Edgar Dale

EDGAR DALE'S CONE OF EXPERIENCEDale’s Cone of Experience is a visual model that is composed of eleven (11) stages starting from concrete experiences at the bottom of the cone then it becomes more and more abstract as it reach the peak of the cone. Also, according to Dale, the arrangement in the cone is not based on its difficulty but rather based on abstraction and on the number of senses involved. The experiences in each stages can be mixed and are interrelated that fosters more meaningful learning. According to 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 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. The level of study trips is followed by exhibits. It is a somewhat a combination of some of the first levels in the cone. Actually, exhibits are combination of several mock ups and models. Most of the time, exhibits are experiences that is “for your eyes” only but some exhibits includes sensory experiences which could be related to direct purposeful experiences. In this level, meanings ideas ar presented to the learners in a more abstract manner. This experience allows student to see the meaning and relevance of things based on the different pictures and representations presented. The next levels would be the level of television and motion pictures and sti8ll pictures, recordings, and Radio. I decided to combine these two stages since it is re3lated to one another. Because of the rapid development of the modern technology, a lot of people believe that Educational technology is limited to these stages. They are not aware that these sages are only a small portion of EdTech. For television and motion pictures, it implies values and messages through television and films. On the other hand, still pictures, recordings and radio are visual and auditor4y devices that can be used by a lerner/group of learner that could enhance and extend lerning experience Lastly, I also chose to combine the last two levels because they are used hand-in-hand. The last two levels would be the Visual symbolic and Verbal symbolic. These two levels are the most complex and abstract among all the components of the Cone of Experience. In the visual symbolic level, charts, maps, graphs, and diagrams are used for abstract representations. On the other hand, the verbal symbolic level does not involve visual representation or clues to their meanings. Mostly, the things After going through the different components of the Cone of Experience. it could be said that concrete experiences must be provided first in order to support abstract learning. ideas. through the levels provided by the Cone of Experience. THE ART OF TEACHING a simple presentation of chosen principles and methods that guide student learners in their teaching profession.involved in this level are words. Through understanding each component of the Cone of Experience. we can use variety of materials and medium in order to maximize the learning experience. 1900 – March 8. There’s nothing wrong with trying to combine several medium for as long as it could benefit the learners. Also.. the more he/she will develop his/her higher order thinking skills which is important for more complex way of thinking and for dealing with more complex life situations. and the likes. DALE 1985) was a . One medium is not enough thus if we can take take advantage of the other media.. Lastly. formula. EDGAR DALE'S CONE OF EXPERIENCE EDGAR Edgar Dale (April 27. it could be said that Educational Technology is not limited to the modern gadgets that we have right now but rather it is a broad concept that includes all the media that we can use to attain balance as we facilitate effective and meaningful learning. pricicples. it could be said that in facilitating learning. staying on the concrete experiences is not even ideal because through providing abstract experiences to the learner. Dramatic Participation. In 1933 Dale wrote a paper on how to effectively create a High School film appreciation class. 1996. & Russell. He made several contributions to audio and visual instruction. Stepich. Contrived Experiences. and Verbal Symbols. in a half demonstration-half lecture. Exhibits.S. the more effective learning will be. 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). an explanation accompanies the actions performed. This paper has been noted for having a very different view of adolescent interaction with films than that taken by the Film Control Boards of the time. p.U. Advantages (Newby. CONE OF EXPERIENCE Introduced by Edgar Dale (1946) in his textbook on audiovisual methods in teaching. including a methodology for analyzing the content of motion pictures Dale was a professor of education at Ohio State University. educationist who developed the famous Cone of Experience. Demonstrations become more effective when verbalization accompanies them.Demonstrations in Teaching A demonstration is a teaching method used with both large and small groups. Field Trips. Visual Symbols. 48) Demonstrations. Lesson 10. Purposeful Experiences.. Demonstrations. Lehman. Motion Pictures.. Radio – Recordings – Still Pictures. the Cone of Experience is a visual device meant to summarize Dale’s classification system for the varied types of mediated learning experiences. . It is a generally accepted learning theory that the greater the degree of active participation and sensory involvement by the learner.. The original labels for Dale’s ten categories are: Direct. For example. recipes. p. 1994. students can see. or props needed Test equipment. Set your objectives   Review your lesson plan for your objectives. and possibly experience an actual event  Stimulate interest  Present ideas and concepts more clearly  Provide direct experiences  Reinforce learning Disadvantages (Kozma. Belle.  May fail  May limit participation  May limit audience/client input  Require pre-preparation Tips: (Chernoff. Plan your preparation time    Plan for the time it takes to shop for groceries and to prepare props Make a list of ingredients. hear. 17-20) 1... 343) Demonstrations. 1978. methods etc. Plan your recipes/activities . Utilize several senses. p. Williams. ahead of time 4. Know your audience  How much experience or knowledge do they have?  Are you teaching them a new technique or sharing basic information? 2. utensils. What do you expect the learner to be able to do following your demonstration? 3. and assist with other preparation  Involve the audience in activities or demonstrations where possible 6. 5. Choose uncomplicated recipes with few ingredients  Consider the amount of pre-preparation required  Be aware of the cost of ingredients  Do you need a full recipe? How long does it take?  Do you need to prepare a recipe in advance?  Practice recipe or activity Source: Training Curriculum. Be organized  Have everything for one recipe on a single tray  Place ingredients in a logical order and label (name. 2001. Family Nutrition Program. go prepared for a variety of settings  Exclude distractions (close the door. turn off the radio/TV) 7. Purdue University Cooperative Extension. Involve your audience/client  Ask for a volunteer to stir.)  Face your audience as much as possible 8. Provide handouts to support what you say  Typed copies of recipes used  Review the key points of the demonstration 9. may need to be in a semicircle. quantity)  Work in one direction . Help your audience/client to see what you are doing  Use trays and clear containers  Arrange the room so everyone can see (If a large group. chop. Be prepared for various room arrangements  Do you need an electric skillet? Burner? Extension Cord?  You may need to be flexible. etc. A good demonstration should lead to increased attentiveness. dish cloths.  Dovetail various tasks Plan for serving procedure & clean up (serving utensils. In his book 'Audio visual methods in teaching' . . Follow food safety precautions  Remind participants to wash hands before handling food  Keep foods out of the Danger Zone Demonstrations are an effective method for teaching concepts and problem-solving procedures. as well as their individual 'positions' in the learning process.) 10. he stated that the cone was not offered as a perfect or mechanically flawless picture to be taken absolutely literally. learning.1957. 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'. It was merely designed as a visual aid to help explain the interrelationships of the various types of audio-visual materials. waste containers. perhaps giving implied license to others to make other creative adaptations and interpretations. Although it has sometimes been interpreted as advocating the selection of certain media and methods over others (favoring ―realism‖). By the third edition of the textbook. . iconic. there is the contemporary problem of the conflation of the Cone with the ―Socony-Vacuum percentages. This adaptation of his own schema may have been portentous.Dale points out that it would be a dangerous mistake to regard the bands on the cone as rigid. changing Dramatic Participation to Dramatized Experiences and adding Television. and even counseling. It has also been interpreted by many as a prescriptive formula for selecting instructional media. To see a sample video.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. He said "The cone device is a visual metaphor of learning experiences. and symbolic—on top of his own categories. Dale’s own explanations are nebulous enough to enable a wide variety of interpretations to find support. inflexible divisions. not always to the credit of Dale’s original notion. Dale (1969) acknowledged the growing popularity of Jerome Bruner’s (1966) cognitive psychology concepts by overlaying Bruner’s classification system for modes of learning—enactive. it became ingrained in the thinking of generations of educational technology students and professors who used the textbook. Inasmuch as the Cone provided the organizing principle for the book. It stimulated many efforts to extend the original idea by developing its implications for elementary education. AN EXAMPLE Educational field trips are most of the common strategies used by educators to enrich student learning. adult education. please click this link: http://www. Dale’s textbook in its three editions remained popular for over a quarter century.‖ The fact that the Cone has been taken seriously enough to be used in so many ways testifies to the robustness and attractiveness of Dale’s visual metaphor.youtube. corporate training. 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). secondary education. Finally. such was not Dale’s stated intent. In other computers. This requirement and the need to continually refresh the display image mean that the computer also needs a display or video adapter . However. Displays can be characterized according to:    Color capability Sharpness and viewability The size of the screen . or other image projection technology. Most computer displays use analog signals as input to the display image creation mechanism.A display is a computer output surface and projecting mechanism that shows text and often graphic images to the computer user. as in the case of notebook computers. gas plasma.) Displays (and monitors) are also sometimes called video display terminals (VDTs) . and converts it to analog data for the display scanning mechanism using an digital-to-analog converter ( DAC ). In some computers. The terms display and monitor are often used interchangably. the display is packaged in a separate unit called a monitor . using a cathode ray tube ( CRT ). stores it in video random access memory ( video RAM ). liquid crystal display ( LCD ). the display is integrated into a unit with the processor and other parts of the computer. this distinction disappears when all these parts become integrated into a total unit. The display is usually considered to include the screen or projection surface and the device that produces the information on the screen. (Some sources make the distinction that the monitor includes other signalhandling devices that feed and control the display or projection device. light-emitting diode. The video adapter takes the digital data sent by application programs. Using other technologies.red. It allows eight bits for each of the three additive primary colors .216 colors because it can process a 24-bit long description of a pixel . which is the size of an individual beam that gets through to light up a point of phosphor on the screen. but text readability will become more difficult. Flat panel display technologies include light-emitting diode (LED). Viewability includes the ability to see the screen image well from different angles. A display that can operate in SuperVGA mode can display up to 16. The number of bits used to describe a pixel is known as its bit-depth . and 17-inch. a high-resolution setting on a smaller surface will product a sharper image. The 24bit bit-depth is also known as true color . most desktop displays provide color. known as the aspect ratio . displays can be much thinner and are known as flat-panel displays . the 24-bit system is convenient for graphic designers since it allocates one byte for each color. are often harder to see at angles other than straight on. Sharpness and Viewability The absolute physical limitation on the potential image sharpness of a screen image is the dot pitch .) Displays typically come with a dot pitch of . including those using light-emitting diode and liquid crystal display technology. liquid crystal . Displays with cathode ray tubes ( CRT ) generally provide good viewability from angles other than straight on. The Visual Graphics Array ( VGA ) mode is the lowest common denominator of display modes. The CRT technology requires a certain distance from the beam projection device to the screen in order to function. Notebook and smaller computers sometimes have a less expensive monochrome display. green. 15-. Popular desktop screen sizes are 12-. Although human beings can't really distinguish that many colors. (The shape of this beam can be round or a vertical. Notebook screen sizes are somewhat smaller. slot-shaped rectangle depending on the display technology. 13-. On the other hand. The smaller the dot pitch in millimeters.28 mm (millimeters) or smaller. The same resolution spread out over a larger screen offers reduced sharpness. Screen sizes are measured in either millimeters or inches diagonally from one corner to the opposite corner. is generally standardized at 4 to 3 (usually indicated as "4:3"). the greater the potential image sharpness. The actual sharpness of any particular overall display image is measured in dots-per-inch ( dots per inch ).777. and blue. The projection technology Color Capability Today. it can provide up to 256 colors. The Size of the Screen On desktop computers. 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 display screen width relative to height. 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. Depending on the resolution setting. The Projection Technology Most displays in current use employ cathode ray tube ( CRT ) technology similar to that used in most television sets. Flat-panel displays. and gas plasma. 3. idea or process . touching.display ( LCD ). Displays generally handle data input as character maps or bitmap s. 2. 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. Contrived experiences. measurement. 4. LCDs require far less energy than LED and gas plasma technologies and are currently the primary technology for notebook and other mobile computers.In here we make use of a representative models or mocks up of reality for practical reasons. matter. The two of these media and material are related to this cone of experience. Direct purposeful experience. This lesson is all about the cone of experience by Edgar Dale. In character-mapping mode. even though the original event is far removed from us in time. There are bands of experiences.It is a visualized explanation of an important fact. material. Displays that handle bitmaps are also known as all-points addressable displays. 1. 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. media. In bitmap mode. method. In this lesson we can remember the 8M's of teaching namely: milieu. One kind of sensory experience is not necessarily more educationally useful than another sensory experiences are mixed and interrelated.it is the first hand experience which serve as the foundation of our learning. mastery.Through dramatization we can participate in a reconstructed experience. When we say Cone it is a visual analogy. Dramatized experiences. Demonstrations. direct participation and symbolic expression for the learning that will continue throughout life. It is learning by doing. tasting and smelling. motivation. 