to observe an event that is unavailable within the
classroom.
Exhibits these are displays to be seen by spectators. They may
consists of working models arranged meaningfully or photographs with
modes, charts, posters. Sometimes exhibits are for your eyes only
. there are some exhibits however, that include sensory experiences
where spectators are allowed to touch or manipulate models displayed.
Televisions and motion pictures televisions and motions
pictures can reconstruct the reality of the past so effectively that
we are made to feel we are there. The unique value of the messages
communicated by fil and television lies in their feeling of realism,
their
emphasis
on
persons
and
personality,
their
organized
presentation, and their ability to select, dramatized, highlight, and
clarify.
Still pictures, recordings, radio
- these are visual and
auditory devices which may be used by an individual or a group. Still
pictures lack the sound and motion of a sound film. The radio
broadcast of an actual event may often be Liked to a televise
broadcast minus its visual dimension.
Visual symbols these are no longer realistic reproduction of
physical things for these are highly abstract representations.
Examples are charts, graphs, maps, and diagrams.
Verbal symbols they are not like the objects or ideas for
which they stand. They usually do not contain visual clues to their
meaning. Written words fall under this category. It may be a word
of
the
Cone
of
Experience
in
a
the
LESSON - VI
USING AND EVALUATING INSTRUCTIONAL MATERIALS
Objective:
1. To label guidelines that should be considered in the selection and use
of instructional materials.
ABSTRACTION
One of the instructional materials used to attain instructional
objectives is fieldtrip.
It is not enough to bring the class out for the fieldtrip and make
them observe anything or everything or use their instructional
materials for no preparation and clear reason at all. Perhaps this is
what happened to the field trip joined in by Linus, thats why he
seems not able to cite something specific that he learned from the
field trip.
For an effective use of instructional materials such as field
trip, there are guidelines that ought to observed, first of all, in
their selection and second, in their use.
Selections of Materials
Does the material give a true picture of the ideas they present? To
avoid misconceptions, t is always good to ask when the material was
produced.
Does the
another?
Is the material worth the time, expense and effort involved? A field
trip, for instance, requires much time, effort and money. It is more
effective than any other
less
expensive and less demanding
instructional material that can take its place? Or is there a better
substitute?
use
of
material
make
the
learners
collaborate
with
one
LESSON - VII
DIRECT, PURPOSEFUL EXPERIENCES AND BEYOND
Objectives:
1. To identify guidelines should be consider in the selection and use
of the instructional materials
2. To distinguish where should these direct purposeful experience lead the
learner for meaningful learning
ABSTRACTION
Whatever skills or concept we have did not come out of the blue.
We spent hours doing the activity by ourselves in order to acquire the
skill. The same thing is through with the four (4)narrators above.
They learned the skills by doing. The Graduate School Professor had
to do the computer task herself to learn the skill. The secretary
learn from her mistake and repeatedly doing the task correctly enabled
her to master the skill. The Grade IV pupil got a crystal clear
concepts of the size of the elephant and giraffe. For the Grade VI
teacher,
the
statistical
concepts
of
positive
and
negative
discrimination indices became fully understood only after the actual
experience of item analysis. All these experiences point to the need
to use, whenever we can, direct, purposeful experiences in the
teaching learning process.
are
foundation of our learning. These are the rich experiences that our
senses bring from which we construct the ideas, the concepts, the
generalization that gives meaning and order to our lives. (Dale.
1969). They are sensory experiences.
These direct activities
may be preparing
meals , making a
piece of furniture, doing power point presentation, performing a
laboratory experiment, delivering a speech, or taking a trip.
In contrast, indirect experiences are experiences of other people
that we observe, read or hear about. They are not our own self
experiences but still experiences in the sense that we see , read hear
about them. They are not firsthand but rather vicarious or indirect
experiences .
Climbing a mountain is a firsthand, direct experience. Seeing it
done on films or reading about it is vicarious, substitute experience.
It is clear, therefore, that we can approach the world of reality
directly through the senses and indirectly with reduced sensory
experience. For example, we can bake black forest cake or see it done
in the tv or read about it.
Why
are
these
direct
experiences
described
to
be
purposeful?
Purposeful because the experiences are not purely
mechanical. They are not a matter of going through the motion. These
are not mere sensory excitation. They are experiences that are
internalized in the sense that these experiences involved the asking
of questions that have significance in the life of the person
undergoing the direct experience.
They are also described as purposeful because these experiences
are undergone in relation to a purpose, i.e. learning. Why do we want
our students to have a direct experience in conducting an experiment
in the laboratory? It is done in the relation to a certain learning
objective.
Where should these direct , purposeful experience lead us to? The
title of this lesson direct, Purposeful Experiences and Beyond
implies that these direct experiences must not be the period or the
dead end. We must be brought to a higher plane. The higher plane
referred to here is the level of generalization and abstraction.
That is why we speak of hands on, minds on, and hearts on
approach. Out of the direct experience , thoughts or meanings
following reflection must flow or run the risk of a lesson consisting
of activity after another activity enjoyed by the learners who cannot
make connection with the activity themselves.
firsthand
sensory
LESSON - VIII
TEACHING WITH CONTRIVED EXPERIENCES
Objectives:
1. To define contrived experiences
2. To distinguish varied types of contrived experiences
3. To know the advantage of using contrived experiences
4. To
determine standards that can be used to evaluate
experiences
ABSTRACTION
contrived
The model of the atom, the globe, the planetarium, the simulated
election process and the preserved specimen fall under contrived
experiences, the second band of experiences in Dales Cone of
Experiences.
What are contrived experiences? These are edited copies of
reality and are used as substitute for real things when it is not
practical or not possible to bring or do the real thing in the
classroom. These contrived experiences are designed to stimulate to
real life situation.
The atom, the planetarium are classified as models. A model is a
reproduction of a real thing in a small scale, or large scale, or
exact size, - but made of synthetic materials. It is a substitute for
a real thing which may or may not be operational (Brown, et al,
1969).
