EDGAR DALE'S CONE OF

EXPERIENCE

Dales 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 involved in this level are words, ideas,
pricicples, formula, and the likes.

After going through the different components of

the Cone of Experience, it could be said that in
facilitating learning, we can use variety of
materials and medium in order to maximize the
learning experience. One medium is not enough
thus if we can take take advantage of the other
media. Theres nothing wrong with trying to
combine several medium for as long as it could
benefit the learners. Also, through the levels
provided by the Cone of Experience, it could be
said that concrete experiences must be provided
first in order to support abstract learning. Lastly,
staying on the concrete experiences is not even
ideal because through providing abstract
experiences to the learner, 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. Through
understanding each component of the Cone of
Experience, 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.
THE ART OF TEACHING
a simple presentation of chosen principles and methods that guide student learners in
their teaching profession...

EDGAR DALE'S CONE OF EXPERIENCE

EDGAR

DALE

Edgar Dale (April 27, 1900 March 8, 1985) was a

U.S. educationist who developed the famous Cone of Experience. He
made several contributions to audio and visual instruction, including
a methodology for analyzing the content of motion pictures
Dale was a professor of education at Ohio State University. In 1933
Dale wrote a paper on how to effectively create a High School film
appreciation class. 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.

CONE OF EXPERIENCE
Introduced by Edgar Dale (1946) in his textbook on audiovisual
methods in teaching, the Cone of Experience is a visual device
meant to summarize Dales classification system for the varied types
of mediated learning experiences. The organizing principle of the
Cone was a progression from most concrete experiences (at the
bottom of the cone) to most abstract (at the top).

The original labels for Dales ten categories are: Direct, Purposeful Experiences;
Contrived Experiences; Dramatic Participation; Demonstrations; Field Trips;
Exhibits; Motion Pictures; Radio Recordings Still Pictures; Visual Symbols;
and Verbal Symbols.

Lesson 10- Demonstrations in

Teaching
A demonstration is a teaching method used with both large and small groups.
Demonstrations become more effective when verbalization accompanies them. For
example, in a half demonstration-half lecture, an explanation accompanies the
actions performed. It is a generally accepted learning theory that the greater the
degree of active participation and sensory involvement by the learner, the more
effective learning will be.

Advantages (Newby, Stepich, Lehman, & Russell, 1996, p. 48)

Demonstrations....

Utilize several senses; students can see, hear, and possibly experience an
actual event

Stimulate interest

Present ideas and concepts more clearly

Provide direct experiences

Reinforce learning

Disadvantages (Kozma, Belle, Williams, 1978, p. 343)

Demonstrations...

May fail

May limit participation

May limit audience/client input

Require pre-preparation

Tips: (Chernoff, 1994, p. 17-20)

1. Know your audience

How much experience or knowledge do they have?

Are you teaching them a new technique or sharing basic information?

2. Set your objectives

Review your lesson plan for your objectives.

What do you expect the learner to be able to do following your

demonstration?

3. Plan your preparation time

Plan for the time it takes to shop for groceries and to prepare props

Make a list of ingredients, utensils, or props needed

Test equipment, recipes, methods etc. ahead of time

4. Plan your recipes/activities

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, Family Nutrition Program, Purdue University

Cooperative Extension, 2001.
5. Involve your audience/client

Ask for a volunteer to stir, chop, and assist with other preparation

Involve the audience in activities or demonstrations where possible

6. Be prepared for various room arrangements

Do you need an electric skillet? Burner? Extension Cord?

You may need to be flexible, go prepared for a variety of settings

Exclude distractions (close the door, turn off the radio/TV)

7. 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, may need to be in a
semicircle.)

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. Be organized

Have everything for one recipe on a single tray

Place ingredients in a logical order and label (name, quantity)

Work in one direction

Dovetail various tasks

Plan for serving procedure & clean up (serving utensils, dish cloths, waste
containers, etc.)
10. 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. A good demonstration should lead to increased attentiveness, learning,
and performance

When Dale researched learning and teaching methods he found that much of what we
found to be true of direct and indirect (and of concrete and abstract) experience could
be summarised in a pyramid or 'pictorial device' Dales called 'the Cone of Experience'.
In his book 'Audio visual methods in teaching' - 1957, he stated that the cone was not
offered as a perfect or mechanically flawless picture to be taken absolutely literally. It
was merely designed as a visual aid to help explain the interrelationships of the various
types of audio-visual materials, as well as their individual 'positions' in the learning
process.
Dale points out that it would be a dangerous mistake to regard the bands on the cone
as rigid, inflexible divisions. He said "The cone device is a visual metaphor of learning
experiences, in which the various types of audio-visual materials are arranged in the
order of increasing abstractness as one proceeds from direct experiences."
Dale made minor modifications of the visual in the second edition (1954),
changing Dramatic Participation to Dramatized Experiences and adding
Television. By the third edition of the textbook, Dale (1969) acknowledged the
growing popularity of Jerome Bruners (1966) cognitive psychology concepts by
overlaying Bruners classification system for modes of learningenactive, iconic, and
symbolicon top of his own categories. This adaptation of his own schema may have
been portentous, perhaps giving implied license to others to make other creative
adaptations and interpretations, not always to the credit of Dales original notion.