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. We build up our reservoir of meaningful information and ideas through seeing. 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. Too much reliance on concrete experience may actually obstruct the process of meaningful generalization. hearing. The best will be striking a balance between concrete and abstract. a display has a preallocated amount of pixel space for each character. and the like. charts. and visits conducted to observe an event that is unavailable within the classroom.there are displays to be seen by spectators. 5. All these from part of technology but educational technology is all these and more! Technology is not just machines. Examples are charts. graphs.by the use of photographs. The word “technology “ comes from the Greek word techne which means craft or art.They may consist of working models arranged meaningfully or photographs with models. instructional technology integration and educational media to one another. displays or guided motions.these are excursions. Technology is the applied side of scientific development. Many people think that technology refers only to machines such as computers. and diagrams. Verbal symbols.” . systematic method of working to achieve planned outcomes – a process not a product. videos. Exhibits.television and motion pictures can reconstruct the reality of the past so effectively that we are made to feel we are there. To learn the difference of educational technology from technology in education 3. 2013 LESSON . 6. 8. To explain the relation of educational technology.I EDUCATIONAL TECHNOLOGY Objectives: 1. “ (Dale. maps. Visual symbols. 9. and posters. therefore refers to the art or craft of responding to our educational needs.these are no longer realistic reproduction of physical things for these are highly abstract representations. the term educational technology. films. it may be good to begin with the meaning of technology. they usually do not contain visual clues to their meaning. ABSTRACTION To understand the meaning of educational technology. To define educational technology 2. Television and motion pictures.tech 1: lesson 1-18 Linggo. tv. It is a “planned. educational trips.Study trips. Ed. 1969) technology refers to any valid and reliable process or procedure that is derived from basic research using the scientific metho. Oktubre 27. drawings.they are not like the objects or ideas for which they stand. 7.based on the etymology of the word “technology”. 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). Jonassen. So. Brent g. ( David H. Jonassen. ideas and organization for analyzing problems and devising. integrated process involving people. Educational technology is field involved in applying a complex.(http//en. 1999). educational technology has an “integrated set of principles that explain and predict observed events. evaluating. Vol 19). intellectual techniques. involved in all aspects of human learning” (Association for educational Communications and Technology.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 definition of educational technology. It is made up of organized effort to implement the theory. i. implementing. Peck. It is the application of scientific findings in our method. 1977. jonassen. 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. et al 1999) From the definitions of educational technology given above. Technology in education is “ the application of technology to any of those processes involved in operating the institutions which house . Kyle L. and managing solutions to those problems. Educational technology is a profession like teaching. we can say that the educational is a very broad term. educational technology refers to how people use their inventions and discoveries to satisfy their educational needs and desires. (the World Book Encyclopedia. procedures. Or procedure of working in the field of education in order to effect learning.e learning. integrated process to analyze and solve problems in human learning (David H. Educational technology is a theory about how problems in human learning are identified and solved. 1-16. Educational technology is a “complex. et al 19999). Wilson.wikipedia. As a theory. and practical application of educational technology (David h. Jonassen. al 1999). television and internet. It includes the application of technology to food. (David H. Jonassen.2000). Examples are books.” (Williams. Technology integration means using “learning technologies to introduce.the educational enterprise. radio. newspapers. and other processes which support education within institutions”. Educational media are channels or avenue or instruments of communication. supplements and extend skills. finance. et. Health. Which of the terms above are very much related to educational technology? Which one is least related? . ed. These media also serve educational purposes. reinforce. scheduling. Instructional technology is a part of educational technology. grade. magazines. reporting. With technology. there is a lot that we can do which we could not do then. likewise will not benefit from technology. He will have trouble with his development. Just think of how your teaching and learning have become more novel. With your tv. Neither will her class truly benefit from the whole period of tv viewing. It can destroy relationships. technology is bane when:  The learner is made to accept as Gospel truth information they get from the internet . 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” . webcam. you will be closer to someone miles and miles away. This may eventually erode marital relationship. Just think of the many human lives saved because of the speedy notifications via cell phones. The abuse and misuse of the internet will have far reaching unfavorable effects on his moral life. Think of the husband who is glued to tv unmindful of his wife seeking his attention. To interpret technology as boon or bane. However. With cell phones. stimulating. exciting and engaging with the use of multimedia in the classroom. technology becomes a detriment to learning and development. In education.LESSON – II TECHNOLOGY BOON OR BANE Objective: 1. you can watch events as they happen all over the globe. Think of the student who surfs the internet for pornographic scenes. 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. when not used properly. ABSTRACTION Technology is a blessing for man.  The learner surfs the Internet for pornography  The learner has an uncritical mind on the images floating televisions and computers that represent modernity and progress  The tv makes the learner a mere spectator not an active participant in the drama of life  The learner gets glued to his computer for computer assisted instruction unmindful of the world and so fails to develop the ability to relate to others  We make use of the internet to do character assassination of people whom we hardly like  Because of our cell phone. thinking. and analyzing and feelings beings. relating. then it is boon. But if we abuse and misuse it and so contribute to ruin and downfall and those of other persons. reflecting. a blessing. we spend most of our time in the classroom or in our workplace texting  We use overuse and abuse tv or film viewing as a strategy to kill time. it becomes a bane or a curse. on Let‟s go back to the question asked at the beginning of this lesson. If we use it to help our students and teachers become caring. . Is technology boon or bane to education? It depends on how we use technology. spreadsheets. authentic and cooperative learning.  Technology as tools to knowledge construction: o For representing learners‟ ideas.1999). It provides opportunities for technology and learner interaction for meaningful learning. understanding and beliefs . It engages learners in “active. technology will not be mere delivery vehicle for content. With the eruption of the INTERNET in the mid 90‟s. educational technology serves as learning tools that learners learn with it. the following are roles of technology in learning: (Jonassen. databases. From the constructivists point of view. grapic programs and desktop publishing in the 1980‟s points to this productive role of educational technology. From a constructivist perspective. technology serves as a source and presenter of knowledge.III ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING Objective: 1. In this case. To identify the roles of educational technology in learning. constructive. The popularity of word processing. intentional. It is assumed that “knowledge is embedded in the technology (e. et al 1999). communications and multimedia have dominated the role of technology in the classroom for the past few years.LESSON . ABSTRACTION For the traditional point of view. Jonassen. et al. Rather it is used as facilitator of thinking and knowledge construction. Technology like computers is seen as a productivity tool.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. multiple intelligences. and building consensus among members of a community o For supporting discourse among knowledge – building communities  Technology as an intellectual partner (Jonassen 1996) to support learning – by – reflecting: o o o o o For helping learners to articulate and represent what they know For reflecting on what they have learned and how they came to know it For supporting learners internal negotiations and meaning making For constructing personal representations of meaning For supporting mindful thinking Whether used from the traditional or constructivist point of view..o For producing organized. beliefs and world views  Technology as context to support learning – by – doing: o For representing and stimulating meaningful real – world problems. research indicates that technology not only “increases students” learning. arguments and stories of others o For defining a safe. multimedia knowledge bases by learners  Technology as information vehicle for exploring knowledge to support learning – by – constructing: o For accessing needed information o For comparing perspectives. interests. 1999). understanding and achievement but also augments motivation to learn encourages collaborative learning and supports the development of critical thinking and problem – solving skills” (Shracter and Fagnano. situation and context o For representing beliefs. Technology also helps students become lifelong learners. tends to move classroom from teacher – dominated environments to ones that are more learner – centered. . when used effectively. arguing. and learning styles. The use of technology in the classroom enables the teacher to do differentiated instruction considering the divergence of students„ readiness level . perspectives. controllable problem space for student thinking  Technology as a social medium to support learning by conversing: o For collaborating with others o For discussing. Russel and Sorge (1999) also claims that the proper implementation of technology in the classroom gives students more “control of their own learning and. IV SYSTEMATIC APPROACH TO TEACHING Objectives: 1. To enumerate the elements of systematic approach in teaching ABSTRACTION . To know what is systematic approach to teaching 2.LESSON . thinking. the teacher selects the appropriate teaching – methods to be used and . ( in some school settings. writing. setting and returning of these learning resources. depending on his/her instructional objective. equipments and facilities necessities assigning the appropriate personnel to assist the teacher and defining the role of any personnel involved in the preparation. creating. nature of the lesson content. the motivation level or responsiveness. chooses also the appropriate learning experiences and appropriate materials. interviewing. video clips. reflecting. slides and transparencies. visualizing. maps. reporting or doing presentation.As depicted in the chart. With the instructional objective in mind. The effective use of learning resources is dependent on the expertise of the teacher. are reading. programmed materials. learning activities and learning materials with the help of other personnel whose role has been defined by the teacher. equipment and facilities. based on the teaching method selected. Some examples of learning resources for instructional use are textbooks. the teacher implements planned instruction with the use of the selected teaching method. computer. and the involvement of the learners in the learning process. there is a custodian/librarian who take care of the learning resources and technician who operate the equipment while teacher facilitates). the focus of systematic instructional planning is the learner. On the basis of this objectives. Will the teacher use direct instruction or indirect instruction? Will he/she teach the deductive or the inductive method? It depends on his/her instructional objective. judging and evaluating. readiness of students and the facilitating skills of the teacher himself or herself. television programs. in turn. readiness of the students. workbooks. . interests and readiness. nature of the subject matter. Instruction begins with the definition of instructional objectives that consider the learners‟ needs. flat pictures. The use of learning materials. discussing. dramatizing. Examples of learning activities that the teacher can choose from. models.. LESSON . teacher evaluates the outcome of instruction. chalkboard. teacher proceeds to the next lesson going through the same cycle once more. cartoons. posters. then the teacher diagnoses what was not learned and finds out why it was not learned in order to introduce a remedial measure for improved student performance and attainment of instructional objective.charts. If the instructional objective was attained. teacher comes to know if the instructional objective was attained. mock – ups. materials. This way no learners will be left behind. From the evaluation results.V CONE OF EXPERIENCE . real objects and the like. flannel board After instruction. If instructional objective was not attained. we continually shuttle back and forth among various kinds of experiences. Students may merely view a demonstration or they may view it then participate in it. a pictorial device that presents bands of experience arranged according to degree of abstraction and not degree of difficulty. gardening. Every day each of us acquires new concrete experiences – through walking on the street. Rather. It should not be taken literally in its simplified form. Motion pictures can be silent or they can combine sight and sound. A still photograph of a is not more difficult to understand than a dramatization of Hamlet. the more abstract the experience becomes. Does the cone of experience mean that all the teaching and learning must move systematically from base to pinnacle. we do not always begin with direct experience at the base of the cone. To enumerate the sensory aids in the cone of experience 3. 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. both the older child and the young pupil make abstractions every day and may need help in doing this well. It is simply in itself a less concrete teaching material than the dramatization (Dale. The further you go from the bottom of the cone. To define cone of experience 2. we begin with the kind of experience that is most appropriate to the needs and abilities of . dramatics and endless other means. and continually interact” (Dale. In our teaching then. To identify the implication to teaching ABSTRACTION The cone of experience is a visual model. The different kinds of sensory aid often overlap and sometimes blend into one another. such pleasurable return to the concrete is natural throughout our lives – and at every age level. from different purposeful experiences to verbal symbols? Dale (1969) categorically says: …No. extensive. 1969) Dale further explains that “the individual bands of the cone of experience stand for experiences that are fluid. 