The planetarium may also be considered a mock up. A mock up
is an arrangement of a real device or associated devises, displayed
in such a way that representation of reality is created. The mock up
may be simplified in order to emphasize certain features. It may be an
economical reproduction of a complicated or costly device, to be
observed for learning process. Usually, it is prepared substitute for
a real thing; sometimes it is a giant arrangement (Brown 1969). The
planetarium is an example of a mock up, in the sense that the order
or the arrangement of the planet is shown and the real processes
of
the planets rotation on their axis and the revolution of the
planets around the sun are displayed. A mock up is a special model
where the parts
of the model are singled
out , heightened and
8. To motivate learners
9. To develop analytical processes
10.
To
sensitive
individuals
to
another
persons
life
role.
LESSON - IX
TEACHING WITH DRAMATIZED EXPERIENCES
Objectives:
1. To contrast what do these dramatic experiences include
2. To organize their uses for effective teaching
ABSTRACTION
Something dramatic is something that is stirring or affecting or
moving. A dramatic entrance is something that catches or holds our
ROD PUPPETS -flat cut out figures tacked to a stick, with one or more
movable parts, and operated from below the stage level by wire rods or
slender sticks.
the
little
finger
and
thumb
being
used
to
animate
the
Hand
puppet
Shadow
Puppet
puppet
Rod
Marioneette
puppet
Love
and
Finger
https://www.google.com.ph/search?q=marionette+puppet&biw=1360&bih=677&
tbm=isch&tbo=u&source=univ&sa=X&ei=luJoUtHaNIyMrAfAgoGgAg&ved=0CDUQsAQ
#q=Sample+puppet+Stages&tbm=isch&facrc=_&imgdii=_&imgrc=Y_J9KiDIEBcvBM
%3A%3BRTkw7u86fbjmVM%3Bhttp%253A%252F%252Fwww.communityplaythings.com%
252F~%252Fmedia%252Fimages%252Fcpus%252Fproduct%252Froomscapes%252Froo
mscapessets%252Ff791_inuse.jpg%253Fmh%253D1200%3Bhttp%253A%252F%252Fwww.commu
nityplaythings.com%252Fproducts%252Froomscapes%252Ff791-puppettheater%3B1280%3B1024
What principles must be observed in choosing a puppet play for
teaching? Dale, (1996) quoting from the puppeteers of America offers
many suggestions, among which are the following:
Do not use puppets for plays that can be done just as well or better
by other dramatic means.
Adapt the puppet show to the age, background, and tastes of the
students.
Another from of dramatized experienced is a role playing. Role
playing Is an unrehearsed, unprepared and spontaneous dramatization of
a lets pretend situation where assigned participants are absorbed
by their own roles in the situation described by the teachers.
How did you, as actors, feel? Would you act/think that way in real
life?
As observers, would you agree with agree with what the actors said or
did?
LESSON - X
DEMONSTRATION IN TEACHING
Objectives:
1. To define the word demonstration
2. To
discover
a demonstration work
ABSTRACTION
In the demonstration of a new product, the speaker shows the
product, tells all the good thing about the product to promote it in
order to convince the audience that the product is worth buying.
In the activists demonstration, the activists air their
grievances and publicly denounce the acts of a person or of an
institution, like the government, against whom they are demonstrated.
When a master teacher asked to demonstration in teaching on a
teaching strategy, she shows to the audience how to use a teaching
strategy effectively.
In all three instances of demonstration, there is an audience, a
process of speaking, and a process of showing a product or a method or
proofs to convince the audience to buy the product, use the strategy
or rally behind their cause.
What the n is a demonstration? Websters International Dictionary
defines it as a public showing emphasizing the salient , merits,
utility, efficiency, etc, of an article or product.. in teaching it
is showing how a thing is done and emphasizing of the salient merits,
utility and efficiency of a concept, a method or a process or an
attitude.
What guiding principles must we observe in using a demonstration
as a teaching learning experience? Edgar Dale (1969) gives at least
three:
1. Establish rapport. Greet your audience. Make them feel at ease by your
warmth and sincerity. Stimulate their interest by making your
demonstration and yourself interesting. Sustain their attention.
2. Avoid COLK fallacy (Clear Only If Known). What is this fallacy? It is
the assumption that what is clear to the expert demonstrator is also
clearly known to the person for whom the message is intended. To avoid
the fallacy, it is best for the expert demonstrator to assume that his
audience knows nothing or a little about what he is intending to
demonstrate for him to be very
thorough, clear and detailed in his
demonstration even to a point of facing the risk of being repetitive.
3. Watch for key options. What are key options? Dale (1996) says they
are the ones at which an error is likely to be made, the places at
which many people stumble and where the knacks and tricks of the trade
are especially important. The good demonstrator recognizes [possible
stumbling blocks to learners and highlights them in some way. What are
usually highlighted are the donts of a process or a strategy.
To ensure that the demonstration works, we ought to plan and prepare
very well before we conduct the demonstration. In planning and
preparing
for
demonstration,
Brown
(1969)
suggests
methodical
procedures by the following questions:
1. What are our objectives? How does your class stand with respect to
these objectives? This is to determine entry knowledge and skills of
your students.
2. Is there a better way to achieve your ends?
3. If there is a more effective way to attain your purpose, then replace
the demonstration method the more effective one.
4. Do you have access to all necessary materials and equipments to make
the demonstration? Have a checklist of necessary equipment and
material. This may include written materials.
5. Are you familiar with the sequence and content of the proposed
demonstration? Outline the steps and rehearse your demonstration.
6. Are the limits realistic?
You have planned and rehearsed your demonstration, your
materials and equipment are ready, you have prepared your students,
then you can proceed to the demonstration itself. Dale (1969) gives
several points to observe:
1. Set the tone for good communication. Get and keep your audiences
interest.
2. Keep your demonstration simple.
3. Do not wonder from the main ideas.
4. Check to see that your demonstration is being understood. Watch your
audience for signs of bewilderment, boredom or disagreement.
5.
Did you follow the step by step plan? Did you make use of additional
materials appropriate to your purpose chalkboard, felt board,
pictures, charts, diagrams, models, overhead transparencies, or
slides?
