LB#10 Demonstration in Teaching
Demonstrating in teaching is a great advantage to students because they can watch a certain process to be done. They have an opportunity to asks questions about the demonstration because it is an open-ended question.Be sure that before doing it, set first your goals/objectives wither the specific demonstrations would meet to the student needs.Try to consider that learners know nothing or a little for them to arouse their curiosity and interest.When the students learned how to be a keen-observer,then have an evaluation by by doing such thing like what you have demonstrated. This teaching strategy is most applicable in science,and home economics subject.
Sunday, January 16, 2011
LB# 9 Teaching with Dramatized Experiences
In this Dramatized Experience it is a process of communication, an can range from the formal play, pageants to less formal tableau, pantomime, puppets and role-playing. This experience if we teach the learners in dramatic ways our students get attracted, interested and affected. They experience through watching tv in teleserye. And we learn a certain things quickly through an intense dramatic experience. These dramatic experience, especially role-playing are the most effective with lesson in the affective domain through feelings.
In this Dramatized Experience it is a process of communication, an can range from the formal play, pageants to less formal tableau, pantomime, puppets and role-playing. This experience if we teach the learners in dramatic ways our students get attracted, interested and affected. They experience through watching tv in teleserye. And we learn a certain things quickly through an intense dramatic experience. These dramatic experience, especially role-playing are the most effective with lesson in the affective domain through feelings.
Tuesday, December 14, 2010
LB#8: Teaching in Contrived Experiences
This lesson reminded me of science classes back in high school. Models of Atoms, DNA, Solar System and the Earth were shown to us to explain what the real thing actually looks like. They were either shrunk or enlarged to be visible to the class. This is the contrived experiences, the edited version of the direct experience.
Since we can't chop off a part of the earth to show our students its layers, a styro-model of the earth with a part chopped off is used instead.
And since we can't go to outer space to show how an eclipse occurs, we use a ping pong ball as the moon, a tennis ball as the earth, and a flashlight to represent the light from the sun. This is called a mock-up.
In science laboratories, we see a frog's internal organs in a bottle. This would help us in explaining the anatomy of a frog without actually slicing one open in front of the class. This is called a specimen. Other objects may be artifacts, which are usually seen in museums or exhibits.
A simulation is another kind of contrived experience. Take for example the school paper. Students are assigned as Editor-in-Chief, Contributors, Page Editors, Photographers, Circulation Managers, and the like. This is a simulation of a largescale newspaper is made. It is manageable, the students learn the actual process, and it represents the real thing.
Another kind is game. Games can be made up to check whether the learning objective was achieved.
Contrived experiences may be a substitute of the real thing. But what's important is that the learning objective is achieved in a fun, interactive way. Retention is better when the learner experiences what he needs to learn.
This lesson reminded me of science classes back in high school. Models of Atoms, DNA, Solar System and the Earth were shown to us to explain what the real thing actually looks like. They were either shrunk or enlarged to be visible to the class. This is the contrived experiences, the edited version of the direct experience.
Since we can't chop off a part of the earth to show our students its layers, a styro-model of the earth with a part chopped off is used instead.
And since we can't go to outer space to show how an eclipse occurs, we use a ping pong ball as the moon, a tennis ball as the earth, and a flashlight to represent the light from the sun. This is called a mock-up.
In science laboratories, we see a frog's internal organs in a bottle. This would help us in explaining the anatomy of a frog without actually slicing one open in front of the class. This is called a specimen. Other objects may be artifacts, which are usually seen in museums or exhibits.
A simulation is another kind of contrived experience. Take for example the school paper. Students are assigned as Editor-in-Chief, Contributors, Page Editors, Photographers, Circulation Managers, and the like. This is a simulation of a largescale newspaper is made. It is manageable, the students learn the actual process, and it represents the real thing.
Another kind is game. Games can be made up to check whether the learning objective was achieved.
Contrived experiences may be a substitute of the real thing. But what's important is that the learning objective is achieved in a fun, interactive way. Retention is better when the learner experiences what he needs to learn.
LB#7: Direct, Purposeful Experiences and Beyond
Direct and purposeful experiences are those experienced firsthand. These are sensory experience. Our senses were directly involved in the experience and internalized. The experience made us want to ask questions and learn more.
For example, I want my students to learn how a pizza is made for their culinary class. I'd take them to a pizza parlor's kitchen and let them experience firsthand how a pizza is made.
Indirect experiences are those we hear and read about or see on TV. But nevertheless, they are still an experience through what we see or hear or read.
For instance, my students would like to learn how a rocketship is made. I would show them a documentary on the making of a rocketship. It is less expensive than taking them to a factory who makes rocketships..
Direct and purposeful experiences are those experienced firsthand. These are sensory experience. Our senses were directly involved in the experience and internalized. The experience made us want to ask questions and learn more.
For example, I want my students to learn how a pizza is made for their culinary class. I'd take them to a pizza parlor's kitchen and let them experience firsthand how a pizza is made.
Indirect experiences are those we hear and read about or see on TV. But nevertheless, they are still an experience through what we see or hear or read.