1969). Such learning by doing.Objectives: 1. On the other hand. Simulations such as playing. I will let him focus one. But an older student does not live purely in his world of abstract ideas just as a child does not only in the world of sensory experience . We build up our reservoir of meaningful information and ideas through seeing. For instance a mock – up of Apollo. Sensory experienced are mixed and interrelated. In the context of teaching – learning process. Remember how you will taught to tell time? Your teacher may have use a mock – up. the more abstract his concepts are likely to be. both old and young shuttle in a world of the concrete and he abstract. One kind of sensory experience is not necessarily more educationally useful than another. But let us expound on each of them starting with the most direct. the capsule for the exploration of the moon. This can be attributed to physical maturation. Direct purposeful experiences – these are first hand experiences which serves as the foundation of our learning. Then. we make use of a representative models or mock – ups of reality for practical reasons and so that we can make the real -life accessible to the students‟ perceptions and understanding. What are these bands of experience in Dale‟s Cone of experience? It is best to look back at the cone itself. Too much reliance on concrete experience may actually obstruct the process of meaningful generalization. more vivid experiences and sometimes greater motivation for learning. “sari – sari” . We face some risk when we overemphasize the amount of direct experience to learn a concept. If I want my student to learn how to focus on a compound light microscope. of course we vary this experience with many other types of learning activities. direct participation and symbolic expression for the learning that will continue throughout life. hearing. to study the problem of lunar flight. it is learning by doing. tasting and smelling. It is true that the older the person is. They also have visual experience in the sense that they are “reading” your facial expressions and bodily gestures. enabled the North American Aviation Co. they do not just have an auditory experience. of course. after I showed him how. 1969). When students listen to you as you give your lecturette. Contrived experience – in here. The best will be striking a balance between concrete and abstract.particular learning situation. (Dale. a clock whose hands you could turn to set the time you were instructed to set. touching. It is showing how things are done. and clarify. The unique value of the messages communicated by fil and television lies in their feeling of realism. Dramatized experiences – by dramatization.to teach subtracting centavos from pesos is another example of contrived experiences. highlight. their emphasis on persons and personality. posters. and their ability to select. Examples are charts. and diagrams. Visual symbols – these are no longer realistic reproduction of physical things for these are highly abstract representations. their organized presentation. even though the original the original event is far removed from us in time. displays or guided motions. recordings. that include sensory experiences where spectators are allowed to touch or manipulate models displayed. They may consists of working models arranged meaningfully or photographs with modes. It may be a word . Written words fall under this category. idea or process by the use of photographs. charts. films. Demonstrations – it is a visualized explanation of an important fact.these are visual and auditory devices which may be used by an individual or a group. A teacher in Physical Education shows the class how to dance tango. We relieve the outbreak of the Philippine revolution by acting out the role of characters in the drama. and visits conducted to observe an event that is unavailable within the classroom. The radio broadcast of an actual event may often be Liked to a televise broadcast minus its visual dimension. Sometimes exhibits are “ for your eyes only” . They usually do not contain visual clues to their meaning. maps. educational trips. there are some exhibits however. drawings. we can participate in a reconstructed experience. Still pictures. radio . dramatized. graphs. Study trips –these are excursions. Conducting election of class and school officers by simulating how local and national elections are conducted is one more example of contrived experiences. 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. Exhibits – these are displays to be seen by spectators. Still pictures lack the sound and motion of a sound film. Verbal symbols – they are not like the objects or ideas for which they stand. Perhaps this is what happened to the field trip joined in by Linus. in their selection and second. Dale cautions us when he said: “ these rootless experiences will not have the generative power to produce additional concepts and will not enable the learner to deal with the new situations that he faces” (Dale. there are guidelines that ought to observed. first of all.learning process? of the Cone of Experience in a the 1. We do not use only one medium of communication in isolation. Let us strive to bring our students to the symbolic or abstract level to develop their higher order thinking skills. Learners concept will lack deep roots in direct experience. ABSTRACTION One of the instructional materials used to attain instructional objectives is fieldtrip. LESSON . a formula (e=mc2) What are the implications teaching . scientific principle ( the principle of balance). we don‟t get stuck in the concrete. When teaching. Rather we use many instructional materials to help the learner conceptualize his/her experience. We avoid teaching directly at the symbolic level of thought without adequate foundation of the concrete. that‟s why he seems not able to cite something specific that he learned from the field trip.VI USING AND EVALUATING INSTRUCTIONAL MATERIALS Objective: 1. an idea (freedom of speech). in their use. 2. To label guidelines that should be considered in the selection and use of instructional materials. 3.for a concrete object (book). 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. 1969). Selections of Materials . For an effective use of instructional materials such as field trip. 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 The Proper Use of Materials no You may have selected your instructional material well. it is highly important that we maintain and and strengthen our rational powers.  Does the material contribute meaningful content to the topic under study? Does the material help you achieve the instructional objective?  Is the material aligned to the curriculum standards and competencies?  Is the material culture – and grades – sensitive?  Does the material have culture bias?  Is the material appropriate for the age. t is always good to ask when the material was produced. expense and effort involved? A field trip. and experience of the learner?  Is the physical condition of the material satisfactory? An example. is a photograph properly mounted?  Is there a teacher‟s guide to provide a briefing for effective use? The chance that the instructional material will be use to the maximum and to the optimum is increased with a teacher‟s guide  Can the material in question help to make a student better thinkers and develop their critical faculties? With exposure to the mass media.The following guide questions express standards to consider in the selection of instructional materials:  Does the material give a true picture of the ideas they present? To avoid misconceptions. requires much time. This is guarantee that the instructional material will be effectively . for instance. Intelligence.  Does the another?  Does the material promote self – study?  Is the material worth the time. effort and money. P – prepare yourself P – prepare your student P – present the material F – follow – up To ensure the effective use of instructional material. Remember that you use instructional materials to achieve an objective. Motivate them and keep them interested and engaged.utilized. (1972) book authors on Instructional media. Hayden Smith and Thomas Nagel. what question to ask. 1972) using media and materials. It is sound practice to give them guide questions for them to be able to answer during the discussion.G syndrome. (Smith. how you will evaluate learning and how you will tie loose ends before the bell rings. Wise are you if you try the materials ahead of your class use to avoid a fiasco. So. It is a means to an end. Many teachers are guilty of the R. Set reasonably high class expectations and learning goals. advise us to abide by the acronym PPPF. Your use the instructional material is not the end in itself. You use the instructional for the attainment of a lesson objective. Under the best possible conditions. the attainment of a learning objective. This is means “running out if gas” which usually refers from poor planning. . You know your lesson objective and what you expect from the class after the session and why you have selected such particular r instructional materials. often requires rehearsal and a carefully planned performance. Prepare yourself . It is one thing to select a good instructional material. You have a plan on how you will proceed. Present the material. Prepare your students. there is need to follow up to find out if objective was attained or not.O. neither to merely entertain the class. Follow – up. it is another thing to use it well. especially if they are mechanical in nature. not to kill time nor to give yourself a break. We spent hours doing the activity by ourselves in order to acquire the skill. For the Grade VI teacher. The Grade IV pupil got a crystal clear concepts of the size of the elephant and giraffe. whenever we can. The same thing is through with the four (4)narrators above.LESSON . 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. purposeful experience? These our concrete and firsthand experiences that make up the . The secretary learn from her mistake and repeatedly doing the task correctly enabled her to master the skill. The Graduate School Professor had to do the computer task herself to learn the skill. All these experiences point to the need to use. PURPOSEFUL EXPERIENCES AND BEYOND Objectives: 1. the statistical concepts of positive and negative discrimination indices became fully understood only after the actual experience of item analysis.VII DIRECT. direct. They learned the skills by doing. To identify guidelines should be consider in the selection and use of the instructional materials 2. are What are referred to as a direct. purposeful experiences in the teaching – learning process. These direct activities may be preparing meals . Out of the direct experience . we can bake black forest cake or see it done in the tv or read about it. They are also described as purposeful because these experiences are undergone in relation to a purpose. . that we can approach the world of reality directly through the senses and indirectly with reduced sensory experience. read hear about them. They are not a matter of going through the motion. Seeing it done on films or reading about it is vicarious. making a piece of furniture. (Dale. Climbing a mountain is a firsthand. performing a laboratory experiment. They are sensory experiences. 1969).foundation of our learning. Why are these direct experiences described to be purposeful? Purposeful because the experiences are not purely mechanical. These are not “mere sensory excitation”. Purposeful Experiences and Beyond” implies that these direct experiences must not be the period or the dead end.e. purposeful experience lead us to? The title of this lesson “direct. These are the rich experiences that our senses bring from which we construct the ideas. They are not our own self – experiences but still experiences in the sense that we see . delivering a speech. For example. In contrast. substitute experience. That is why we speak of “hands – on. doing power point presentation. indirect experiences are experiences of other people that we observe. 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. and hearts – on” approach. The higher plane referred to here is the level of generalization and abstraction. the concepts. Where should these direct . It is clear. learning. i. direct experience. the generalization that gives meaning and order to our lives. read or hear about. 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. We must be brought to a higher plane. therefore. or taking a trip. minds – on. 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. They are not firsthand but rather vicarious or indirect experiences . It tends to become a mere verbal formula. is capable of generating and carrying any amount of theory (or intellectual content). firsthand sensory . The Cone of experience implies that we move from the concrete to the abstract (and from the abstract to the concrete as well. but a theory apart from an experience cannot be definitely grasped as a theory. generalization and abstraction. John Dewey (1916) has made this fundamental point succinctly. An experience.) Direct experiences serves as the foundation of concepts formation. a very humble experience. a set of catchwords used to render thinking or genuine theorizing unnecessary and impossible. purposeful experiences or experiences make us learn concepts and skills. If direct. An ounce of experience is better a ton of theory because it is only in experience that any theory has vital and verifiable significance.The Grade IV pupils zoo experience of the elephant and giraffe as given in the ACTIVITY phase of the lesson enables him to understand clearly and visualize correctly an elephant and a giraffe upon reading or hearing the words “elephant” and “giraffe”. The planetarium may also be considered a mock – up.LESSON . the planetarium. et al. These contrived experiences are designed to stimulate to real – life situation. To distinguish varied types of contrived experiences 3.VIII TEACHING WITH CONTRIVED EXPERIENCES Objectives: 1. It may be an economical reproduction of a complicated or costly device. The planetarium is an example of a mock – up. Usually. displayed in such a way that representation of reality is created. 1969). The mock – up may be simplified in order to emphasize certain features.but made of synthetic materials. heightened and . to be observed for learning process. The atom. it is prepared substitute for a real thing. 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. To determine standards that can be used to evaluate experiences ABSTRACTION contrived The model of the atom. sometimes it is a giant arrangement” (Brown 1969). A mock – up is a special model where the parts of the model are singled out . To define contrived experiences 2. the planetarium are classified as models. . the simulated election process and the preserved specimen fall under contrived experiences. or large scale. A mock – up is “an arrangement of a real device or associated devises. the second band of experiences in Dale‟s Cone of Experiences. or exact size. To know the advantage of using contrived experiences 4. A model is a “reproduction of a real – thing in a small scale. It is a substitute for a real thing which may or may not be operational” (Brown. the globe. in the sense that the order or the arrangement of the planet is shown and the real processes of the planet‟s rotation on their axis and the revolution of the planets around the sun are displayed. To change specific behavior 3. and 5. To “edit” reality for us to be able to focus on parts or a process of a system that we intend to study. Simulation is a “representation of manageable real event in which the learner is an active participant engaged in a learning behavior or in applying previously acquired skills or knowledge” (Orlich. The preserved specimen fall under specimens and objects. Orlich. Overcome limitations of space and time. To reduce complex problems or situations to manageable elements 7. Simulation seems to be more easily applied to the study of issues rather than to processes. A specimen is any individual or item considered typical of a group.magnified in order to focus on that part of the process under study. Help the learners understand abstractions. To prepare participants for assuming new roles in the future 4. class or whole. specimen. mock – ups. The school election process describe above is a form of simulation. To increase the students‟ ability to apply principles 6. We use simulations and games to make our class interactive and to develop the decision – making skills and knowledge construction skills of our students. other examples of these are fire and earthquake drills which schools usually conduct. Why do we make use of contrived experiences? We use models. To help individuals understand their current roles 5. and objects to: 1. etv al. To develop changes in attitudes 2. 