Dales textbook in its three editions remained popular for over a quarter
century. Inasmuch as the Cone provided the organizing principle for the book, it
became ingrained in the thinking of generations of educational technology students and
professors who used the textbook. It stimulated many efforts to extend the original
idea by developing its implications for elementary education, secondary education,
adult education, corporate training, and even
counseling.
AN

EXAMPLE

Educational field trips are most of the common strategies used by educators to enrich
student
learning.
To
see
a
sample
video,
please
click
this
link: http://www.youtube.com/watch?v=J6BiBwOvxxo
In summary, the Cone of Experience is essentially a visual metaphor for the idea
that learning activities can be placed in broad categories based on the extent to which
they convey the concrete referents of real-life experiences. Although it has sometimes
been interpreted as advocating the selection of certain media and methods over others
(favoring realism), such was not Dales stated intent. It has also been interpreted by
many as a prescriptive formula for selecting instructional media. Dales own
explanations are nebulous enough to enable a wide variety of interpretations to find
support. Finally, there is the contemporary problem of the conflation of the Cone with
the Socony-Vacuum percentages. The fact that the Cone has been taken seriously
enough to be used in so many ways testifies to the robustness and attractiveness of
Dales visual metaphor.

A display is a computer output surface and projecting mechanism that shows text and often
graphic images to the computer user, using a cathode ray tube ( CRT ), liquid crystal display (
LCD ), light-emitting diode, gas plasma, or other image projection technology. The display is
usually considered to include the screen or projection surface and the device that produces the
information on the screen. In some computers, the display is packaged in a separate unit called a
monitor . In other computers, the display is integrated into a unit with the processor and other
parts of the computer. (Some sources make the distinction that the monitor includes other signalhandling devices that feed and control the display or projection device. However, this distinction
disappears when all these parts become integrated into a total unit, as in the case of notebook
computers.) Displays (and monitors) are also sometimes called video display terminals (VDTs) .
The terms display and monitor are often used interchangably.
Most computer displays use analog signals as input to the display image creation mechanism.
This requirement and the need to continually refresh the display image mean that the computer
also needs a display or video adapter . The video adapter takes the digital data sent by application
programs, stores it in video random access memory ( video RAM ), and converts it to analog
data for the display scanning mechanism using an digital-to-analog converter ( DAC ).
Displays can be characterized according to:

Color capability

Sharpness and viewability

The size of the screen

The projection technology

Color Capability
Today, most desktop displays provide color. Notebook and smaller computers
sometimes have a less expensive monochrome display. Displays can usually
operate in one of several display modes that determine how many bits are used to
describe color and how many colors can be displayed. A display that can operate in
SuperVGA mode can display up to 16,777,216 colors because it can process a 24-bit
long description of a pixel . The number of bits used to describe a pixel is known as
its bit-depth . The 24-bit bit-depth is also known as true color . It allows eight bits for
each of the three additive primary colors - red, green, and blue. Although human
beings can't really distinguish that many colors, the 24-bit system is convenient for
graphic designers since it allocates one byte for each color. The Visual Graphics
Array ( VGA ) mode is the lowest common denominator of display modes.
Depending on the resolution setting, it can provide up to 256 colors.
Sharpness and Viewability
The absolute physical limitation on the potential image sharpness of a screen image
is the dot pitch , which is the size of an individual beam that gets through to light up
a point of phosphor on the screen. (The shape of this beam can be round or a
vertical, slot-shaped rectangle depending on the display technology.) Displays
typically come with a dot pitch of .28 mm (millimeters) or smaller. The smaller the
dot pitch in millimeters, the greater the potential image sharpness.

The actual sharpness of any particular overall display image is measured in dots-per-inch ( dots
per inch ). The dots-per-inch is determined by a combination of the screen resolution (how many
pixel s are projected on the screen horizontally and vertically) and the physical screen size. The
same resolution spread out over a larger screen offers reduced sharpness. On the other hand, a
high-resolution setting on a smaller surface will product a sharper image, but text readability will
become more difficult.
Viewability includes the ability to see the screen image well from different angles. Displays with
cathode ray tubes ( CRT ) generally provide good viewability from angles other than straight on.
Flat-panel displays, including those using light-emitting diode and liquid crystal display
technology, are often harder to see at angles other than straight on.