Did you keep checking to see that all your students were concentration
on what you were doing?
Could every person see and hear? If a skill was demonstrated for
imitation, was it presented from the physical point of view of the
learner?
learning
were
doing
indicate
by
that
asking
your
LESSON - XI
MAKING THE MOST OF COMMUNITY RESOURCES AND FIELD TRIPS
Objectives:
1. To predict procedures and criteria that must be observed in planning
and conducting field trips
2. To know the educational benefits derived from a field trip
3. To construct community resources that can be utilized for learning
ABSTRACTION
by
the
teacher,
Brown
(1969)
proposes
the
List specific object to be seen on their way to the site, on the site
of the field trip and on their way home from the site.
Discuss appropriate dress. Comfortable shoes for walking are
important.
Before the trip, use a variety of learning materials in order to give
each student a background for the trip.
Preplanning with Others Joining the Trip
Other people accompanying the group need to be oriented on the
objectives, route, behavior, standards required of everyone so they
can help enforce these standards. These may be parents who will assist
the teachers and/ or school administrator staff.
Taking the Field Trip
developed?
are
well
expert. Say for example, his memories of World War II. A barangay
captain may be asked on what the barangay intends to do a curb the
rampant alcoholism among the youth in the community.
As to places to visit, popular destinations are museum, zoos,
botanical gardens, historical places, places of exhibit, scenic spots.
Performance like a play, a concert, and a dance presentations also
form part of community resources.
Public libraries and private libraries (some private schools,
colleges and universities allow outsiders to research
in their
libraries on special arrangements) can also be community learning
resources. Maybe classes are not bought to these libraries for a field
trip but students can go there for research and learning.
LESSON - XI
MAKING THE MOST OF COMMUNITY RESOURCES AND FIELD TRIPS
Objectives:
1. To predict procedures and criteria that must be observed in planning
and conducting field trips
2. To know the educational benefits derived from a field trip
3. To construct community resources that can be utilized for learning
ABSTRACTION
The teachers comments given above indicate failure of the field
trips conducted. This is definitely the consequence of no planning
or if ever there was, planning was done poorly.
What procedures must we follow to avoid the failed study trips
described above? Lets plan. Planning a field trip includes these
steps: 1. Preliminary planning by the teacher, 2. Pre planning with
others going on the trip, and 3. Taking the field trip itself and
4. Post field trip follow up activities.
For preliminary
following:
by
the
teacher,
Brown
(1969)
proposes
the
Upon arriving at the destination, teacher should check the group and
introduce the guide.
Special effort should be made to ensure that:
The trip keeps to the time schedule
The students have the opportunity to obtain answers to questions
The group participates courteously in the entire trip
The guide sticks closely to the list of questions
Evaluating Field Trip
These are questions we ask ourselves after the field trip to
evaluate the field trip we just had.
developed?
are
well
LESSON - XII
THE POWER OF FILM, VIDEO AND TV IN THE CLASSROOM
Objectives:
1. To discover how powerful the film, video and tv in the classroom
2. To comprehend the educational benefits of the use of films, video and
tv in the classroom
3. To identify the disadvantages or limitations of the use of tv
4. To know the procedures ought to be followed for effective use of tv as
a form of lesson enrichment
ABSTRACTION
The film, the video and the tv are indeed very powerful.
says, they can:
Dale (1969)
Provide us with sounds and sights not easily available even to the
viewer of a real event through long shots, close ups, zooms shots,
magnification and spilt screen made possible by the t camera afraid
of
the
mammoth
crowd
every
time
Baguio
celebrates
the
panagbenga (Flower festival), I prefer to stay home and watch it in
tv. With the versatile camera, I can have more close up view than
those watching it from session Road.
Can give opportunity to teachers to view themselves while they teach for
purposes of self improvement
- teachers cant view
themselves
while they teach but with video cam and tv they can view themselves
while they teach after.
Can be both instructive and enjoyable with sights and sounds and
motion, tv is much more enjoyable.
While the film, video and tv can do so much, they have their own
limitation, too.
Television and film are one way communication device. Consequently, they
encourage passivity. Today, however we talk about and work on
interactive classrooms for effective learning. We are convinced that
learning is an active process and so the learner must be actively
engaged.
The small screen size puts television at a disadvantage when compared
with the possible size of projected motion picture, for example. With
new technology, how is this remedied?
Excessive tv viewing works against the development of the childs
ability to visualize and to be creative and imaginative, skills that
are
needed
in
problem
solving.
(http://www.
Publicschoolreview.com/articles/21)
There is much violence in tv . this is the irrefutable conclusion.
viewing
violence
increases
violence.
(American
Psychological
Association Youth Commission)
Darken the room. Remember that complete darkness is not advisable for
tv viewing. Your students may need to take down notes while viewing.
The students should not be seated too near nor too far from the tv.
No student should be farther from the seat than the number of feet
that the picture represents in inches. A 24 inch set means no
student farther than 24 feet from the set. (Dale, 1969).
Pre viewing activities
Set goals and expectations. Why are you viewing the tv? What is
expected of you students? State clearly.
Link the tv lesson with past lesson and / or with your students
experiences for integration and relevance.
Set the rules while viewing. Will you allow them to take down notes?
Or are you providing them with notes afterwards?
Put the film in context. Give a brief background, if necessary.
Point out the key points they need to focus on. it helps if you give
them guide questions which become the foci or post viewing
discussions. Omit this, if you are using an interactive video and the
resource speaker himself/herself gives the questions for interactive
discussion in the process of viewing.
Viewing
Dont interrupt viewing by inserting cautions and announcements you
forgot to give during the previewing stage. It disrupts and dampens
interest.
Just make sure sights and sounds are clear. You were suppose to have
checked on these when you did your pre viewing.
Post viewing
To make them feel at ease begin by asking the following questions:
1. What do you like best in the film?
2. What part of the film makes you wonder? doubt?
3. Does the film remind you of something or someone?
4. What questions are you asking about the film? (Write them down. You
have not to end the class without answering them to make
your
students feel that everyone and everything matter. Nothing or nobody
is taken for granted.)
