TOPIC: DIRECT PURPOSEFUL EXPERIENCES AND BEYOND

I. Learning Outcomes: At the end of the chapter the students are expected to;
Analyze direct, purposeful experience
2. Design strategies that can be applied for direct purposeful experience.

II. Introduction( Lets Get Started)

Experiences is the best teacher.This experienceswill serve as a guide in

making our plans and decisions to have a meaningful life.

III. Content ( Lets think more)

Difference between direct and indirect purposeful experiences

Examples of Direct Purposeful Experiences
 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 experiences that are internalized in the sense that these experiences
involve the asking of questions that have significance in the life of the undergoing the
direct experience.

They are also described as purposeful because these experiences are undergone in
relation to a purpose, i.e. learning.

Where should these direct, purposeful experiences lead us to ? The title of this
Lesson Direct, Purposeful Experiences and Beyond implies that these direct
experiences must not be the period of the end. We must be brought to a higher plane.
The higher plane referred to here is the level of generalization and abstraction.

An ounce of experience is better than a ton of theory because it is only in

experience that any theory has vital and verifiable significance. An experience, a
very humble experience , is capable of generating and carrying any amount of
theory ( or intellectual content), but a theory apart from an experience cannot be
definitely grasped as a theory. It tends to become a mere verbal formula, a set of
catchwords used to render thinking, or genuine theorizing unnecessary and
impossible. Jonh Dewey ( 1916) has made this fundamental point succinctly:
( Corpus, B and Lucido, P)

Implications to the teaching-learning process

IV. Summary ( Lets Sum Up!)

Direct experiences are firsthand experiences that serve as the foundation of

learning. The opposite direct experiences are indirect or vicarious
experiences.

Direct experiences lead us to concept formation and abstraction. We should

not end our lessons knowing only the concrete. We go beyond the concrete
reaching the level of abstract concepts.
 V. Learning Tasks ( Lets Do This)

l. Apply the concept of direct experiences to the college courses you have
taken. Were there missed opportunities for direct experiences ? if yes, what
are they? Make graphic representation of the missed opportunities on the
concept .

2, Review the curriculum of k-12 curriculum for grade 7 - 10. Find out
which competencies can be best taught through direct experience and design
strategies that can be applied direct, purposeful experience.

Assessment tool 1.. Visual Graphic Scoring Rubrics

Directions; Using the scale below, select the appropriate number that best reflects your
assessment of your output.

5 - excellent 4 - very good 3- good 2 - fair

1 - poor

Description/Criteria Score
l. The VGO has an appropriate title and labels
2. The VGO is well-organized . The VGO contains information that is easy to
follow.
3. Thorough and insightful understanding of content.
4. The grammar, punctuation and grammar of the text in the VGO are
consistently correct
5. The relationships presented are clear and correct.
6. The VGO fulfills all the requirements of the task.
7. Linking lines connect relevant points in correct directions.
8. The VGO has a clean design and with high visual appeal
9. Texts are easy to read and sized appropriately.
10. Overall, the VGO represents the students full potential
TOTAL /10
2. Rubric for Reflective Writing Activity

PERPORMANCE LEVELS
CRITERIA OR 1
EVIDENCES POOR RATE

5 4 3 2
EXCELL VERY SATISFA NEEDS
ENT SATISFA CTORY IMPROVE
CTORY MENT
A. PROMPTNES Submitted Submitte Submitted Submitted Submitted
S on or d 1 day 2-3 days 4-5 days a week
(20%) before the after the after the after the after the
scheduled schedule scheduled scheduled scheduled
date of d date date date date
submissio
n
B. CONTENT
( 70%)
-Demonstrates in-
depth reflection Satisfies Satisfies Satisfies 3 Satisfies 2 Satisfies 1
-Viewpoints and all 5 of 4 of the of the of the of the
interpretations are the given given given given given
insightful indicators indicators indicators indicators indicators
-Clear and detailed
examples are
provided
-Each part of the
task is addressed
thoroughly
-Shows strong
evidence of
synthesis
C. PRESENTATI
ON (10%)
-Written neatly
-Free from Satisfies Satisfies Satisfies 2 Satisfies 1 Satisfies
grammatical and all 4 of 3 of the of the of the none of
spelling error the given given given given the given
-Thoughts are indicators indicators indicators indicator indicators
expressed in a
coherent and logical
manner.
-With excellent
sentence/paragraph
TOTAL

VI. References

Corpuz, Brenda B. and Lucido, Paz I.. EDUCATIONAL TECHNOLOGY 1 , Published

by Lorimar 2008

Direct, Purposeful & Contrived Experiences - SlideShare

www.slideshare.net/denzk2003/direct-purposeful-contrived-experiences
May 2, 2012 - What are direct and purposeful experiences? ... Questions enumerated
by Edgar Dale inevaluatingcontrived experience used in class your.