The Size of the Screen

On desktop computers, the display screen width relative to height, known as the
aspect ratio , is generally standardized at 4 to 3 (usually indicated as "4:3"). Screen
sizes are measured in either millimeters or inches diagonally from one corner to the
opposite corner. Popular desktop screen sizes are 12-, 13-, 15-, and 17-inch.
Notebook screen sizes are somewhat smaller.
The Projection Technology
Most displays in current use employ cathode ray tube ( CRT ) technology similar to
that used in most television sets. The CRT technology requires a certain distance
from the beam projection device to the screen in order to function. Using other
technologies, displays can be much thinner and are known as flat-panel displays .
Flat panel display technologies include light-emitting diode (LED), liquid crystal
display ( LCD ), and gas plasma. LED and gas plasma work by lighting up display
screen positions based on the voltages at different grid intersections. LCDs work by
blocking light rather than creating it. LCDs require far less energy than LED and gas
plasma technologies and are currently the primary technology for notebook and
other mobile computers.

Displays generally handle data input as character maps or bitmap s. In character-mapping mode,
a display has a preallocated amount of pixel space for each character. In bitmap mode, it receives
an exact representation of the screen image that is to be projected in the form of a sequence of
bits that describe the color values for specific x and y coordinates starting from a given location
on the screen. Displays that handle bitmaps are also known as all-points addressable displays.

This lesson is all about the cone of experience by Edgar Dale. When we say Cone it
is a visual analogy. In this lesson we can remember the 8M's of teaching namely: milieu, matter,
method, material, media, motivation, mastery, measurement. The two of these media and material
are related to this cone of experience. This is the Cone of Experience

Verbal Symbols
Visual Symbols
Recordings/ radio still pictures
Motion Pictures
Educational Television
Exhibits
Study Trips
Demonstrations
Dramatized Experience

Contrived Experience
Direct Purposeful Experiences
In our teaching we do not always begin with direct purposeful experience at the
base of the cone. Rather we begin with the kind of experience that is most appropriate to the needs
and abilities of particular learner in a particular learning situation.
One kind of sensory experience is not necessarily more educationally useful than
another sensory experiences are mixed and interrelated. Too much reliance on concrete experience
may actually obstruct the process of meaningful generalization. The best will be striking a balance
between concrete and abstract, direct participation and symbolic expression for the learning that will
continue throughout life. There are bands of experiences.
1. Direct purposeful experience- it is the first hand experience which serve as the
foundation of our learning. It is learning by doing. We build up our reservoir of meaningful information
and ideas through seeing, hearing, touching, tasting and smelling.
2. Contrived experiences- In here we make use of a representative models or mocks
up of reality for practical reasons.
3. Dramatized experiences- Through dramatization we can participate in a
reconstructed experience, even though the original event is far removed from us in time.
4. Demonstrations- It is a visualized explanation of an important fact, idea or process
by the use of photographs, drawings, films, displays or guided motions.
5.Study trips- these are excursions, educational trips, and visits conducted to observe
an event that is unavailable within the classroom.
6. Exhibits- there are displays to be seen by spectators.They may consist of working
models arranged meaningfully or photographs with models, charts, and posters.
7. Television and motion pictures- television and motion pictures can reconstruct the
reality of the past so effectively that we are made to feel we are there.
8. Visual symbols- these are no longer realistic reproduction of physical things for
these are highly abstract representations. Examples are charts, graphs, maps, and diagrams.
9. Verbal symbols- they are not like the objects or ideas for which they stand. they
usually do not contain visual clues to their meaning.

Ed.tech 1: lesson 1-18

Linggo, Oktubre 27, 2013

LESSON - I
EDUCATIONAL TECHNOLOGY
Objectives:

1. To define educational technology

2. To learn the difference of educational technology from technology in
education
3. To explain the relation of educational technology, instructional
technology integration and educational media to one another.

ABSTRACTION
To understand the meaning of educational technology, it may be
good to begin with the meaning of technology. The word technology
comes from the Greek word techne which means craft or art.based on
the
etymology of the word technology, the term educational
technology, therefore refers to the art or craft of responding to our
educational needs.
Many people think that technology refers only to machines such as
computers, tv, videos, and the like. All these from part of technology
but educational technology is all these and more! Technology is not
just machines. It is a planned, systematic method of working to
achieve planned outcomes a process not a product. Technology is the
applied side of scientific development. (Dale, 1969) technology
refers to any valid and reliable process or procedure that is derived
from
basic
research
using
the
scientific
metho.
(http//en.wikipedia.org?/wiki/educational
-technology#perspectives
_and_meaning) technology refers to all the ways people use their
inventions and discoveries to satisfy their needs and desires. (the
World Book Encyclopedia, Vol 19). So, educational technology refers to
how people use their inventions and discoveries to satisfy their
educational needs and desires, i.e learning.
Educational technology is a complex, integrated process
involving
people, procedures, ideas and organization for analyzing
problems
and
devising,
implementing,
evaluating,
and
managing
solutions to those problems, involved in all aspects of human
learning (Association for educational Communications and Technology,
1977. The definition of educational technology, 1-16, Washington DC:
AECT)
Educational technology consist of the designs and environments
that engage learners and reliable technique or method for engaging
learning such as cognitive strategies and critical thinking skills
(David H. Jonassen, et al 19999).