Go to the questions you raised at the pre viewing stage. Engage the
students in the discussion of answers. Check for understanding.
Tackle questions raised by students at the initial stage of the post
viewing discussion. Involve the rest of the class. If questions cannot
be answered, not even you can answer them, motivate the class to do
further reading on the topic and share their answers the next meeting.
You will not be exempted from the assignment.
Ask what the students learned. Find out how they can apply what they
learned. Several techniques can be used for this purpose. A simple yet
effective technique is the completion of unfinished sentence. E. g.
From this film I learned_________________. I can apply the lesson I
learned in/by _____.
Summarize what was learned. You may include whatever transpired in the
class discussions in the summary but dont forget to base your summary
on your lesson objectives.
LESSON - XIII
TEACHING WITH VISUAL SYMBOLS
Objectives:
1. To identify the instructional materials fall under this category
2. To categorize examples of each visual symbols
3. To construct visual symbols where they can be integrated in the instructional
process
4. To modify guidelines that must be followed when reading charts, graphs, and
maps
ABSTRACTION
Your experience of the words and the graphs convinces you that a graph
is easier to understand than the words of a paragraph. A graph is worth a
thousand words. a graph and any visual symbol for that matter such as
drawings, cartoons, strip drawings, diagrams and maps are worth a thousand
words. They are more clearly understood than mere words. Let us learn more
about each of them and find out where they can be used in our lessons.
A. Drawings
A drawing may not be real thing but better to have a concrete visual
aids than nothing. To avoid confusion, it is good that our drawing correctly
represents the real thing. One essential skills that a teacher ought to
possess at order to be understood is drawing. It helps you a lot if you are
capable of doing simple freehand sketching. You will find out that as you
lecture, you need to illustrate on the chalkboard. So, better start learning
how to draw. The only way to learn it is to do the sketching yourself and
devote some time to it. There is nothing so difficult that is not made easy
when we spend at least forty hours learning and mastering it.
B. Cartoons
Another useful visual symbols that can bring novelty to our teaching is
the cartoon. A first-rate cartoon tells its story metaphorically. The perfect
cartoon needs no caption. The less the artist depends on words, the more
effective the symbolism. The symbolism conveys the message.
Sources of cartoons
You can easily collect cartoons for instruction. They appear often in
newspapers and magazines. In class, you can give it to individual students
for individual study or project it by an opaque projector. Depending on
themes for the week of the month, you can display these cartoons on the
bulletin board. One creative teacher arranged for a cartoon of the month
and displayed and changed her display every end of the month.
Where to use cartoons in instruction
you can also use this as a springboard for a lesson or a concluding activity.
It depends on your purpose.
K to 12 curriculum standards and competencies
go back to the K to 12 curriculum guide. Which can be taught with the use of
a cartoon? Come up with a cartoon for a particular lesson.
C.Strip drawing
These are commonly called comics or comic strip. Dale (1969) asserts that a
more accurate term is strip drawings. Make use of strip that are educational
and entertaining at the same time.
Where to use strip drawing in instruction
these can serve as motivation and a starter of your lesson. It can also be
given as an activity for students to express insightss gained at the
conclusion of a lesson.
Source of strip drawing
you can obtain strip drawings from newspapers, magazines and books
K to 12 curriculum standards and competencies
identify a competency where a strip drawing is appropriate. Look for an
appropriate strip drawing or make one.
D. diagram
Tre diagram- used to chart out, in increasing detail, the various tasks that
must be accomplished to complete a project or achieve a specific objective.
E. Chart
A chart is a diagrammatical representation of relationships among
individuals within an organization. We can have a: 1.) time chart, 2.) tree
or stream chart, 3.) flow chart, 4.) organizational chart, 5.) comparison and
contrasts chart, 6.) pareto chart and 7.) run chart or trend chart.
Examples of chart
Time chart- is a tabular time chart that presents data in ordinal sequence.
Bar graph- used in comparing the magintude of similar items at different ties
or seeing relative sizes of the parts of a whole.
met
several
graphic
organizers
in
your
subject,
Relief map- has three dimensional representations and shows contours of the
physical data of the earth or part of the earth.
Commercial or economic map- also called product or industrial map since they
show land areas in relation to the economy.
like
altitude,
Map language
Scale- shows how much of the actual earth's surface is presented by a given
measurement on a map. The scale musr be shown so that the map reader can use
the distances and areas shown on the map in measuring or figuring out the
real distance and areas on the earth's surface. On some maps, scale is shown
graphically. In others the scale is expressed in words and figure.e.g. 1 inch
15 statute miles. 3
Symbols- usually a map has a legend that explains what each symbols means.
Some symbols represent highways, railroads, mountains, lake and plains.
Color- the different colors of the map are parts of the map language.
Geographic grids- the entire system of these grid lines. These grid lines are
called meridians and parallels. A meridians is a north to south pole line.
Parallels are lines drawn around a globe with all points along each line with
an equal distance from the pole. Longitude is the distance in degree of any
place east or west of the prime meridians. Latitude is the distance in
degrees of any place north and south of the equator.
Map reading test
Here is a map reading test. Test your self. Don't you worry, if you
don't perform well at first. After further reading about maps, take the test
again. Do it until you get a perfect score. If you work hard at it, you will
not be hard up presenting or teaching your students about maps later.
A map-reading test
A number of studies have been made of the ability of pupils to read
maps and, in general, the findings are disappointing. Many students have not
mastered simple map-reading skills before they leave junior high school.