2. To overcome difficulty of size. The planetarium involves of model of each of the planet and the sun but it focuses on the processes of the planet‟s rotation and revolution and so is also considered a mock – up. et al (1994) enumerates ten (10) general purposes of simulations and games in education: 1. 1994). To understand the inaccessible . To illustrate roles that may affects one‟s life but that one may never assume . Objects may also include artifacts displayed in a museum or objects displayed in exhibits or preserved insects specimen in science. 4. In addition to the election of class and school officers given above. Another instructional material included in contrived experiences is game. Is there a difference between a game and a simulation? Games are played to win while simulation need not have a winner. Organizers of earthquake and fire drills create a situation highly similar to the real situation when an earthquake happens. 3. “A Tale of Two Cities” could be read both for knowledge and for comparison to the students outline. One Grade II teacher used play store to teach subtraction of numbers involving amount of money . Games Games are use for any of these purposes: 1. In the English subject. a story line. 3. what are additional examples of simulation? A famous example is a “bomb shelter” simulation. How closely do you think the students might parallel dickens? After the simulation. Refer to Science and Mathematics of Toys . The bomb shelter can accommodate only five (5) persons. Sudol also suggested that similarly. the opening paragraph from A Tale of Two Cities by Charles Dickens. To motivate learners 9. Mark J. think of how you can integrate native games in your lesson. To sensitive individuals to another person‟s life role. published and printed by the Institute for Science and Mathematics Education Development of the University of the Philippines. Use the current year. In addition to the election processes describe above. They claimed that students gained a new perspectives of the needs and feelings of student with disability. There are eight (8) of you in the group. 2. the Human Intelligence Hunt. To identify gaps or weaknesses in knowledge or skills. a sourcebook for teachers. other famous example of simulation In school are play stores. To serve as a summation or review. Here is the game that you can play at the beginning of the year. To develop new relationships among concepts and principles. Another example is an awareness – raising experience about common disabilities for secondary students. for example.8. character and location. If you want a class that is fully alive. To practice and or to refine knowledge/skills already acquired. you could select some classic quote. Armstrong (1994) suggests that you use . Decide who must get in. Hallenbeck and Darlene McMaster (1991) had this experience: students without disabilities simulated the experiences of visual and hearing – impaired people and those with physical disabilities on “simulation day”. “you are under attack. To develop analytical processes 10. and 4. “it was the worst of times” and ask the students to stimulate a plot. David Sudol (1983) found that literary concepts could be successfully taught by involving the students by having them develop characters and then develop a plot. There are three basic rules: 1. Students must actually perform the tasks listed. students take the task sheet along with a pen or pencil and find other students in the room who can do the tasks listed. to complete a hunt.IX TEACHING WITH DRAMATIZED EXPERIENCES Objectives: 1. therefore.this when you are introducing Multiple Intelligences theory at the beginning of the year. LESSON . How is it played? Each student receives a list of tasks like those below. 2. he or she should initial the blank space next to the appropriate task on the hunter tasks sheet. A dramatic entrance is something that catches or holds our . To organize their uses for effective teaching ABSTRACTION Something dramatic is something that is stirring or affecting or moving. not simply say they can do them. “Hunters” can ask a person to perform only one task. a student must have nine (9) different sets of initials. On your signal. To contrast what do these dramatic experiences include 2. Once a student performs a task to the hunter‟s satisfaction. 3. So. interested and affected. the puppet show can involve the entire group of students – as speakers of parts. character or culture or a combination of all three. Its effect on the audience depends on the movements of the actor. with one or more movable parts. Plays depict life. the little finger and thumb being used to animate the . when compared to a play and a pageant are less demanding in terms of labor.attention and has an emotional impact. Pantomime and tableaux. time and preparation. As an instructional device. A pantomime is the “art of conveying a story through bodily movements only “(Webster‟s New Collegiate Dictionary). unlike the regular stage play. can present ideas with extreme simplicity – without elaborate scenery or costume . presented by local actors. and makers of the puppet. puppets and role playing. If they are affected and move by what we taught. Dale (1996) claims the puppets. If our teaching is dramatic. pageant lo less formal tableau. our students get attracted.yet effectively. Christmas. These are purely visual experiences. and United Day. manipulators of the figures. we will most likely have an impact on them. why can‟t we be dramatic all the time? Dramatized experiences can range from the formal plays. A tableau is often used to celebrate Independence Day. puppet. Types of Puppet  SHADOW PUPPETS-flat black silhouette made from lightweight cardboard and shown behind a screen. and operated from below the stage level by wire rods or slender sticks.  ROD PUPPETS -flat cut out figures tacked to a stick. A tableau )a French word which means picture) is a picture – like scene composed of a people against a background. Play and pantomime require much time for preparation and so cannot be part of everyday classroom program. Pageants are usually community dramas that are based on local history.  HAND PUPPETS -the puppet‟s head is operated by the forefinger of the puppeteer. An example is a historical pageant that traces the growth of a school. pantomime. They offer excellent opportunities to portray vividly important ideas about life. Hand puppet Shadow Puppet puppet Rod Marioneette puppet Sample Puppet Stages Love and Finger . jointed puppets operated by strings or wires attached to a cross bar and maneuvered from directly above the stage. LOVE-and-FINGER PUPPET-make use of old gloves to which small costumed figures are attached  MARIONETTES-flexible.  How did you.commu nityplaythings. feel? Would you act/think that way in real life?  As observers.  Adapt the puppet show to the age. Another from of dramatized experienced is a role – playing. would you agree with agree with what the actors said or did?  Any lessons learned? .  Do not omit the possibilities of music and dancing as part of the upper show.  Puppet plays must be based on action rather than on words. as actors.  Keep the plays short.google.jpg%253Fmh%253D1200%3Bhttp%253A%252F%252Fwww. (1996) quoting from the puppeteers of America offers many suggestions. Role – playing Is an unrehearsed.  How is Role – playing done? It can be done by describing a situation which would create different viewpoints on an issue and then asking the students to play the roles of the individuals involved.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.https://www.com% 252F~%252Fmedia%252Fimages%252Fcpus%252Fproduct%252Froomscapes%252Froo mscapessets%252Ff791_inuse. background.com%252Fproducts%252Froomscapes%252Ff791-puppettheater%3B1280%3B1024 What principles must be observed in choosing a puppet play for teaching? Dale. unprepared and spontaneous dramatization of a “let‟s pretend” situation where assigned participants are absorbed by their own roles in the situation described by the teachers. and tastes of the students. among which are the following:  Do not use puppets for plays that can be done just as well or better by other dramatic means.communityplaythings. To discover techniques and strategies in making a demonstration work ABSTRACTION In the demonstration of a new product.X DEMONSTRATION IN TEACHING Objectives: 1. etc. the activists air their grievances and publicly denounce the acts of a person or of an institution. she shows to the audience how to use a teaching strategy effectively. and a process of showing a product or a method or proofs to convince the audience to buy the product. a method or a process or an attitude. there is an audience. What the n is a demonstration? Webster‟s International Dictionary defines it as “a public showing emphasizing the salient . merits. When a master teacher asked to demonstration in teaching on a teaching strategy.LESSON . efficiency. tells all the good thing about the product to promote it in order to convince the audience that the product is worth buying. against whom they are demonstrated. a process of speaking. use the strategy or rally behind their cause. To define the word demonstration 2. utility and efficiency of a concept.. like the government. the speaker shows the product. In the activists‟ demonstration. In all three instances of demonstration. utility.” in teaching it is showing how a thing is done and emphasizing of the salient merits. of an article or product. What guiding principles must we observe in using a demonstration as a teaching – learning experience? Edgar Dale (1969) gives at least three: . Dale (1969) gives several points to observe: 1. 2. Are you familiar with the sequence and content of the proposed demonstration? Outline the steps and rehearse your demonstration. Avoid COLK fallacy (Clear Only If Known). . 2. the places at which many people stumble and where the knacks and tricks of the trade are especially important”. To ensure that the demonstration works. 3. Are the limits realistic? You have planned and rehearsed your demonstration. Watch your audience for signs of bewilderment. Brown (1969) suggests methodical procedures by the following questions: 1. then you can proceed to the demonstration itself. Check to see that your demonstration is being understood. Watch for key options. Stimulate their interest by making your demonstration and yourself interesting. If there is a more effective way to attain your purpose. Get and keep your audience‟s interest. What are usually highlighted are the “don‟t‟s” of a process or a strategy. In planning and preparing for demonstration. Is there a better way to achieve your ends? 3.1. This may include written materials. Greet your audience. 3. Keep your demonstration simple. Establish rapport. clear and detailed in his demonstration even to a point of facing the risk of being repetitive. we ought to plan and prepare very well before we conduct the demonstration. What are key options? Dale (1996) says “ they are the ones at which an error is likely to be made. 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. Make them feel at ease by your warmth and sincerity. 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. your materials and equipment are ready. 2. 5. The good demonstrator recognizes [possible stumbling blocks to learners and highlights them in some way. 6. you have prepared your students. then replace the demonstration method the more effective one. 4. 4. boredom or disagreement. Do you have access to all necessary materials and equipments to make the demonstration? Have a checklist of necessary equipment and material. Do not wonder from the main ideas. 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. Sustain their attention. Set the tone for good communication. overhead transparencies. the over head projector. or slides?  Was the demonstration itself correct? Was your explanation simple enough so that most of the students understood it easily?  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. diagram. felt board. 7. 6.5. diagrams. Use the chalkboard. What questions can you ask to evaluate your classroom demonstration? Dale (1969) enumerates:  Was your demonstration adequately and skillfully prepared? Did you select demonstrable skills or ideas? Were the desired behavioral outcomes clear?  Did you follow the step by step plan? Did you make use of additional materials appropriate to your purpose – chalkboard. Summarize as you go along and provide a concluding summary. was it presented from the physical point of view of the learner?  Did you help students do their own generalizing?  Did you take enough time to demonstrate the key points?  Did you review and summarize the key points?  Did your students participate in what you thoughtful questions at the appropriate time?  Did you evaluation of a student demonstration achieved its purpose? learning were doing indicate by that asking your . 8. charts. Do not hurry your demonstration. pictures. They create their own tempo. Do not drag out the demonstration. power point and whatever other materials are appropriate to synthesize your demonstration. Asking questions to check understanding can serve as a “brake”. Hand out written materials at the conclusion. charts. Interesting things have never dragged out. models. XI MAKING THE MOST OF COMMUNITY RESOURCES AND FIELD TRIPS Objectives: 1. To know the educational benefits derived from a field trip 3.LESSON . To predict procedures and criteria that must be observed in planning and conducting field trips 2. To construct community resources that can be utilized for learning ABSTRACTION . Try to work out mutually satisfactory arrangements with other teachers if the trip will conflict with their classes. planning was done poorly.The teachers‟ comments given above indicate failure of the field trips conducted. finances and permission slips from parents.docstoc.com%252Fdocs%252F31479891%252FFieldTrip-Permission-Slip---PDF%3B1275%3B1650    Prepare list of questions to send ahead to the guide of the study trip. Everyone is expected to take notes. transportation. .docstoccdn. What procedures must we follow to avoid the failed study trips described above? Let‟s plan. and 3. Make final arrangements with the school principal about the details of the trip: time. Pre planning with others going on the trip. Planning a field trip includes these steps: 1. Brown (1969) proposes the Make preliminary contacts.google. For preliminary following:       by the teacher. Preliminary planning by the teacher. Post – field trip follow up activities. Make a tentative route plan. a tour on final agreements with the place to be visited. 2.com%252Fthumb%252Forig%252F31479891. The main objective should be included in the permit slip given to parents and should be consulted later when the trip is evaluated. Taking the field trip itself and 4. subject to later alteration based on class planning and objectives. schedule. This is definitely the consequence of no planning or if ever there was.ph/search?q=sample+field+trip+slip&source=lnms& tbm=isch&sa=X&ei=dg5qUqnAA8WCiQfr5YGAAQ&ved=0CAcQ_AUoAQ&biw=1241&bih=6 06#facrc=_&imgdii=_&imgrc=r2Bc0jRHIFzmqM%3A%3B1YMCwxIukt5WsM%3Bhttp%25 3A%252F%252Fimg. Define safety and behavior standards for the journey there and for the field trip site itself. Discuss and decide on ways to document the trip. Sample Permit Slip https://www. arrangements.com. Preplanning with students joining the trip Discuss the objective of the trip and write them down. Prepare preliminary lists of questions or other materials which will be helpful in planning with the students.png%3Bh ttp%253A%252F%252Fwww. 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. Comfortable shoes for walking are important. on the site of the field trip and on their way home from the site. These may be parents who will assist the teachers and/ or school administrator staff. poor planning.   List specific object to be seen on their way to the site. use a variety of learning materials in order to give each student a background for the trip. teacher should check the group and introduce the guide.  