Educational technology is a theory about how problems in human

learning are identified and solved. ( David H. Jonassen, Kyle L. Peck,
Brent g. Wilson, 1999). As a theory, educational technology has an
integrated set of principles that explain and predict observed
events.
Educational technology is field involved in applying a complex,
integrated process to analyze and solve problems in human learning
(David H. Jonassen, et al 1999)
Educational technology is a field study which is concerned with
the practice of using educational
methods and resources for the
ultimate goal of facilitating the learning process (Lucido and Borabo
1997).
Educational technology is a profession like teaching. It is made
up of organized effort to implement the theory, intellectual
techniques, and practical application of educational technology (David
h. jonassen, et al 1999)
From the definitions of educational technology given above, we
can say that the educational is a very broad term. It is the
application of scientific findings in our method.
Or procedure of
working in the field of education in order to effect learning.
Technology in education is the application of technology to any
of those processes involved in operating the institutions which house
the educational enterprise. It includes the application of technology
to food. Health, finance, scheduling, grade, reporting, and other
processes which support education within institutions. (David H.
Jonassen, et, al 1999).
Instructional technology is a part of educational technology.
Technology
integration
means
using
learning
technologies
to
introduce, reinforce, supplements and extend skills. (Williams,
ed.2000).
Educational media are channels or avenue or instruments of
communication. Examples are books, magazines, newspapers, radio,
television and internet. These media also serve educational purposes.
Which of the terms above are very much related to educational
technology? Which one is least related?

LESSON II
TECHNOLOGY BOON OR BANE
Objective:
1. To interpret technology as boon or bane.

ABSTRACTION
Technology is a blessing for man. With technology, there is a lot
that we can do which we could not do then. With cell phones, webcam,

you will be closer to someone miles and miles away. So far yet so
close! That is your feeling when you talk through a cell phone to a
beloved one who is far away from home. Just think of the many human
lives saved because of the speedy notifications via cell phones. Just
think of how your
teaching
and learning have become more novel,
stimulating, exciting and engaging with the use of multimedia in the
classroom. With your tv, you can watch events as they happen all over
the globe.
However, when not used properly, technology becomes a detriment
to learning and development. It can destroy relationships. Think of
the husband who is glued to tv unmindful of his wife seeking his
attention. This may eventually erode marital relationship. Think of
the student who surfs the internet for pornographic scenes. He will
have trouble
with his development. The abuse and misuse of the
internet will have far reaching unfavorable effects on his moral life.
The teacher who schedules class tv viewing for the whole hour to free
herself from a one hour teaching and so can engage in tsismis ,
likewise will not benefit
from technology. Neither will her class
truly benefit from the whole period of tv viewing.

In education, technology is bane when:

The learner is made to accept as Gospel truth information they get

from the internet
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, we spend most of our time in the classroom
or in our workplace texting

on

We use overuse and abuse tv or film viewing as a strategy to kill

time.
Lets go back to the question asked at the beginning of this lesson.
Is technology boon or bane to education? It depends on how we use
technology. If we use it to help our students and teachers become
caring, relating, thinking, reflecting,
and analyzing and feelings
beings, then it is boon, a blessing. But if we abuse and misuse it and
so contribute to ruin and downfall and those of other persons, it
becomes a bane or a curse.

LESSON - III
ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING
Objective:
1. To identify the roles of educational technology in learning.
ABSTRACTION

For the traditional point of view, technology serves as a source

and presenter of knowledge. It is assumed that knowledge is embedded
in the technology (e.g the content presented by films and tv programs
or the teaching sequence in programmed instruction) and the technology
presents that knowledge to the student (David H. Jonassen, et
al,1999).
Technology like computers is seen as a productivity tool. The
popularity of
word processing, databases, spreadsheets, grapic
programs and desktop publishing in the 1980s points to this
productive role of educational technology.
With the eruption of the INTERNET in the mid 90s, communications
and multimedia have dominated the role of technology in the classroom
for the past few years.
From the constructivists point of view, educational technology
serves as learning tools that learners learn with it. It engages
learners
in
active,
constructive,
intentional,
authentic
and
cooperative learning. It provides opportunities for technology and
learner interaction for meaningful learning. In this case, technology
will not be mere delivery vehicle for content. Rather it is used as
facilitator of thinking and knowledge construction.
From a constructivist perspective, the following are roles of
technology in learning: (Jonassen, et al 1999).