Further, studies show that geographical errors common to pupils are also
common among teachers. Encircle the T if the statement is correct and F if
the statement is wrong (adapted from audiovisual methods in teaching, by
Edgar dale, (1969)
lines of longitude are parallel to each other. T F on a globe all
lines of latitude meet at the poles. T F a degree of longitude ranges from
68.4 to 69.4 miles. T F longitude is usually measured from greenwich,
England. T F latitude is measured from the equator. T F the latitude of
the poles isa 90 degrees. T F the hours of daylight in summer and winter
are related to longitude. T F places at low latitudes usually have warm
climates. T F time belts are directly related to longitude. T F the
latitude of a place indicates its distance from the equator. T F the
highest latitudes are around the poles. T F a place not on the equator must
be either north or south of it. T F lines of longitude bisect the earth. T
F latitude means angular distance north or south of the equator. T F
longitude 0 degree defines an exact place on the earth. T F lines if
latitude are parallel to the equator. T F latitude 90 degree north define
an exact place on the earth. T F any place not on the Greenwich Meridian is
either east or west of it. T F a place of 40 degree latitudes is about
1,000.3,000,5,0000,8,000 miles from the T F equator a line of longitude is
also called a meridian. T F the longitude of a place gives a rough
indication of its climate T F a line of latitude is referred to as a
parallel. T F
understand the maps, graphs and charts
What should you to do be successful in reading maps, charts and graphs? The
following steps will be help of you:
Read the titles and subtitles. They will often tell you the purpose of the
graphic materials and may provide a clue to its main idea.
Read the key, and / or the legend, and the scale of miles whenever any of
these is present. (these items ordinarily appear on maps.) read the
information shown along the side and the bottom of graphs and chart and
tables, if any. This will help you understand what quantities or qualities
are being presented or what comparisons are being made. On maps, notice how
the different parts of the map are related to each other.
Determine your purpose for reading the map, chart, table or graph.
LESSON - XIII
TEACHING WITH VISUAL SYMBOLS
Objectives:
1. To identify the instructional materials fall under this category
2. To categorize examples of each visual symbols
3. To construct visual symbols where they can be integrated in the instructional
process
4. To modify guidelines that must be followed when reading charts, graphs, and
maps
ABSTRACTION
Your experience of the words and the graphs convinces you that a graph
is easier to understand than the words of a paragraph. A graph is worth a
thousand words. a graph and any visual symbol for that matter such as
drawings, cartoons, strip drawings, diagrams and maps are worth a thousand
words. They are more clearly understood than mere words. Let us learn more
about each of them and find out where they can be used in our lessons.
A. Drawings
A drawing may not be real thing but better to have a concrete visual
aids than nothing. To avoid confusion, it is good that our drawing correctly
represents the real thing. One essential skills that a teacher ought to
possess at order to be understood is drawing. It helps you a lot if you are
capable of doing simple freehand sketching. You will find out that as you
lecture, you need to illustrate on the chalkboard. So, better start learning
how to draw. The only way to learn it is to do the sketching yourself and
devote some time to it. There is nothing so difficult that is not made easy
when we spend at least forty hours learning and mastering it.
B. Cartoons
Another useful visual symbols that can bring novelty to our teaching is
the cartoon. A first-rate cartoon tells its story metaphorically. The perfect
cartoon needs no caption. The less the artist depends on words, the more
effective the symbolism. The symbolism conveys the message.
Sources of cartoons
You can easily collect cartoons for instruction. They appear often in
newspapers and magazines. In class, you can give it to individual students
for individual study or project it by an opaque projector. Depending on
themes for the week of the month, you can display these cartoons on the
bulletin board. One creative teacher arranged for a cartoon of the month
and displayed and changed her display every end of the month.
Where to use cartoons in instruction
you can also use this as a springboard for a lesson or a concluding activity.
It depends on your purpose.
K to 12 curriculum standards and competencies
go back to the K to 12 curriculum guide. Which can be taught with the use of
a cartoon? Come up with a cartoon for a particular lesson.
C.Strip drawing
These are commonly called comics or comic strip. Dale (1969) asserts that a
more accurate term is strip drawings. Make use of strip that are educational
and entertaining at the same time.
Where to use strip drawing in instruction
these can serve as motivation and a starter of your lesson. It can also be
given as an activity for students to express insightss gained at the
conclusion of a lesson.
Source of strip drawing
you can obtain strip drawings from newspapers, magazines and books
K to 12 curriculum standards and competencies
identify a competency where a strip drawing is appropriate. Look for an
appropriate strip drawing or make one.
D. diagram
What is a diagram? It is any line drawing that shows arrangement and
relations as of parts to the whole, relative values, origins and development,
chronological fluctuations, distribution etc. (Dale, 1969)
If you can draw stick figures, you can easily draw the diagrams that you need
as you go along. To emphasize the key points in your diagram, make use of
color whether you use the chalkboard of the OHP and transparenicies.
types of a diagram
Find out what these other diagrams are. You may nedd them as you teach and as
you go about you other teaching-related tasks.
Affinity diagram- used to cluster complex apparently unrelated data into
natural and meaningful groups.
Tre diagram- used to chart out, in increasing detail, the various tasks that
must be accomplished to complete a project or achieve a specific objective.
Fishbone diagram- it is also called cause and effect diagram.it is a
structured form of brainstorming that graphically shows the relationship of
possible cause and sub -causes directly related to an identified effect /
problem. It is most commonly used to analyze work-related problems.
E. Chart
A chart is a diagrammatical representation of relationships among
individuals within an organization. We can have a: 1.) time chart, 2.) tree
or stream chart, 3.) flow chart, 4.) organizational chart, 5.) comparison and
contrasts chart, 6.) pareto chart and 7.) run chart or trend chart.
Examples of chart
Time chart- is a tabular time chart that presents data in ordinal sequence.
Tree or stream chart- depects development, growth and change by beginning
with a single course (the trunk) which spreads out into many branches; or by
beginning with the many tributaries which then converge into a single
channel.
Flow chart- is a visual way of charting or showing a process from beginning
to end. It is a means of analyzing a process. By outlining every step in a
process, you can begin to find ineffeciencies or problems. (Latta, 1994)
Organizational chart- shows how one part of the organizational relates to
other parts of the organizationa.
Comparison and contrasts- used to show similarities and differences between
two things (people, places, events, ideas, etc.)
Pareto chart- is a type of bar chart, priorritized in descending order of
magnitude or importance from left to right. It shows at a glance which
factors are occuting most.
Gannt chart- is an acivity time chart.