Could the same benefits be achieved by other materials? Was it worth the time. Taking the Field Trip    - Distribute route map of places to be observed. or unexpected trip conditions? Where new interest developed? Should the trip be recommended to other classes? Studying similar topics? Educational Benefits Derived from a Field Trip Field trips can be fun and educational when they executed. behavior. Preplanning with Others Joining the Trip Other people accompanying the group need to be oriented on the objectives. standards required of everyone so they can help enforce these standards. They offer us a number of educational benefits: are well . Upon arriving at the destination. effort and perhaps extra money? Where there any unexpected problems which could be foreseen another time? Where these due to guides. students. route. Discuss appropriate dress. Before the trip. some of which are: 1. Field trips are opportunities for rich and memorable experiences which are fundamental to learning that lasts. What community resources can we use for learning? These can be persons and places in the community. build a zest for new experience. It is extravagant with time. 4. Community Resources A field trip may be a visit to a scenic spot or to a historical place. occupation. Here are some realizations students had after joining a field trip to the following places. What can we do to prevent blindness?  An automobile factory: “ more and more factory work is automated. 2. It can bring out a lot of realizations which may lead to changes in attitudes and insights.1. and other pertinent data she needs. A journalist may serve as a resource paper on the part of the newspaper and how to write an editorial. The field trip “can nurture curiosity. The acquisition of lasting concepts and change in attitudes are rooted on concrete and rich experiences. Field trips have a wide range of application. 2. For persons. and a sense of wonder” Dale (1969). It involves logistics. Let us begin with the parents of our students.  A school for the blind: “I‟m glad. contact number. It is for adults also. How soon will we have three working days and four days of the job? What will people do with their time?”  A museum: “ there is so much to be known and I know so little” Disadvantages of field Trips These educational benefits are compensate for the drawbacks of field trips. It is not meant for the social sciences subjects. 3. Many of them can be resource speaker in their fields of expertise. A senior citizen and a war veteran in the community maybe invited to the class for an interview on a topic of which he is . It is costly. It is for all other subjects as well. There are other people in the community who can be excellent resource speaker. 3. Field trip bring us the world beyond the classroom. let us not go too far. Contains an element of uncertainty. I‟m not blind. A dentist may be invited to the children on how they care for their teeth. 4. A dynamic teacher will find a way to have a record of parents‟ names. It is not meant only for children. The real – world connection is more work but the benefits of broadening teaching beyond textbooks far outweigh the little bit of time it takes from a teacher‟s schedule. botanical gardens. As to places to visit. schedule. This is definitely the consequence of no planning or if ever there was. colleges and universities allow outsiders to research in their libraries on special arrangements) can also be community learning resources. LESSON . his memories of World War II. finances and permission slips from parents. places of exhibit. Pre planning with others going on the trip. zoos. a concert. Brown (1969) proposes the Make preliminary contacts.expert. To predict procedures and criteria that must be observed in planning and conducting field trips 2. Preliminary planning by the teacher. popular destinations are museum. To construct community resources that can be utilized for learning ABSTRACTION The teachers‟ comments given above indicate failure of the field trips conducted. a tour on final agreements with the place to be visited. 2. and a dance presentations also form part of community resources. Performance like a play.XI MAKING THE MOST OF COMMUNITY RESOURCES AND FIELD TRIPS Objectives: 1. scenic spots. Say for example. historical places. Public libraries and private libraries (some private schools. arrangements. Maybe classes are not bought to these libraries for a field trip but students can go there for research and learning. and 3. A barangay captain may be asked on what the barangay intends to do a curb the rampant alcoholism among the youth in the community. For preliminary following:   by the teacher. Planning a field trip includes these steps: 1. Taking the field trip itself and 4. Post – field trip follow up activities. To know the educational benefits derived from a field trip 3. planning was done poorly. transportation. . What procedures must we follow to avoid the failed study trips described above? Let‟s plan. Make final arrangements with the school principal about the details of the trip: time. use a variety of learning materials in order to give each student a background for the trip. Comfortable shoes for walking are important. route. Sample Permit Slip https://www. Before the trip. Taking the Field Trip  Distribute route map of places to be observed. List specific object to be seen on their way to the site. The main objective should be included in the permit slip given to parents and should be consulted later when the trip is evaluated. standards required of everyone so they can help enforce these standards.ph/search?q=sample+field+trip+slip&source=lnms& tbm=isch&sa=X&ei=dg5qUqnAA8WCiQfr5YGAAQ&ved=0CAcQ_AUoAQ&biw=1241&bih=6 06#facrc=_&imgdii=_&imgrc=r2Bc0jRHIFzmqM%3A%3B1YMCwxIukt5WsM%3Bhttp%25 3A%252F%252Fimg. Discuss appropriate dress. Discuss and decide on ways to document the trip. Define safety and behavior standards for the journey there and for the field trip site itself. subject to later alteration based on class planning and objectives. These may be parents who will assist the teachers and/ or school administrator staff. behavior. on the site of the field trip and on their way home from the site. Preplanning with students joining the trip Discuss the objective of the trip and write them down.com. Prepare preliminary lists of questions or other materials which will be helpful in planning with the students.google.    Make a tentative route plan.docstoc. Preplanning with Others Joining the Trip Other people accompanying the group need to be oriented on the objectives.com%252Fthumb%252Forig%252F31479891. Try to work out mutually satisfactory arrangements with other teachers if the trip will conflict with their classes.png%3Bh ttp%253A%252F%252Fwww.com%252Fdocs%252F31479891%252FFieldTrip-Permission-Slip---PDF%3B1275%3B1650       Prepare list of questions to send ahead to the guide of the study trip. .docstoccdn. Everyone is expected to take notes. It is for adults also. They offer us a number of educational benefits: are well 1. Field trips have a wide range of application. It is not meant for the social sciences subjects. It is for all other subjects as well.  Could the same benefits be achieved by other materials? Was it worth the time. or unexpected trip conditions? Where new interest developed? Should the trip be recommended to other classes? Studying similar topics? Educational Benefits Derived from a Field Trip Field trips can be fun and educational when they executed. 3. teacher should check the group and introduce the guide. The field trip “can nurture curiosity. Field trip bring us the world beyond the classroom. students. 2. 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. The acquisition of lasting concepts and change in attitudes are rooted on concrete and rich experiences. build a zest for new experience. It can bring out a lot of realizations which may lead to changes in attitudes and insights. It is not meant only for children.  - Upon arriving at the destination. Field trips are opportunities for rich and memorable experiences which are fundamental to learning that lasts. effort and perhaps extra money? Where there any unexpected problems which could be foreseen another time? Where these due to guides. poor planning. The real – world connection is more work but the benefits of broadening teaching beyond textbooks far outweigh the little bit of time it takes from a teacher‟s schedule. 4. Here are some realizations students had after joining a field trip to the following places. . and a sense of wonder” Dale (1969). scenic spots. Maybe classes are not bought to these libraries for a field trip but students can go there for research and learning. . 3. A dynamic teacher will find a way to have a record of parents‟ names. For persons. How soon will we have three working days and four days of the job? What will people do with their time?”  A museum: “ there is so much to be known and I know so little” Disadvantages of field Trips These educational benefits are compensate for the drawbacks of field trips. contact number. It is extravagant with time. historical places. Public libraries and private libraries (some private schools. his memories of World War II. A school for the blind: “I‟m glad. Community Resources A field trip may be a visit to a scenic spot or to a historical place. some of which are: 1. Say for example. Performance like a play. 4. and other pertinent data she needs. occupation. A dentist may be invited to the children on how they care for their teeth. It involves logistics. zoos. and a dance presentations also form part of community resources. 2. It is costly. colleges and universities allow outsiders to research in their libraries on special arrangements) can also be community learning resources. places of exhibit. I‟m not blind. botanical gardens. Contains an element of uncertainty. A journalist may serve as a resource paper on the part of the newspaper and how to write an editorial. A barangay captain may be asked on what the barangay intends to do a curb the rampant alcoholism among the youth in the community. There are other people in the community who can be excellent resource speaker. What can we do to prevent blindness?  An automobile factory: “ more and more factory work is automated. Many of them can be resource speaker in their fields of expertise. popular destinations are museum. What community resources can we use for learning? These can be persons and places in the community. let us not go too far. As to places to visit. Let us begin with the parents of our students. a concert. A senior citizen and a war veteran in the community maybe invited to the class for an interview on a topic of which he is expert. LESSON . 1990. . the excellent speakers and Master teacher s who lecture and demonstrate a teaching method for professional development of teachers. for example. they can: Dale (1969)  Transmit a wide range of audio – visual materials. Literate and illiterate. objects. the video and the tv are indeed very powerful. VIDEO AND TV IN THE CLASSROOM Objectives: 1. To know the procedures ought to be followed for effective use of tv as a form of lesson enrichment ABSTRACTION The film. we witnessed the fire that engulfed homes in San Diego. the aftermath of the earthquake was shown live in tv. Dagupan and Nueva Ecija. But with tv. To comprehend the educational benefits of the use of films. With a sense of helplessness.  Make us see and hear for ourselves world events as they happen. When the strong earthquake shook Baguio. California in October 2007 as it happened through tv. we are able to see life at the bottom of the sea right there in our sala or bedroom through discovery Channel. To identify the disadvantages or limitations of the use of tv 4.XII THE POWER OF FILM. young and old – all benefit from the common experiences that the tv transmits. video and tv in the classroom 2. – Not all of us have the opportunity to see life underneath the sea. specimens and dramas. Agoo. Philippines on July 16. films.  Be the most believable news source  Make some programs understandable and appealing to a wide variety of age and educational levels. video and tv in the classroom 3.  Become a greater equalizer of educational opportunity because programs can be presented over national and regional networks. including still pictures.  Bring model of excellence to the viewer – we can see and hear the excellent scientist like John Glenn. says. To discover how powerful the film.  Bring the world of reality to the home and through the classroom through a “live” broadcast or as mediated through film or videotape.  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 can‟t 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 child‟s 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) Basic Procedures in the Use of TV as a Supplementary Enrichment For enrichment of the lesson with the use of tv, we have to do the following:  Prepare the classroom. ( If your school has a permanent viewing room, the classroom preparatory work will be less for you) - 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 Don‟t 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 don‟t 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  Flow chart. It shows at a glance which factors are occuting most. 5. It is most it is also called cause and effect diagram.  Affinity diagram. 1994)  Organizational chart. It is a means of analyzing a process.is a type of bar chart.depects development. you can easily draw the diagrams that you need as you go along. 3.  Comparison and contrasts. origins and development. priorritized in descending order of magnitude or importance from left to right. relative values.) comparison and contrasts chart. you can begin to find ineffeciencies or problems.is a visual way of charting or showing a process from beginning to end. types of a diagram Find out what these other diagrams are.) run chart or trend chart. 6. Examples of chart  Time chart. We can have a: 1. E.used to show similarities and differences between two things (people.) flow chart.shows how one part of the organizational relates to other parts of the organizationa. or by beginning with the many tributaries which then converge into a single channel. By outlining every step in a process.” (Dale. the various tasks that must be accomplished to complete a project or achieve a specific objective. make use of color whether you use the chalkboard of the OHP and transparenicies. Chart A chart is a diagrammatical representation of relationships among individuals within an organization.  Fishbone diagramstructured form of possible cause and problem. (Latta. 1969) If you can draw stick figures. 4. distribution etc. You may nedd them as you teach and as you go about you other teaching-related tasks.) pareto chart and 7. .) tree or stream chart. places.used to cluster complex apparently unrelated data into natural and meaningful groups. etc.is a tabular time chart that presents data in ordinal sequence.it is a brainstorming that graphically shows the relationship of sub -causes directly related to an identified effect / commonly used to analyze work-related problems. ideas.)·  Pareto chart. chronological fluctuations.  Tree or stream chart. growth and change by beginning with a single course (the trunk) which spreads out into many branches. To emphasize the key points in your diagram.) time chart. in increasing detail. events.) organizational chart.used to chart out. 2.  Tre diagram.What is a diagram? It is “ any line drawing that shows arrangement and relations as of parts to the whole. precipitation.  Pie or cicle graph. 2.) pictorial graph and 4. 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..  Bar graph.makes use of picture symbols. provinces. They are :1.e. met several graphic organizers in your subject. rainfalll.g. K to 12 standards and competencies In which lessons can you use each of these graphs? G.  Pictorial graph. Oceans.you principles of teaching. vegetation. Gannt chart. 3. 1 inch – 15 statute miles.shows how much of the actual earth's surface is presented by a given measurement on a map.  Political map. In others the scale is expressed in words and figure.) line graph. cities and towns and roads ang highways. graphs These are several types of graphs..) bar graph.  Commercial or economic map.gives detailed information about country. Maps A maps is a “representation of the surface of the earth or some part of it. scale is shown graphically.  Graphic organizers. and soil.  Relief map. F.) circle or pie graph. On some maps.also called product or industrial map since they show land areas in relation to the economy.recommended for showing parts of whole. Map language  Scale. 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. like altitude. 