Technology as tools to knowledge construction:

o For representing learners ideas, understanding and beliefs

o For producing organized, 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, beliefs and world views

Technology as context to support learning by doing:

o For representing and stimulating meaningful real world problems,

situation and context
o For representing beliefs, perspectives, arguments and stories of others
o For defining a safe, controllable problem space for student thinking

Technology as a social medium to support learning by conversing:

o For collaborating with others

o For discussing, arguing, and building consensus among members of a

community
o For supporting discourse among knowledge building communities

o
o
o
o
o

Technology as an intellectual partner (Jonassen 1996) to support

learning by reflecting:
For
For
For
For
For

helping learners to articulate and represent what they know

reflecting on what they have learned and how they came to know it
supporting learners internal negotiations and meaning making
constructing personal representations of meaning
supporting mindful thinking

Whether used from the traditional or constructivist point of view,

when used effectively, research indicates that technology
not only
increases students learning, 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, 1999). Russel and Sorge (1999) also
claims that the proper implementation of technology in the classroom
gives students more control of their own learning and.. tends to move
classroom from teacher dominated environments to ones that are more
learner centered. The use of technology in the classroom enables the
teacher to do differentiated instruction considering the divergence of
students readiness level , interests, multiple intelligences, and
learning styles. Technology also helps students
become lifelong
learners.

LESSON - IV
SYSTEMATIC APPROACH TO TEACHING
Objectives:
1. To know what is systematic approach to teaching
2. To enumerate the elements of systematic approach in teaching

ABSTRACTION

As depicted in the chart, the focus of systematic instructional

planning is the learner. Instruction begins with the definition of
instructional objectives that consider the learners needs, interests
and readiness. On the basis of this objectives, the teacher selects
the appropriate teaching methods to be used and , in turn, based on
the teaching method selected, chooses also the appropriate learning
experiences and appropriate materials, equipment and facilities.

The use of learning materials, equipments and facilities

necessities assigning the appropriate personnel to assist the teacher
and defining the role of any personnel involved in the preparation,

setting and returning of these learning resources. ( in some school

settings, there is a custodian/librarian who take care of the learning
resources
and technician who operate the equipment while teacher
facilitates). The effective use of learning resources is dependent on
the expertise of the teacher, the motivation level or responsiveness,
and the involvement of the learners in the learning process. With the
instructional objective in mind, the teacher
implements planned
instruction with the use of the selected teaching method, learning
activities and learning materials with the help of other personnel
whose role has been defined by the teacher.

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, nature of the subject matter,
readiness of students and the facilitating skills of the teacher
himself or herself.

Examples
of learning activities that the teacher can choose
from, depending on his/her
instructional objective, nature of the
lesson content, readiness of the students, are reading, writing,
interviewing, reporting or doing presentation, discussing, thinking,
reflecting,
dramatizing,
visualizing,
creating,
judging
and
evaluating,

Some examples of learning resources for instructional use are

textbooks, workbooks, programmed materials, computer, television
programs, video clips, flat pictures, slides and transparencies, maps,
charts, cartoons, posters, models, mock ups, flannel board
materials, chalkboard, real objects and the like.

After instruction, teacher evaluates the outcome of instruction,.

From
the
evaluation
results,
teacher
comes
to
know
if
the
instructional objective was attained. If the instructional objective
was attained, teacher proceeds to the next lesson going through the
same cycle once more. If instructional objective was not attained,
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. This
way no learners will be left behind.

LESSON - V
CONE OF EXPERIENCE
Objectives:
1. To define cone of experience
2. To enumerate the sensory aids in the cone of experience
3. To identify the implication to teaching
ABSTRACTION
The cone of experience is a visual model, a pictorial device that
presents bands
of experience arranged according to degree of
abstraction and not degree of difficulty. The further you go from
the bottom of the cone, the more abstract the experience becomes.
Dale (1969) asserts that:

The pattern of arrangement of the bands of experience is not

difficult but degree of abstraction the amount of immediate sensory
participation that is involved. A still photograph of a is not more
difficult to understand than a dramatization of Hamlet. It is simply
in itself a less concrete teaching material than the dramatization
(Dale, 1969)
Dale further explains that the individual bands of the cone of
experience stand for experiences that are fluid, extensive, and
continually interact (Dale, 1969). It should not be taken literally
in its simplified form. The different kinds of sensory aid often
overlap and sometimes blend into one another. Motion pictures can be
silent or they can combine sight and sound. Students may merely view a
demonstration or they may view it then participate in it.
Does the cone of experience mean that all the teaching and
learning must
move systematically
from base to pinnacle, from
different purposeful experiences to
verbal symbols? Dale (1969)
categorically says:
No. we continually shuttle back and forth among various kinds of
experiences. Every day each of us acquires new concrete experiences
through walking on the street, gardening, dramatics and endless other
means. Such learning by doing, such pleasurable return to the concrete
is natural throughout our lives and at every age level. On the other
hand, both the older child and the young pupil make abstractions every
day and may need help in doing this well.
In our teaching then, we do not always begin with direct
experience at the base of the cone. Rather, we begin with the kind of
experience that is most appropriate to the needs and abilities of
particular learning situation. Then, of course we vary this experience
with many other types of learning activities. (Dale, 1969).
One kind of sensory experience is not necessarily more
educationally useful than another. Sensory experienced are mixed and
interrelated. When students listen to you as you give your lecturette,
they do not just have an auditory experience. They also have visual
experience in the sense that they are reading your facial
expressions and bodily gestures.
We face some risk when we overemphasize the amount of direct
experience to learn a concept. Too much reliance on concrete
experience
may
actually
obstruct
the
process
of
meaningful
generalization. The best will be striking a balance between concrete
and abstract, direct participation and symbolic expression for the
learning that will continue throughout life.

It is true that the older the person is, the more abstract his
concepts are likely to be. This can be attributed to physical
maturation, more vivid experiences and sometimes greater motivation
for learning. 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 . both old and young shuttle in a world of the
concrete and he abstract.
What are these bands of experience in Dales Cone of experience?
It is best to look back at the cone itself. But let us expound on
each of them starting with the most direct.
Direct purposeful experiences these are first hand experiences
which serves as the foundation of our learning.
We build up our
reservoir of meaningful information and ideas through seeing, hearing,
touching, tasting and smelling. In the context of teaching learning
process, it is learning by doing. If I want my student to learn how to
focus on a compound light microscope, I will let him focus one, of
course, after I showed him how.
Contrived experience in here, 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. For instance a mock up of Apollo, the capsule for
the exploration of the moon, enabled the North American Aviation Co.
to study the problem of lunar flight.
Remember how you will taught to tell time? Your teacher may have
use a mock up, a clock whose hands you could turn to set the time
you were instructed to set. Simulations such as playing, sari sari
to teach
subtracting centavos from pesos is another
example of
contrived experiences.
Conducting election of class and school
officers by
simulating
how local and national elections are
conducted is one more example of contrived experiences.
Dramatized experiences by dramatization, we can participate in
a reconstructed experience, even though the original
the original
event is far removed from us in time. We relieve the outbreak of the
Philippine revolution by acting out the role of characters in the
drama.
Demonstrations it is a visualized explanation of an important
fact, idea or process by the use
of photographs, drawings, films,
displays or guided motions. It is showing how things are done. A
teacher in Physical Education shows the class how to dance tango.

Study trips these are excursions, educational trips, and visits

conducted to observe an event that is unavailable within the
classroom.
Exhibits these are displays to be seen by spectators. They may
consists of working models arranged meaningfully or photographs with
modes,
charts, posters. Sometimes exhibits are for your eyes
only . there are
some exhibits however, that include sensory
experiences where spectators are allowed to touch or manipulate models
displayed.
Televisions and motion pictures televisions and motions
pictures can reconstruct the reality of the past so effectively that
we are made to feel we are there. The unique value of the messages
communicated by fil and television lies in their feeling of realism,
their
emphasis
on
persons
and
personality,
their
organized
presentation, and their ability to select, dramatized, highlight, and
clarify.
Still pictures, recordings, radio
- these are visual and
auditory devices which may be used by an individual or a group. Still
pictures lack the sound and motion of a sound film. The radio
broadcast of an actual event may often be Liked to a televise
broadcast minus its visual dimension.
Visual symbols these are no longer realistic reproduction of
physical things for these are highly abstract representations.
Examples are charts, graphs, maps, and diagrams.
Verbal symbols they are not
like the objects or ideas for
which they stand. They usually do not contain visual clues to their
meaning. Written words fall under this category. It may be a word
for a concrete object (book), an idea (freedom of speech), a
scientific principle ( the principle of balance), a formula (e=mc2)
What are the implications
teaching - learning process?

of

the

Cone

of

Experience

in

the

1. We do not use only one medium of communication in isolation. Rather we

use many instructional materials to help the learner conceptualize
his/her experience.
2. We avoid teaching directly at the symbolic level of thought without
adequate foundation of the concrete. Learners concept will lack deep
roots in direct experience. 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, 1969).