K to 12 standards and competencies
Find out which of these charts are appropriate for any lesson in the K to 12
curriculum guide or for any teaching related tasks.
F. graphs
These are several types of graphs. They are :1.) circle or pie graph,
2.) bar graph, 3.) pictorial graph and 4.) line graph.
Pie or cicle graph- recommended for showing parts of whole.
Bar graph- used in comparing the magintude of similar items at different ties
or seeing relative sizes of the parts of a whole.
Pictorial graph- makes use of picture symbols.
Graphic organizers- you met several graphic organizers in your subject,
principles of teaching.
K to 12 standards and competencies
In which lessons can you use each of these graphs?
G. Maps
A maps is a representation of the surface of the earth or some part of
it... (Dale 1969)
kinds of map
physical map- combines in a single projection data like altitude,
temperature, rainfalll, precipitation, vegetation, and soil.
Relief map- has three dimensional representations and shows contours of the
physical data of the earth or part of the earth.
Commercial or economic map- also called product or industrial map since they
show land areas in relation to the economy.
Political map- gives detailed information about country, provinces, cities
and towns and roads ang highways. Oceans, rivers and lake are the main
features of most political maps.
Map language
Scale- shows how much of the actual earth's surface is presented by a given
measurement on a map. The scale musr be shown so that the map reader can use
the distances and areas shown on the map in measuring or figuring out the
real distance and areas on the earth's surface. On some maps, scale is shown
graphically. In others the scale is expressed in words and figure.e.g. 1 inch
15 statute miles. 3
Symbols- usually a map has a legend that explains what each symbols means.
Some symbols represent highways, railroads, mountains, lake and plains.
Color- the different colors of the map are parts of the map language.
Geographic grids- the entire system of these grid lines. These grid lines are
called meridians and parallels. A meridians is a north to south pole line.
Parallels are lines drawn around a globe with all points along each line with
an equal distance from the pole. Longitude is the distance in degree of any
place east or west of the prime meridians. Latitude is the distance in
degrees of any place north and south of the equator.
Map reading test
Here is a map reading test. Test your self. Don't you worry, if you
don't perform well at first. After further reading about maps, take the test
again. Do it until you get a perfect score. If you work hard at it, you will
not be hard up presenting or teaching your students about maps later.
A map-reading test
A number of studies have been made of the ability of pupils to read
maps and, in general, the findings are disappointing. Many students have not
mastered simple map-reading skills before they leave junior high school.
Further, studies show that geographical errors common to pupils are also
common among teachers. Encircle the T if the statement is correct and F if
the statement is wrong (adapted from audiovisual methods in teaching, by
Edgar dale, (1969)
lines of longitude are parallel to each other. T F on a globe all
lines of latitude meet at the poles. T F a degree of longitude ranges from
68.4 to 69.4 miles. T F longitude is usually measured from greenwich,
England. T F latitude is measured from the equator. T F the latitude of
the poles isa 90 degrees. T F the hours of daylight in summer and winter
are related to longitude. T F places at low latitudes usually have warm
climates. T F time belts are directly related to longitude. T F the
latitude of a place indicates its distance from the equator. T F the
highest latitudes are around the poles. T F a place not on the equator must
be either north or south of it. T F lines of longitude bisect the earth. T
F latitude means angular distance north or south of the equator. T F
longitude 0 degree defines an exact place on the earth. T F lines if
latitude are parallel to the equator. T F latitude 90 degree north define
an exact place on the earth. T F any place not on the Greenwich Meridian is
either east or west of it. T F a place of 40 degree latitudes is about
1,000.3,000,5,0000,8,000 miles from the T F equator a line of longitude is
also called a meridian. T F the longitude of a place gives a rough
indication of its climate T F a line of latitude is referred to as a
parallel. T F
understand the maps, graphs and charts
What should you to do be successful in reading maps, charts and graphs? The
following steps will be help of you:
Read the titles and subtitles. They will often tell you the purpose of the
graphic materials and may provide a clue to its main idea.
Read the key, and / or the legend, and the scale of miles whenever any of
these is present. (these items ordinarily appear on maps.) read the
information shown along the side and the bottom of graphs and chart and
tables, if any. This will help you understand what quantities or qualities
are being presented or what comparisons are being made. On maps, notice how
the different parts of the map are related to each other.
Determine your purpose for reading the map, chart, table or graph.
LESSON - XIV
MAXIMIZING THE USE OF OVERHEAD PROJECTOR AND THE CHALKBOARD
Objective:
1. To produce techniques which could help maximize the use of the overhead
projector and the chalkboard
ABSTRACTION
Except in extremely deprived classrooms, every classroom has a
chalkboard. In fact, a school may have no computer, radio, tv, etc. but it
will always have a chalkboard. so why not make optimum use of what we have,
the chalkboard? The following practices of dedicated professional teachers
may help us in the effective use of the chalkboard:
Write clearly and legibly on the board. Take note that there are children in
the last rows.
It helps if you have a hard copy of your chalkboard diagram or out line. That
helps you to visualize the diagram or outline you like to appear on the
chalkboard. That clean diagram and organized outline must match what you do
on the chalkboard.
Don't crowd your notes on the board. By overcrowding your board work, your
students may fail to see the key ideas. They may not see the trees because of
the forest. 3
Make use of colored chalk to highly the key points. Color will also make your
board more appealing. I witnessed one good teacher who had no other visual
aid except herself, the chalkboard and her colored chalks.
Do not turn your back to your class while you write on the chalkboard. Write
side view as you talk. Don't lose your eye contact with your class.
For the sake of order and clarity, start to write from the left side of the
board going right.
If you teach the grades and you think the lines on the chalkboard are needed
for writing exercise, then provide the lines for your board.
Look at your board work from all corners of the room to test if pupils from
all sides of the room can read your board work.
If you need to replace your chalkboard or if you are having a new classroom
with new chalkboard suggest to the carpenter to mount the chalkboard a little
concave from left to right to avoid glare for the pupil's benefit.
If you need to have a board work in advance or that need to be saved for
tomorrow's use (say a quiz or a sophisticated diagram), write place save
and cover the same with a curtain.