3 . rivers and lake are the main features of most political maps.” (Dale 1969) kinds of map  physical map.combines in a single projection data temperature.is an acivity time chart.used in comparing the magintude of similar items at different ties or seeing relative sizes of the parts of a whole.has three dimensional representations and shows contours of the physical data of the earth or part of the earth. if you don't perform well at first. take the test again. Further. Many students have not mastered simple map-reading skills before they leave junior high school. Longitude is the distance in degree of any place east or west of the prime meridians.3. T F · on a globe all lines of latitude meet at the poles. T F · places at low latitudes usually have warm climates. by Edgar dale. T F · a degree of longitude ranges from 68.5. T F understand the maps.  Geographic grids. studies show that geographical errors common to pupils are also common among teachers. These grid lines are called meridians and parallels. lake and plains.000. After further reading about maps. T F · latitude means angular distance north or south of the equator. 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 hours of daylight in summer and winter are related to longitude. Map reading test Here is a map reading test.4 miles. T F · longitude is usually measured from greenwich.0000.4 to 69.8.the entire system of these grid lines. Do it until you get a perfect score. T F · latitude is measured from the equator. England. A meridians is a north to south pole line. Encircle the T if the statement is correct and F if the statement is wrong (adapted from audiovisual methods in teaching. the findings are disappointing. T F · a place not on the equator must be either north or south of it. If you work hard at it. graphs and charts . in general. T F · lines if latitude are parallel to the equator. T F · any place not on the Greenwich Meridian is either east or west of it. Latitude is the distance in degrees of any place north and south of the equator. T F · lines of longitude bisect the earth. Some symbols represent highways.  Color. T F · the highest latitudes are around the poles. Symbols. mountains. A map-reading test A number of studies have been made of the ability of pupils to read maps and.usually a map has a legend that explains what each symbols means. (1969) lines of longitude are parallel to each other. you will not be hard up presenting or teaching your students about maps later. T F · the latitude of the poles isa 90 degrees. railroads. Don't you worry. T F · latitude 90 degree north define an exact place on the earth. Test your self.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. Parallels are lines drawn around a globe with all points along each line with an equal distance from the pole. T F · a place of 40 degree latitudes is about 1.the different colors of the map are parts of the map language. T F · longitude 0 degree defines an exact place on the earth.000. 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.What should you to do be successful in reading maps. They appear often in newspapers and magazines. A first-rate cartoon tells its story metaphorically. you can give it to individual students for individual study or project it by an opaque projector. (these items ordinarily appear on maps. Cartoons Another useful visual symbols that can bring novelty to our teaching is the cartoon. cartoons. It helps you a lot if you are capable of doing simple freehand sketching. A. To identify the instructional materials fall under this category 2. Drawings A drawing may not be real thing but better to have a concrete visual aids than nothing. Let us learn more about each of them and find out where they can be used in our lessons. To avoid confusion. The perfect cartoon needs no caption. On maps.” a graph and any visual symbol for that matter such as drawings. Depending on . The symbolism conveys the message. and / or the legend. LESSON . charts and graphs? The following steps will be help of you:  Read the titles and subtitles. it is good that our drawing correctly represents the real thing. To categorize examples of each visual symbols 3.XIII TEACHING WITH VISUAL SYMBOLS Objectives: 1. better start learning how to draw. and the scale of miles whenever any of these is present. the more effective the symbolism.) ·read the information shown along the side and the bottom of graphs and chart and tables. You will find out that as you lecture. They are more clearly understood than mere words. So. In class. you need to illustrate on the chalkboard. The less the artist depends on words. graphs. diagrams and maps are worth a thousand words. notice how the different parts of the map are related to each other. table or graph. B.  Read the key. There is nothing so difficult that is not made easy when we spend at least forty hours learning and mastering it. Sources of cartoons You can easily collect cartoons for instruction. chart. A graph is “worth a thousand words. The only way to learn it is to do the sketching yourself and devote some time to it. To modify guidelines that must be followed when reading charts. They will often tell you the purpose of the graphic materials and may provide a clue to its main idea. This will help you understand what quantities or qualities are being presented or what comparisons are being made.  Determine your purpose for reading the map. strip drawings. if any. To construct visual symbols where they can be integrated in the instructional process 4. One essential skills that a teacher ought to possess at order to be understood is drawing. used to chart out. K to 12 curriculum standards and competencies go back to the K to 12 curriculum guide. 2. Which can be taught with the use of a cartoon? Come up with a cartoon for a particular lesson. C. Make use of strip that are educational and entertaining at the same time. growth and change by beginning with a single course (the trunk) which spreads out into many branches.) time chart.it is also called cause and effect diagram. 1969) If you can draw stick figures.used to cluster complex apparently unrelated data into natural and meaningful groups. 4.) tree or stream chart. Tre 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.depects development.) comparison and contrasts chart. in increasing detail. 6. types of a diagram Find out what these other diagrams are. E. Look for an appropriate strip drawing or make one. 3.) run chart or trend chart. It can also be given as an activity for students to express insightss gained at the conclusion of a lesson. It is most commonly used to analyze work-related problems. relative values. or by . you can display these cartoons on the bulletin board. Fishbone diagram.” (Dale.is a tabular time chart that presents data in ordinal sequence. make use of color whether you use the chalkboard of the OHP and transparenicies. Source of strip drawing you can obtain strip drawings from newspapers. the various tasks that must be accomplished to complete a project or achieve a specific objective. 5. D.) organizational chart. diagram What is a diagram? It is “ any line drawing that shows arrangement and relations as of parts to the whole. Examples of chart Time chart. Chart A chart is a diagrammatical representation of relationships among individuals within an organization. Where to use strip drawing in instruction these can serve as motivation and a starter of your lesson. Affinity diagram. you can easily draw the diagrams that you need as you go along.) flow chart. We can have a: 1.     themes for the week of the month. 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. Tree or stream chart. origins and development. Dale (1969) asserts that a more accurate term is strip drawings. distribution etc.) pareto chart and 7. To emphasize the key points in your diagram. You may nedd them as you teach and as you go about you other teaching-related tasks. chronological fluctuations.Strip drawing These are commonly called comics or comic strip. magazines and books K to 12 curriculum standards and competencies identify a competency where a strip drawing is appropriate. used in comparing the magintude of similar items at different ties or seeing relative sizes of the parts of a whole. you can begin to find ineffeciencies or problems.makes use of picture symbols. mountains. 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. Maps A maps is a “representation of the surface of the earth or some part of it. It is a means of analyzing a process.                beginning with the many tributaries which then converge into a single channel. rainfalll.shows how one part of the organizational relates to other parts of the organizationa. Gannt chart. Map language Scale.usually a map has a legend that explains what each symbols means.the different colors of the map are parts of the map language. Commercial or economic map. 3 Symbols. Comparison and contrasts. Relief map. By outlining every step in a process. temperature.) circle or pie graph.is a visual way of charting or showing a process from beginning to end. 2.shows how much of the actual earth's surface is presented by a given measurement on a map. It shows at a glance which factors are occuting most.is an acivity time chart. and soil.gives detailed information about country. . Bar graph.. priorritized in descending order of magnitude or importance from left to right. 1994) Organizational chart.combines in a single projection data like altitude.) pictorial graph and 4.g. railroads. Graphic organizers. precipitation.recommended for showing parts of whole.e. events. Some symbols represent highways. principles of teaching. Pictorial graph. etc. (Latta. Pie or cicle graph. provinces. vegetation. Political map. They are :1. F. K to 12 standards and competencies In which lessons can you use each of these graphs? G. graphs These are several types of graphs..used to show similarities and differences between two things (people.) line graph.also called product or industrial map since they show land areas in relation to the economy. scale is shown graphically.you met several graphic organizers in your subject.is a type of bar chart. rivers and lake are the main features of most political maps. On some maps. lake and plains. Flow chart.has three dimensional representations and shows contours of the physical data of the earth or part of the earth. places.)· Pareto chart. Color.” (Dale 1969) kinds of map physical map. cities and towns and roads ang highways. ideas. Oceans. 3.) bar graph. 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. In others the scale is expressed in words and figure. 1 inch – 15 statute miles. T F · a degree of longitude ranges from 68. notice how the different parts of the map are related to each other. T F · any place not on the Greenwich Meridian is either east or west of it.4 to 69. A map-reading test A number of studies have been made of the ability of pupils to read maps and. T F · a place not on the equator must be either north or south of it. by Edgar dale. table or graph. T F · on a globe all lines of latitude meet at the poles. Read the key. Latitude is the distance in degrees of any place north and south of the equator.4 miles. Many students have not mastered simple map-reading skills before they leave junior high school. Further. T F · longitude is usually measured from greenwich. T F · the latitude of the poles isa 90 degrees.000.) ·read the information shown along the side and the bottom of graphs and chart and tables. the findings are disappointing. if you don't perform well at first.000 miles from the T F equator · a line of longitude is also called a meridian. T F · places at low latitudes usually have warm climates. (these items ordinarily appear on maps. you will not be hard up presenting or teaching your students about maps later. if any. graphs and charts What should you to do be successful in reading maps. T F · lines if latitude are parallel to the equator.000. T F understand the maps. T F · the highest latitudes are around the poles.0000.5. in general. T F · the hours of daylight in summer and winter are related to longitude. Parallels are lines drawn around a globe with all points along each line with an equal distance from the pole. T F · lines of longitude bisect the earth. 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 · latitude is measured from the equator. Encircle the T if the statement is correct and F if the statement is wrong (adapted from audiovisual methods in teaching. charts and graphs? The following steps will be help of you: Read the titles and subtitles. Don't you worry. This will help you understand what quantities or qualities are being presented or what comparisons are being made. T F · latitude 90 degree north define an exact place on the earth. On maps. Test your self. After further reading about maps. take the test again. Longitude is the distance in degree of any place east or west of the prime meridians. England. . T F · the latitude of a place indicates its distance from the equator. chart.the entire system of these grid lines. T F · a place of 40 degree latitudes is about 1.8.3. T F · time belts are directly related to longitude. These grid lines are called meridians and parallels. T F · longitude 0 degree defines an exact place on the earth. and / or the legend. Do it until you get a perfect score. Determine your purpose for reading the map. (1969) lines of longitude are parallel to each other.    Geographic grids. T F · latitude means angular distance north or south of the equator. A meridians is a north to south pole line. studies show that geographical errors common to pupils are also common among teachers. They will often tell you the purpose of the graphic materials and may provide a clue to its main idea. Map reading test Here is a map reading test. and the scale of miles whenever any of these is present. If you work hard at it. the chalkboard and her colored chalks. Write side view as you talk. Sharpen your chalk to get good line quality.  It helps if you have a hard copy of your chalkboard diagram or out line. 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. B. but it will always have a chalkboard. Color will also make your board more appealing.  For the sake of order and clarity. Stand with your elbow high. your students may fail to see the key ideas. Don't lose your eye contact with your class. That clean diagram and organized outline must match what you do on the chalkboard. etc. That helps you to visualize the diagram or outline you like to appear on the chalkboard. I witnessed one good teacher who had no other visual aid except herself. start to write from the left side of the board going right.  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. To produce techniques which could help maximize the use of the overhead projector and the chalkboard ABSTRACTION Except in extremely deprived classrooms.  Do not turn your back to your class while you write on the chalkboard. By overcrowding your board work.  If you teach the grades and you think the lines on the chalkboard are needed for writing exercise.XIV MAXIMIZING THE USE OF OVERHEAD PROJECTOR AND THE CHALKBOARD Objective: 1.LESSON . Chalkboard A. tv. write “ place save” and cover the same with a curtain. Move along as you write. from James W.  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. radio.  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).  Make full use of the chalkboard. every classroom has a chalkboard. a school may have no computer. . Bown (1969).  Don't crowd your notes on the board. 3  Make use of colored chalk to highly the key points. Here are some more chalkboard techniques.  If there is glare on the chalkboard at certain times of the day. It may be a traditional educational technology but it serves its purpose very well when used correctly. In fact. then provide the lines for your board. a curtain on the window may solve the problem. Take note that there are children in the last rows. so why not make optimum use of what we have. They may not see the trees because of the forest. who has complete control of the sequence. The overhead projector seems more available in schools. The overhead projector is used in the front of the room by the instructor. The over head projector (OHP) There are other kinds of projectors like opaque projector and slide projector. Facing his class and observing student reactions. write. You can show three-dimensional objects from the stage of the projector-. The projected image behind the instructor can be as large as necessary for all in the audience to see. control its attention. Brown (1969) cites the following: The projector itself is simple to operate. 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. 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. is seen by the instructor exactly as students see it on the screen. Make all writing or printing between 2 and 4 inches high for legibility. Since the transparency. or in color if an object is made of transparent color plastic. Use dots as “aiming points. using a pointer on the transparency to direct attention to a detail. and regulate the flow of information in the presentation.             