3. When teaching, we dont get stuck in the concrete. Let us strive to

bring our students to the symbolic or abstract level to develop their
higher order thinking skills.

LESSON - VI
USING AND EVALUATING INSTRUCTIONAL MATERIALS
Objective:
1. To label guidelines that should be considered in the selection and use
of instructional materials.
ABSTRACTION
One of the instructional materials used to attain instructional
objectives is fieldtrip.
It is not enough to bring the class out for the fieldtrip and make
them observe anything or everything or use their instructional
materials for no preparation and clear reason at all. Perhaps this is
what happened to the field trip joined in by Linus, thats why he
seems not able to cite something specific that he learned from the
field trip.
For an effective use of instructional materials such as field
trip, there are guidelines that ought to observed, first of all, in
their selection and second, in their use.
Selections of Materials
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, t is always good to ask when the material was
produced.

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

experience of the learner?

Is the physical condition of the material satisfactory? An example,

is a photograph properly mounted?

Is there a teachers 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 teachers guide

Can the material in question help to make a student better thinkers

and develop their critical faculties? With exposure to the mass media,
it is highly important that we maintain and and strengthen our
rational powers.

Does the use of material make the learners collaborate with one
another?

for

the

age,

Intelligence,

and

Does the material promote self study?

Is the material worth the time, expense and effort involved? A field
trip, for instance, requires much time, effort and money. It is more
effective than any other
less
expensive and less demanding
instructional material that can take its place? Or is there a better
substitute?
The Proper Use of Materials
You may have selected your instructional material well. This is
no guarantee that the instructional material will be effectively
utilized. It is one thing to select a good instructional material, it
is another thing to use it well.
P prepare yourself
P prepare your student
P present the material
F follow up
To ensure the effective use of instructional material, Hayden
Smith and Thomas Nagel, (1972) book authors on Instructional media,
advise us to abide by the acronym PPPF.

Prepare yourself . 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. You have a plan on how you will
proceed, what question to ask, how you will evaluate learning and how
you will tie loose ends before the bell rings.
Prepare your students. Set reasonably high class expectations and
learning goals. It is sound practice to give them guide questions for
them to be able to answer during the discussion. Motivate them and
keep them interested and engaged.
Present the material. Under the best possible conditions. Many
teachers are guilty of the R.O.G syndrome. This is means running out
if gas which usually refers from poor planning. (Smith, 1972) using
media and materials, especially if they are mechanical in nature,
often requires rehearsal and a carefully planned performance. Wise are
you if
you try the materials ahead of your class use to avoid a
fiasco.
Follow up. Remember that you use instructional materials to
achieve an objective, not to kill time nor to give yourself a break,
neither to merely entertain the class. You use the instructional for
the attainment
of a lesson objective. Your use the instructional
material is not the end in itself. It is a means to an end, the
attainment of a learning objective. So, there is need to follow up to
find out if objective was attained or not.

LESSON - VII
DIRECT, PURPOSEFUL EXPERIENCES AND BEYOND
Objectives:
1. To identify guidelines should be consider in the selection and use
of the instructional materials
2. To distinguish where should these direct purposeful experience lead the
learner for meaningful learning
ABSTRACTION
Whatever skills or concept we have did not come out of the blue.
We spent hours doing the activity by ourselves in order to acquire the
skill. The same thing is through with the four (4)narrators above.
They learned the skills by doing. The Graduate School Professor had
to do the computer task herself to learn the skill. The secretary
learn from her mistake and repeatedly doing the task correctly enabled
her to master the skill. The Grade IV pupil got a crystal clear
concepts of the size of the elephant and giraffe. For the Grade VI
teacher,
the
statistical
concepts
of
positive
and
negative
discrimination indices became fully understood only after the actual
experience of item analysis. All these experiences point to the need
to use, whenever we can, direct, purposeful experiences in the
teaching learning process.
What are referred to as a direct, purposeful experience? These
are our concrete and firsthand
experiences that make up the
foundation of our learning. These are the rich experiences that our
senses bring from which we construct the ideas, the concepts, the
generalization that gives meaning and order to our lives. (Dale.
1969). They are sensory experiences.
These direct activities
may be preparing
meals , making a
piece of furniture, doing power point presentation, performing a
laboratory experiment, delivering a speech, or taking a trip.
In contrast, indirect experiences are experiences of other people
that we observe, read or hear about. They are not our own self
experiences but still experiences in the sense that we see , read hear
about them. They are not firsthand but rather vicarious or indirect
experiences .