You can move overlays back and forth cross the base in order to rearrange
elements of diagrams or problems.
For special purposes you can stimulate motion on parts of a transparency by
using the effects of polarized light. To do this, set a plaroid glass spinner
over the projector lens and attach a special plastic element of parts of the
transparency for which motion is desired.
You can simultaneously project on an adjacent screen other visual materials,
usually
slides
or
motion
pictures,
which
illustrate
or
apply
the
generalizations shown on a transparency.
Other reminds on the effective use of the OHP are:
Stand off to one side of the OHP while you face the students.
Don't talk to the screen. Face the students when you talk, no the screen.
Place the OHP to your right, if you are right handed, and to your left, if
you are left handed.
Place the OHP on a table low enough so that it does not block you or the
screen.
Have the top of the screen titled forward towards the OHP to prevent the
keystobe effect (where the top of the screen is larger than the bottom).
Avoid the mistake of including too much detail on each image. A simple layout
makes an effective slide. If an audience needs to be give details, provide
handouts to be studied later.
Avoid large tables of figures. Come up with graphic presentation.
Don't read the text on your slide. Your audience can read.
Avoid too much text. Rely sparingly on printed text. Come up with more
graphs, charts,diagrams or pictures.
Your presentation must be readable from afar. Simple use of color can add
effective emphasis..
We can learn from the experiences from other, Brown (1969) enumerates
effective practices. Let's learn from them.
In primary grades, simple objects like keys, leaves, and cutout paper shapes
can be placed directly on the projector to stimulate children's imagination
and encourage discussion.
In English composition lessons, student themes or writing exercises can be
reproduced on film by means of the heat or photocopy process. The teacher and
students can analyze the writing for style and grammar as each example is
projected.
In arithmetic, blank sheets of acetate and grease pencils can be given to
selected students. Have them prepare solutions to homework problems so the
class may evaluate and discuss their results.
In geometry and trigonometry, two- and three-dimensional diagrams can be
built up gradually with carefully prepared transparencies involving color and
separate overlays. Geometric theorems and complicated problems can be
separated into single components and presented systematically. In other
mathematical and technical subjects, plastics objects like some rulers and
composes can be shown to a group and discussed.
In physical educational and team training, plays and game procedures may be
analyzes through the use of plastic or opaque moving symbols on a
transparency which shows the court or field design.
In homeroom activities, the secretary can use a cellophane role (accompanying
most projectors) or blank acetate sheets in write nominations, lists, motion
for consideration, and important discussion points for all to see and react
to.
In primary reading class, a picture-transfer transparency can be made from a
magazine picture. Project this transparency and task t6he class to identify
major items shown. Then place a clear piece of acetate over the picture and,
with a felt pen, write the name of each item identified. Later remove the
picture and discuss the words that remain on the screen.
In art classes, a teacher can sketch on clear plastic with a felt pen. The
entire class sees the results. Similarly, transparent watercolors, colored
plastic shapes, finger paint, inks, or grease pencil may be used.
In science, iron filings dusted on a clear plastic sheet over a permanent
magnet can be projected clearly to illustrate lines of force. Leaves, with
chlorophyll removed, can be projected to show veins and the general leaf
pattern. Clear glass petri dish can be placed on the projection platform and
used to show chemical reactions when changing colors reveal interactions of
translucent fluids.
In social studies, all types of maps can be enlarged after accurate but easy
preparation. Overlays show key facts about particular regions.
In many classes, testing and evaluation materials can be used with a large
group. Test items written on slides can be projected for the entire class.
the progressive disclosure technique mentioned previously can be achieve by
(1) placing a sheet of paper over the transparency and moving it down to
expose succeeding lines of type, (2) attaching strips of opaque paper to the
slides of the mask in order to cover potions of the transparency image, and
the flipping the strips back to expose image, (3) placing over the
transparency an opaque sheet containing a cutout slit which exposes lines or
copy are in sequential order as it is moved down or across the copy.
The overlaying technique to do progressive disclosure is illustrated below.
Prepare a master drawing for each separate part.
After making a sketch of the content of the transparency, decide which parts
will be the base and which will be used for each overlay.
In two corners on each master, make register marks that match marks
previously put on the sketch. This will ensure proper registration of each
overlay.
Prepare the transparency from each master. Mount each transparent sheet:
base under the frame, and overlays on the top sides. Use the register marks
for proper alignment.
LESSON - XIV
MAXIMIZING THE USE OF OVERHEAD PROJECTOR AND THE CHALKBOARD
Objective:
1. To produce techniques which could help maximize the use of the overhead
projector and the chalkboard
ABSTRACTION
Except in extremely deprived classrooms, every classroom has a
chalkboard. In fact, a school may have no computer, radio, tv, etc. but it
will always have a chalkboard. so why not make optimum use of what we have,
the chalkboard? The following practices of dedicated professional teachers
may help us in the effective use of the chalkboard:
Write clearly and legibly on the board. Take note that there are children in
the last rows.
It helps if you have a hard copy of your chalkboard diagram or out line. That
helps you to visualize the diagram or outline you like to appear on the
chalkboard. That clean diagram and organized outline must match what you do
on the chalkboard.
Don't crowd your notes on the board. By overcrowding your board work, your
students may fail to see the key ideas. They may not see the trees because of
the forest. 3
Make use of colored chalk to highly the key points. Color will also make your
board more appealing. I witnessed one good teacher who had no other visual
aid except herself, the chalkboard and her colored chalks.
Do not turn your back to your class while you write on the chalkboard. Write
side view as you talk. Don't lose your eye contact with your class.
For the sake of order and clarity, start to write from the left side of the
board going right.
If you teach the grades and you think the lines on the chalkboard are needed
for writing exercise, then provide the lines for your board.
Look at your board work from all corners of the room to test if pupils from
all sides of the room can read your board work.
If you need to replace your chalkboard or if you are having a new classroom
with new chalkboard suggest to the carpenter to mount the chalkboard a little
concave from left to right to avoid glare for the pupil's benefit.