C. This is known as the progressive disclosure technique. even in fairly welllighted rooms. use soft chalk so that it can be erased easily. he may point. The stage (projection surface) of the projector is large (10 by 10 inches). timing and manipulation of his material. There is an increasing number of high-quality commercial transparencies. It has a lot of advantages. The silhouette of you pointer will show in motion on the screen. 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. thus allowing the teacher to write information with ease or to show prepared transparencies. You can use felt pen or wax-based pencil to add details or to make points on the transparency during projection. keep in mind these figures of overhead projection: You can show pictures and diagram.” this keeps writing level. When using colored chalk. It is especially easy fro teachers and students to create their own materials for use in the overhead projector.. Let's learn how to use it properly so we also maximize its use in the classroom. D. as it is placed on the projector. .in silhouette if the object is opaque. or otherwise make indications upon it to facilitate communication. the instructor can guide his audience. As you plan your own transparencies. His/her work appears immediately on the screen. E. it is clear and bright. The marks of water-based pens and pencil can be removed with a soft cloth so that the transparency can be reused. Place the OHP to your right. In other mathematical and technical subjects. Simple use of color can add effective emphasis. provide handouts to be studied later.                   You can move overlays back and forth cross the base in order to rearrange elements of diagrams or problems. no the screen. the secretary can use a cellophane role (accompanying most projectors) or blank acetate sheets in write nominations. Your presentation must be readable from afar. blank sheets of acetate and grease pencils can be given to selected students. leaves. and cutout paper shapes can be placed directly on the projector to stimulate children's imagination and encourage discussion. Don't talk to the screen. which illustrate or apply the generalizations shown on a transparency. Don't read the text on your slide. Brown (1969) enumerates effective practices. Face the students when you talk.and three-dimensional diagrams can be built up gradually with carefully prepared transparencies involving color and separate overlays. To do this. Avoid too much text. and to your left. 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. 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. In physical educational and team training. Rely sparingly on printed text. For special purposes you can stimulate motion on parts of a transparency by using the effects of polarized light. Come up with more graphs.. Avoid the mistake of including too much detail on each image. Place the OHP on a table low enough so that it does not block you or the screen. Let's learn from them. charts. if you are left handed. Avoid large tables of figures. In primary grades. usually slides or motion pictures. In English composition lessons. You can simultaneously project on an adjacent screen other visual materials. We can learn from the experiences from other.diagrams or pictures. motion . simple objects like keys. A simple layout makes an effective slide. In homeroom activities. plastics objects like some rulers and composes can be shown to a group and discussed. 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). If an audience needs to be give details. if you are right handed. two. In geometry and trigonometry. Come up with graphic presentation. Geometric theorems and complicated problems can be separated into single components and presented systematically. Your audience can read. Have them prepare solutions to homework problems so the class may evaluate and discuss their results. In arithmetic. Other reminds on the effective use of the OHP are: Stand off to one side of the OHP while you face the students. lists. 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. or grease pencil may be used. Overlays show key facts about particular regions. testing and evaluation materials can be used with a large group. a teacher can sketch on clear plastic with a felt pen. Then place a clear piece of acetate over the picture and. The overlaying technique to do progressive disclosure is illustrated below. a picture-transfer transparency can be made from a magazine picture. In art classes. write the name of each item identified. ·Mount each transparent sheet: base under the frame. iron filings dusted on a clear plastic sheet over a permanent magnet can be projected clearly to illustrate lines of force. transparent watercolors. with chlorophyll removed. colored plastic shapes. In two corners on each master. 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. Use the register marks for proper alignment. In science. inks. and important discussion points for all to see and react to.        for consideration. LESSON . Prepare the transparency from each master. finger paint. In many classes.XIV MAXIMIZING THE USE OF OVERHEAD PROJECTOR AND THE CHALKBOARD Objective: . Project this transparency and task t6he class to identify major items shown. ·After making a sketch of the content of the transparency. (2) attaching strips of opaque paper to the slides of the mask in order to cover potions of the transparency image. The entire class sees the results. can be projected to show veins and the general leaf pattern. with a felt pen. all types of maps can be enlarged after accurate but easy preparation. and the flipping the strips back to expose image. Test items written on slides can be projected for the entire class. In primary reading class. In social studies. decide which parts will be the base and which will be used for each overlay. 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. Leaves. Later remove the picture and discuss the words that remain on the screen. make register marks that match marks previously put on the sketch. Prepare a master drawing for each separate part. This will ensure proper registration of each overlay. Similarly. and overlays on the top sides. (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. That helps you to visualize the diagram or outline you like to appear on the chalkboard.  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). 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. Brown (1969) cites the following:  The projector itself is simple to operate. a school may have no computer. radio. It has a lot of advantages. Use dots as “aiming points. every classroom has a chalkboard. Bown (1969). 3  Make use of colored chalk to highly the key points. tv. D. E. etc. the chalkboard and her colored chalks. write “ place save” and cover the same with a curtain.  For the sake of order and clarity. start to write from the left side of the board going right. .  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. a curtain on the window may solve the problem. Write side view as you talk. When using colored chalk. Stand with your elbow high. By overcrowding your board work.” this keeps writing level. then provide the lines for your board. The overhead projector seems more available in schools. Color will also make your board more appealing. but it will always have a chalkboard.  If you teach the grades and you think the lines on the chalkboard are needed for writing exercise. It may be a traditional educational technology but it serves its purpose very well when used correctly. That clean diagram and organized outline must match what you do on the chalkboard. Sharpen your chalk to get good line quality. Move along as you write.  Do not turn your back to your class while you write on the chalkboard.  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.1. I witnessed one good teacher who had no other visual aid except herself. B. They may not see the trees because of the forest.. use soft chalk so that it can be erased easily. Chalkboard A. The over head projector (OHP) There are other kinds of projectors like opaque projector and slide projector. Here are some more chalkboard techniques.  If there is glare on the chalkboard at certain times of the day.  Make full use of the chalkboard.  It helps if you have a hard copy of your chalkboard diagram or out line. Take note that there are children in the last rows. so why not make optimum use of what we have. To produce techniques which could help maximize the use of the overhead projector and the chalkboard ABSTRACTION Except in extremely deprived classrooms. C.  Don't crowd your notes on the board. In fact. Make all writing or printing between 2 and 4 inches high for legibility. Don't lose your eye contact with your class. from James W. your students may fail to see the key ideas. write. To do this. or otherwise make indications upon it to facilitate communication. There is an increasing number of high-quality commercial transparencies. You can show three-dimensional objects from the stage of the projector-. using a pointer on the transparency to direct attention to a detail. You can move overlays back and forth cross the base in order to rearrange elements of diagrams or problems. control its attention. he may point. Since the transparency. even in fairly welllighted rooms. or in color if an object is made of transparent color plastic. timing and manipulation of his material. and regulate the flow of information in the presentation. You can use felt pen or wax-based pencil to add details or to make points on the transparency during projection.               The overhead projector is used in the front of the room by the instructor. The stage (projection surface) of the projector is large (10 by 10 inches). Let's learn how to use it properly so we also maximize its use in the classroom. The silhouette of you pointer will show in motion on the screen. thus allowing the teacher to write information with ease or to show prepared transparencies. His/her work appears immediately on the screen. As you plan your own transparencies. Facing his class and observing student reactions. 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. 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. For special purposes you can stimulate motion on parts of a transparency by using the effects of polarized light. it is clear and bright. The projected image behind the instructor can be as large as necessary for all in the audience to see. 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. keep in mind these figures of overhead projection: You can show pictures and diagram. It is especially easy fro teachers and students to create their own materials for use in the overhead projector.in silhouette if the object is opaque. 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. is seen by the instructor exactly as students see it on the screen. . the instructor can guide his audience. This is known as the progressive disclosure technique. which illustrate or apply the generalizations shown on a transparency. usually slides or motion pictures. as it is placed on the projector. who has complete control of the sequence. You can simultaneously project on an adjacent screen other visual materials. In English composition lessons.and three-dimensional diagrams can be built up gradually with carefully prepared transparencies involving color and separate overlays. Your presentation must be readable from afar. In homeroom activities. Avoid the mistake of including too much detail on each image. In arithmetic. blank sheets of acetate and grease pencils can be given to selected students. with a felt pen. In physical educational and team training. two.. Later remove the picture and discuss the words that remain on the screen. motion for consideration. and cutout paper shapes can be placed directly on the projector to stimulate children's imagination and encourage discussion. Place the OHP to your right. In primary reading class. If an audience needs to be give details. and to your left. Have them prepare solutions to homework problems so the class may evaluate and discuss their results. Simple use of color can add effective emphasis. Your audience can read. Let's learn from them. Avoid large tables of figures. Then place a clear piece of acetate over the picture and. write the name of each item identified. and important discussion points for all to see and react to. Avoid too much text. charts. In geometry and trigonometry. We can learn from the experiences from other. student themes or writing exercises can be reproduced on film by means of the heat or photocopy process. Don't read the text on your slide. The teacher and students can analyze the writing for style and grammar as each example is projected. 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). Project this transparency and task t6he class to identify major items shown. In other mathematical and technical subjects. Brown (1969) enumerates effective practices. Place the OHP on a table low enough so that it does not block you or the screen. simple objects like keys. Come up with more graphs. provide handouts to be studied later. A simple layout makes an effective slide. the secretary can use a cellophane role (accompanying most projectors) or blank acetate sheets in write nominations.diagrams or pictures. In primary grades. Face the students when you talk. Come up with graphic presentation. . leaves. a picture-transfer transparency can be made from a magazine picture. Rely sparingly on printed text. if you are right handed.                 Other reminds on the effective use of the OHP are: Stand off to one side of the OHP while you face the students. if you are left handed. Don't talk to the screen. no the screen. Geometric theorems and complicated problems can be separated into single components and presented systematically. lists. plastics objects like some rulers and composes can be shown to a group and discussed. 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. (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 “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. colored plastic shapes. Use the register marks for proper alignment. The entire class sees the results. can be projected to show veins and the general leaf pattern. To define project-based multimedia learning To enumerate the elements of project-based multimedia learning To know the of use project-based multimedia learning To evaluate the disadvantages of the use of project-based learning and multimedia learning ABSTRACTION . with chlorophyll removed. Leaves. ·Mount each transparent sheet: base under the frame. testing and evaluation materials can be used with a large group. In two corners on each master. ·After making a sketch of the content of the transparency. make register marks that match marks previously put on the sketch. 2.XV PROJECT – BASED LEARNING AND MULTIMEDIA Objectives: 1. a teacher can sketch on clear plastic with a felt pen. all types of maps can be enlarged after accurate but easy preparation.       In art classes. decide which parts will be the base and which will be used for each overlay. transparent watercolors. Overlays show key facts about particular regions. iron filings dusted on a clear plastic sheet over a permanent magnet can be projected clearly to illustrate lines of force. The overlaying technique to do progressive disclosure is illustrated below. (2) attaching strips of opaque paper to the slides of the mask in order to cover potions of the transparency image. finger paint. and the flipping the strips back to expose image. In science. and overlays on the top sides. In many classes. Prepare a master drawing for each separate part. Test items written on slides can be projected for the entire class. 4. 3. Prepare the transparency from each master. Similarly. LESSON . or grease pencil may be used. In social studies. inks. 