For instance, my students would like to learn how a rocketship is made. I would show them a documentary on the making of a rocketship. It is less expensive than taking them to a factory who makes rocketships..
Sunday, December 5, 2010
LB# 6 Using and Evaluating Instructional Materials
In the selection of instructional materials using the cone of experience we must consider a guidelines or criteria because not all instructional materials are helpful to children. Some of instructional materials are harmful and does not do good in them. Evaluation of this instructional materials before giving to class is a must so that learning objectives will be achieve. Some of the criteria that are use to name a few is that "be the materials contribute meaningful content to the topic under study? and "Is the material appropriate for the age, intelligence, and experience of the learners? of course we must consider answering this criteria before using such instructional materials. What's the use of the materials if it does not connect with the content to the topic under study or it does not fit with the age, intelligence and experience of the learner or students. It will only result to misconception and misunderstanding to students. Instead they will learn they might be confuse and ignore all the instructional materials you are presenting. It must be evaluated and selected before using to students the proper use of materials also is important we must prepare ourself, prepare our student, present the material and follow up to find out if instructional objective was attained or not. As the passage says, "What you plant is what you harvest" meaning to say if you exert effort to critically examined and systematically follow every process and details judiciously then you will produce and bring out good things and learnings to your students.
In the selection of instructional materials using the cone of experience we must consider a guidelines or criteria because not all instructional materials are helpful to children. Some of instructional materials are harmful and does not do good in them. Evaluation of this instructional materials before giving to class is a must so that learning objectives will be achieve. Some of the criteria that are use to name a few is that "be the materials contribute meaningful content to the topic under study? and "Is the material appropriate for the age, intelligence, and experience of the learners? of course we must consider answering this criteria before using such instructional materials. What's the use of the materials if it does not connect with the content to the topic under study or it does not fit with the age, intelligence and experience of the learner or students. It will only result to misconception and misunderstanding to students. Instead they will learn they might be confuse and ignore all the instructional materials you are presenting. It must be evaluated and selected before using to students the proper use of materials also is important we must prepare ourself, prepare our student, present the material and follow up to find out if instructional objective was attained or not. As the passage says, "What you plant is what you harvest" meaning to say if you exert effort to critically examined and systematically follow every process and details judiciously then you will produce and bring out good things and learnings to your students.
LB# 5 The Cone of Experience
Cone of experience by Edgar Dale is an effective tool to be use in classroom instruction more captivating and learning experiences more meaningful. Since students or pupils are visual learners then this cone will likewise be helpful and instrument to achieve school goals and objectives. Starting from the base we have direct purposeful experiences up to the pinnacle which is verbal symbols. This does not mean that we must start from the base up to the pinnacle but we can use it vice versa since we have different experiences to be achieved in teaching students or pupils. The cone of experiences continually interact and fluid, meaning it moves freely to each level without focusing only to one cone of experience. Use such instructional media that fits in each cone of experience towards our students or pupils to make the classroom an ideal learning environment for them.
Cone of experience by Edgar Dale is an effective tool to be use in classroom instruction more captivating and learning experiences more meaningful. Since students or pupils are visual learners then this cone will likewise be helpful and instrument to achieve school goals and objectives. Starting from the base we have direct purposeful experiences up to the pinnacle which is verbal symbols. This does not mean that we must start from the base up to the pinnacle but we can use it vice versa since we have different experiences to be achieved in teaching students or pupils. The cone of experiences continually interact and fluid, meaning it moves freely to each level without focusing only to one cone of experience. Use such instructional media that fits in each cone of experience towards our students or pupils to make the classroom an ideal learning environment for them.
LB# 4 Systematic Approach to Teaching
Systematized instruction is an organized method and procedure that follows correct flow of instruction to attain instructional objectives. In every school there must be a systematized and a clear instruction for students. It has a lot of consideration to follow in terms of students readiness, needs, interests and abilities. It started with the definition of instructional objectives and ends with the refining the process as what the chart presented in the lesson. It is a circular flow therefore once objectives of the lesson of the day attain then it starts all over again and if objectives are not attain then measures and remedial must be made. It is collaborative process thats why failure of each steps affect the others. Evaluation of the outcome towards the students must be weighted since it depicts the totally of the instructional objectives. Appropriate materials, equipment and facilities, teaching methods, learning experiences and appropriate personnel must be taken into consideration. Following a systematic approach to teaching is very effective if correctly implemented.
Systematized instruction is an organized method and procedure that follows correct flow of instruction to attain instructional objectives. In every school there must be a systematized and a clear instruction for students. It has a lot of consideration to follow in terms of students readiness, needs, interests and abilities. It started with the definition of instructional objectives and ends with the refining the process as what the chart presented in the lesson. It is a circular flow therefore once objectives of the lesson of the day attain then it starts all over again and if objectives are not attain then measures and remedial must be made. It is collaborative process thats why failure of each steps affect the others. Evaluation of the outcome towards the students must be weighted since it depicts the totally of the instructional objectives. Appropriate materials, equipment and facilities, teaching methods, learning experiences and appropriate personnel must be taken into consideration. Following a systematic approach to teaching is very effective if correctly implemented.
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