If you need to have a board work in advance or that need to be saved for
tomorrow's use (say a quiz or a sophisticated diagram), write place save
and cover the same with a curtain.
The overhead projector is used in the front of the room by the instructor,
who has complete control of the sequence, timing and manipulation of his
material.
Facing his class and observing student reactions, the instructor can guide
his audience, control its attention, and regulate the flow of information in
the presentation.
The projected image behind the instructor can be as large as necessary for
all in the audience to see; it is clear and bright, even in fairly welllighted rooms.
Since the transparency, as it is placed on the projector, is seen by the
instructor exactly as students see it on the screen, he may point, write, or
otherwise make indications upon it to facilitate communication.
The stage (projection surface) of the projector is large (10 by 10 inches),
thus allowing the teacher to write information with ease or to show prepared
transparencies. His/her work appears immediately on the screen.
It is especially easy fro teachers and students to create their own materials
for use in the overhead projector.
There is an increasing number of high-quality commercial transparencies.
Let's learn how to use it properly so we also maximize its use in the
classroom. Brown (1969) gives us several techniques:
Overhead Projection Techniques
Among the outstanding attributes of overhead projection are the many
techniques that can be used to present information and control the sequence
of a presentation. As you plan your own transparencies, keep in mind these
figures of overhead projection:
You can show pictures and diagram, using a pointer on the transparency to
direct attention to a detail. The silhouette of you pointer will show in
motion on the screen.
You can use felt pen or wax-based pencil to add details or to make points on
the transparency during projection. The marks of water-based pens and pencil
can be removed with a soft cloth so that the transparency can be reused.
You can control the rate of presenting information by covering a transparency
with a sheet of paper or cardboard (opaque material) and then exposing data
as you are ready to discuss each point. This is known as the progressive
disclosure technique.
You can superimpose additional transparency sheets as overlays on a base
transparency so as to separate processes and complex ideas into elements and
present them in step-by-step order.
You can show three-dimensional objects from the stage of the projector-- in
silhouette if the object is opaque, or in color if an object is made of
transparent color plastic.
You can move overlays back and forth cross the base in order to rearrange
elements of diagrams or problems.
For special purposes you can stimulate motion on parts of a transparency by
using the effects of polarized light. To do this, set a plaroid glass spinner
over the projector lens and attach a special plastic element of parts of the
transparency for which motion is desired.
You can simultaneously project on an adjacent screen other visual materials,
usually
slides
or
motion
pictures,
which
illustrate
or
apply
the
generalizations shown on a transparency.
In art classes, a teacher can sketch on clear plastic with a felt pen. The
entire class sees the results. Similarly, transparent watercolors, colored
plastic shapes, finger paint, inks, or grease pencil may be used.
In science, iron filings dusted on a clear plastic sheet over a permanent
magnet can be projected clearly to illustrate lines of force. Leaves, with
chlorophyll removed, can be projected to show veins and the general leaf
pattern. Clear glass petri dish can be placed on the projection platform and
used to show chemical reactions when changing colors reveal interactions of
translucent fluids.
In social studies, all types of maps can be enlarged after accurate but easy
preparation. Overlays show key facts about particular regions.
In many classes, testing and evaluation materials can be used with a large
group. Test items written on slides can be projected for the entire class.
the progressive disclosure technique mentioned previously can be achieve by
(1) placing a sheet of paper over the transparency and moving it down to
expose succeeding lines of type, (2) attaching strips of opaque paper to the
slides of the mask in order to cover potions of the transparency image, and
the flipping the strips back to expose image, (3) placing over the
transparency an opaque sheet containing a cutout slit which exposes lines or
copy are in sequential order as it is moved down or across the copy.
The overlaying technique to do progressive disclosure is illustrated below.
Prepare a master drawing for each separate part.
After making a sketch of the content of the transparency, decide which parts
will be the base and which will be used for each overlay.
In two corners on each master, make register marks that match marks
previously put on the sketch. This will ensure proper registration of each
overlay.
Prepare the transparency from each master. Mount each transparent sheet:
base under the frame, and overlays on the top sides. Use the register marks
for proper alignment.
LESSON - XV
PROJECT BASED LEARNING AND MULTIMEDIA
Objectives:
1.
2.
3.
4.
ABSTRACTION
is
the
core
of
your
lesson
and
LESSON XVI
USING THE PROJECT
LEARNING STRATEGY
BASED
Objective:
1. To know the steps involved
multimedia learning strategy.
ABSTRACTION
in
MULTIMEDIA
the
use
AS
of
TEACHING
project-based
1.
Estimated Time
2 weeks
1-2 days
1-3 days
Preliminary
research
planning
Concept
design
and
boarding
First draft production
Assessing,
testing,
finalizing presentation
Concluding activities
Total class time
LESSON - XVII
ASSESSMENT IN A CONSTRUCTIVIST, TECHNOLOGY SUPPORTED LEARNING
Objective:
1. To identify
which form of assessment fits a constructivist
technology supported learning environment
ABSTRACTION
From the conversation we gather that some students:
style
of
test
LESSON XVIII
ROLES AND FUCTIONS OF AN EDUCATIONAL MEDIA CENTER
Objectives:
1. To define educational media center
2. To
enumerate the roles and functions an educational media
center perform to serve the teaching learning process
3. To predict the element that the EMC must have for it to
effectively
function
as
one
ABSTRACTION
An EMC is a facility designed for
the housing and
utilization of all educational media within the school. It is a
basic requirement for a school to render quality service. It is
not independent of the school.
Rather, like any part of the
human body, it is a unit in the school that cooperates with one
another units or departments that help the school fulfill its
mission and realize its
vision by living up to the schools
philosophy and aims. It serves a myriad of roles, among which
are: 1. Center of resources, 2. Laboratory for learning, 3.
Agent of teaching, 4. Service agency, 5. Coordinating agency, 6.
Recreational reading center , and 7. A stepping stone to other
resources of the community.
Media program
o Are there clear-cut administration policies on the media program?
o Is there an adequate source/system of funding?
o Is there appropriate hiring of media center supervisions,
creating and technical personnel ,consultant and clerical staff?