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. This will ensure proper registration of each overlay. ) The name project-based multimedia learning implies the use of multimedia and the learning activity includes a project. Together with other students. By going around. Extended time frame Student decision making Collaboration Assessment Multimedia. The students‟ intellectual power are very much challenged as they read research for basic information and as they analyze and organize from their computer courses and creativity and imagination are demanded when the students produce multimedia presentation by using multimedia produced by others. She monitors students as they work. planning and producing multimedia product. Students consult her for guidance and comments. Simkins (2002) explains each of them briefly: Core Curriculum. Time has wings. Teacher does not just stay in front of the class lecturing. she allows students to make decisions for themselves. Let us know more about project-based multimedia learning in the paragraphs that follow: Project-based multimedia learning is a teaching method in which students “acquire new knowledge and skills in the course of designing. 2002. Dimensions of Project-Based Multimedia Learning has seven key dimensions Core curriculum Real-world connection. This means that project-based multimedia learning addresses the basic knowledge and skills all students are expected to acquire as laid down in the content and performance standards and competencies of the k to 12 basic education curriculums. This project-based multimedia learning is most of all anchored on the core curriculum. She has more time for those students in need of greater help and attention. A question that may be asked as this point is: won‟t the content be sacrificed? I don‟t think so. She does not impose her will on students. We use the term core to emphasize that project-based multimedia leaning should address the basic . et al. Time flies so fast that students don‟t feel its passing.” (Simkins. With her guidance.        A class that effectively employs project-based multimedia learning is highly animated and actively engaged. At the foundation of any unit of this type is a clear setoff learning goal drawn from whatever curriculum or set of standards in use. every student is absorbed in a task in line with the goals and objectives made clear at the start. she can sense if students are on the right track and if the goals and expectations set at the start are not set aside but remain to be the governing factor behind every activity. In a protect-based multimedia learning. The project seeks to connect student” work in school with the wider world in which students live.word connection. Students must be clarified on what is expected of them and on how they will be assessed. became better team members. Others may take a month or two. It is important that students are given enough time to enable them come up with a substantial final product from which they can derive pride and a clear sense of accomplishment. these project lend themselves well to multidisciplinary or cross-curricular approaches. Students are also expected to assess their own media products so they can improve on them. however. Students may work in pairs or a team as many as five or six. and 3) activities for compiling and disseminating evidences of learning. Whole class collaboration are also possible. students have a say. and should not simply be an enrichment or extra-credit activity for a special few. It extends over a significant period of time. The actual length of a project may vary with the age of the students and the nature of the project. The content chosen. Real. Student decision making. The goal is for each student involved to make a separate contribution to the final work and for the whole class accomplish greater things than what each individual student can accomplish all alone. Protect-based multimedia learning demands collaboration. One project may take days or weeks. . 2) activities for improving the media products. Student. There are tree (3) assessment concerns in protectbased multimedia learning. Collaboration is working together jointly to accomplish a common intellectual purpose in a manner superior to what might have been accomplished working alone. Collaboration. Extended time frame.     knowledge and skills all students are expected to acquire. they are expected to show evidence that they gained content information. the types of activities and the types of products must be real in life. In project-based multimedia learning. But it is clear to them that the teacher is in charge and so the students understand that there are decisions which only the teacher can make. It is critical that the students-not only the teacher-perceive what is real about the project. namely: 1) activities or developing expectations. are given considerable leeway n determining what substantive content would be included in their projects as well as process for producing them. Often. could solve problems and could make choices (for instance on what new information they would show in their presentation). A good project is not a one-shot lesson. Assessment. Students are likewise engaged in the production of multimedia presentation. Students‟ presentations included in the variety of media: text. 2002) Why use project-based multimedia Learning? Because it is “value added” to your teaching. So. Kid Pix. The development of such programs as HyperStudio. Multimedia. some days need to be devoted to learning the technology. and science. they also gather-and create-pictures. and more so for the students together and organize their data. of course. they learn by creating it themselves. students do not learn simply by “using” multimedia produced by others. You need time to orient the students on what bare expected of them. and Netscape Composer has made it possible for students of all ages to become the authors of multimedia content. if the basic computer courses did not teach them these skills demanded by this strategy. What can be some limitations of the use of project-based multimedia learning strategy? One limitation that we see in the need for the extended period of time. The project extended over many weeks. goals and objectives of the project. A third limitation can be the tendency to lose track of the goals and objectives of your lesson because the technology aspect has gotten the limelight. The black plague project was exemplary in terms of the seven (7) dimensions given in the foregoing paragraphs. It actively engages students in the learning task. In multimedia projects. you have to be sure that the technology aspect of your lesson does not eclipse . there will be a problem. The real world connection to the AIDS Epidemic made the project relevant to students. the computer. You may get so occupied learning the multimedia presentation that your lesson objectives get derailed and your project ends up as mere technology lesson. Remember. and students were allowed to choose perspectives and make decisions about the design and interface for their presentations. work on their presentations and the like. recordings and other media objects that will later serve as the raw material for their final product. video clips. which includes. they will be using a combination of several media. original art work. guidelines. It addressed the standard set by the Department of Education trough the K to 12 Basic Education Curriculum in social studies. This can be another limitation. instead gathering only of written notes. Assessment was on-going and multifaceted. this strategy requires technical skills on your part of your students. scanned images and animations. To address this problem. (Adapted from Simkins. Students collaborated in small groups to research and implement each perspective in the presentation. As students design and research their projects. It is powerful motivator as proven in the classes of Teacher Nachielle and teacher Nicole described earlier in this lesson. Internet. Use time outside of class wherever possible. Assign skills practices as homework. To trim down time devote to a multimedia project. Consider the possibility of yours students doing original researches themselves. ABSTRACTION       in MULTIMEDIA the use AS of A TEACHING – project-based Goals and objectives are always the starting points of planning. When we plan a multimedia learning project as a teaching stat clarifying our goals and objectives. Let students compose text and select and prepare graphics and sounds as they plan. So you have decided on the objectives and content with which to use the project-based multimedia strategy and have determined resources available. Another important thing is to determine the resources available from library materials. Use “special” classes (like art or music) as extra time. news media – since this project calls for multimedia.the academic content which therefore is most important. Finally. Simkins et al (200) suggest the following: Use technology students already know. Let us make clear to our students our policy on decision making and collaboration for smooth working relations. What are you going to do next. 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. From the list of objectives and content found in the K to 12 Curriculum Guide. Since this strategy requires much time we have to spend as seen against time available or face failure and disappointment afterwards. community resources both material and human. Simkins et al (200) suggest the following: BEFORE THE PROJECT STARTS . we select which one will lend themselves to a project – base multimedia learning strategy. we must have a plan on how we are going to evaluate learning. 1. If you have people outside the classroom involved as clients or assessors (evaluators) work with them to make an appropriate schedule and include their ideas for activities. To identify which form of assessment fits a constructivist technology – supported learning environment ABSTRACTION From the conversation we gather that some students: . you have a full grasp of the essence of your project and that your focus will not get derailed. Create project description and milestones.3 weeks story 3-5 days 1-3 weeks and 1-3 weeks 1-3 weeks 5-13 weeks Figure 30. Include your instructional goals and objectives. Work with real –world connection. Seek the assistance of your librarian or school media LESSON . Put in a nutshell what your project is all about. TECHNOLOGY – SUPPORTED LEARNING Objective: 1.XVII ASSESSMENT IN A CONSTRUCTIVIST. Describe your project in forty (40) words or less. finalizing presentation Concluding activities Total class time and 3 days. A milestone may look like this: Stane Estimated Time Before the project starts 2 weeks Introducing the project 1-2 days Learning the technology 1-3 days Preliminary research planning Concept design and boarding First draft production Assessing. B writing a brief abstract of your project. 3. Overview of a Typical Project 2. Include the project components students will be responsible for and their due date. testing. Prepare resources. So what do we need? We need to observe and evaluate and. Again the mere paper – and – pencil test cannot evaluate these. It is connecting the integration of these facts and concepts to daily life. from concepts and making meaning out of them. Neither is it bad to study for scores and grade. Examines even take in Memory Plus food supplement to increase their power to memorize. it is not bad to memorize for the test. The traditional paper – and – pencil test will prove to be inadequate to measure basic skills and social skills.) authentic assessments measures collective abilities. written and oral expression skills. we should go beyond memorizing for tests and we should not study only for a passing score and a passing grade. (like computer skills) integration. ( You will be taught how to make a scoring in . ( You will learn more about authentic assessment in your two subjects on assessment. integrating and creating and the social skills of working with call for alternative forms of assessments. to do it more objectively. Authentic assessment is most appropriate for the constructivist classroom. however.o Memorizing very much for the test. These performance and product are assessed. and ability to work collaboratively. learning transcend memorization of facts. the pure memorization (sometimes without understanding done for a mere recall test does not jibe with such belief. critiquing and evaluating. It is an assessment of a process or a product. If that is what learning is from the eyes of the constructivists. manipulative skills. What then is the assessment practice that will be congruent with the constructivist‟s thinking? It is a higher level form of assessment that will require the display of the basic skills of writing and speaking. computing and the more complex skills of applying concepts learned. thus the word “authentic”. Fit their preparation to the kind of test and o Study only for passing score and a passing grade style of test `The question we raise are: “Is it really bad to memorize for the test?” and “ Is it not good to study for score and for a grade? The answer to both questions is a NO. In authentic assessment. That is why authentic assessment includes performance or product assessment. analytical skills. analyzing. It is seeing the relevance of these facts and concepts to what we value and treasure in life. students perform real – world tasks. In a constructivist classroom. then definitely. creativity. The performance is a reliable measure of skills learned and the product is a proof of the acquisition of skills. It is putting these isolated facts together. with the aid of the scoring rubric. 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. 2. 3. To enumerate the roles and functions an educational media center perform to serve the teaching – learning process 3. Recreational reading center . 5. 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 school‟s philosophy and aims. A stepping stone to other resources of the community. It is not independent of the school. Coordinating agency. It serves a myriad of roles. like any part of the human body. LESSON – XVIII ROLES AND FUCTIONS OF AN EDUCATIONAL MEDIA CENTER Objectives: 1. 6. and 7. 4.) for now it may be sufficient to see a sample of a scoring rubric to get an idea of what it is about and to see its place in assessment. Center of resources. Service agency. It is a basic requirement for a school to render quality service. Laboratory for learning. .rubric in your assessment courses. among which are: 1. Rather. To define educational media center 2. Agent of teaching. etc. medium and long term coverage? o Is the center provided with appropriate facilities. procedures. What must an EMC have to be a functional EMC? The evaluation questions for a functional EMC (Lucido & Borabo. equipment repair and cleaning continuous upgrading of facilities? o Is there a capability for production of graphics. filing and retrieval/borrowing system for instructional hardware and software/materials? o Is the center capable of technical operations relating to technical assistance. for instruction using media? . It services boil down to improving the teaching – learning process by making it more interactive. finances (a regular budget) and staff (both technical and clerical)? o Is the center capable of giving media and / or educational media technology advises/assistance to the faculty? 2. The institutional media services o Is the administration committed to a media program? o Is the program of media services administered by a media specialist through media center? o Is the center operating at the same level as other major institutional services of the school? o Are they clearly defined policies. are classrooms equipped for full light control. and plans for short. chalkboard projection screen. interesting and authentic. electrical outlets.An EMC renders various kinds of services. rails. appropriate ventilation and media operations space? o Are classrooms equipped with a bulletin board. are faculty members assisted by the media center staff in analyzing teaching needs and in designing. audio visual and other media materials for instruction?  Classroom facilities o Are classroom designed for and provided with essential facilities foe effective use of educational media? o Specifically. collaborative. 1997) give the following elements. selecting and using educational media to meet these needs? o Is there an adequate storage. maps. Media and instruction o Are the faculty encouraged to use media as an integral part of instruction? o Are classrooms equipped and/or adapted for the best possible use of educational media? o Is the media ce nter accessible to all classrooms and lecture/ conference room? o Is there educational media technology information dissemination? o Is there proper cooperation between faculty and using media for instructions? o In particular. 1.  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? .