Climbing a mountain is a firsthand, direct experience. Seeing it

done on films or reading about it is vicarious, substitute experience.
It is clear, therefore, that we can approach the world of reality
directly through the senses and indirectly with reduced sensory
experience. For example, we can bake black forest cake or see it done
in the tv or read about it.
Why are these direct experiences described to be purposeful?
Purposeful because the experiences are not purely mechanical.
They
are not a matter of going through the motion. These are not mere
sensory excitation. They are experiences that are internalized
in
the sense that these experiences involved the asking of questions that
have significance in the life of the person undergoing the direct
experience.
They are also described as purposeful because these experiences
are undergone in relation to a purpose, i.e. learning. Why do we want
our students to have a direct experience in conducting an experiment
in the laboratory? It is done in the relation to a certain learning
objective.
Where should these direct , purposeful experience lead us to? The
title of this lesson direct, Purposeful Experiences and Beyond
implies that these direct experiences must not be the period or the
dead end. We must be brought to a higher plane. The higher plane
referred to here is the level of generalization and abstraction.
That is why we speak of hands on, minds on, and hearts on
approach. Out of the direct experience , thoughts or meanings
following reflection must flow or run the risk of a lesson consisting
of activity after another activity enjoyed by the learners who cannot
make connection with the activity themselves.
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 Cone of experience
implies that we move from the concrete to the abstract (and from the
abstract to the concrete as well.) Direct experiences serves as the
foundation of concepts formation, generalization and abstraction. John
Dewey (1916) has made this fundamental point succinctly.
An ounce of experience is better a ton of theory because it is
only in experience that any theory has vital and verifiable
significance. An experience, a very humble experience, is capable of
generating and carrying any amount of theory (or intellectual
content), but a theory apart from an experience cannot be definitely

grasped as a theory. It tends to become a mere verbal formula, a set

of catchwords
used to render thinking or genuine theorizing
unnecessary and impossible.
If
direct,
purposeful
experiences
or
experiences make us learn concepts and skills.

firsthand

sensory

LESSON - VIII
TEACHING WITH CONTRIVED EXPERIENCES
Objectives:
1. To define contrived experiences
2. To distinguish varied types of contrived experiences
3. To know the advantage of using contrived experiences
4. To
determine standards that can be used to evaluate
experiences

contrived

ABSTRACTION
The model of the atom, the globe, the planetarium, the simulated
election process and the preserved specimen fall under contrived
experiences, the second band of experiences in Dales Cone of
Experiences.
What are contrived experiences? These are edited copies of
reality and are used as substitute for real things when it is not
practical or not possible to bring or do the real thing in the
classroom. These contrived experiences are designed to stimulate to
real life situation.
The atom, the planetarium are classified as models. A model is a
reproduction of a real thing in a small scale, or large scale, or
exact size, - but made of synthetic materials. It is a substitute for
a real thing which may or may not be operational (Brown, et al,
1969).
The planetarium may also be considered a mock up. A mock up
is an arrangement of a real device or associated devises, displayed
in such a way that representation of reality is created. The mock up
may be simplified in order to emphasize certain features. It may be an
economical reproduction of a complicated or costly device, to be
observed for learning process. Usually, it is prepared substitute for
a real thing; sometimes it is a giant arrangement (Brown 1969). The
planetarium is an example of a mock up, in the sense that the order
or the arrangement of the planet is shown and the real processes of
the planets rotation on their axis and the revolution of the planets
around the sun are displayed. A mock up is a special model where the
parts of the model are singled out , heightened and magnified in
order to focus on that part of the process
under study. The
planetarium involves of model of each of the planet and the sun but it
focuses on the processes of the planets rotation and revolution and
so is also considered a mock up.
The preserved specimen fall under
specimens and objects. A
specimen is any individual or item considered typical of a group,
class or whole. Objects may also include artifacts displayed in a
museum or objects displayed in exhibits or preserved insects specimen
in science.
The school election process describe above is a form of
simulation. 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, etv al, 1994). In addition to the election of class and

school officers given above,

other examples of these are fire and
earthquake drills
which schools usually conduct. Organizers of
earthquake and fire drills create a situation highly similar to the
real situation when an earthquake happens.
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. Simulation
seems to be more easily applied to the study of issues rather than to
processes.
Why do we make use of contrived experiences? We use models, mock
ups, specimen, and objects to: 1. Overcome limitations of space and
time. 2. To edit reality for us to be able to focus on parts or a
process of a system that we intend to study, 3. To overcome difficulty
of size. 4. To understand the inaccessible , and 5. Help the learners
understand abstractions.
We use simulations and games to make our class interactive and to
develop the decision making skills and knowledge construction skills
of our students. Orlich, et al (1994) enumerates ten (10) general
purposes of simulations and games in education:
1. To develop changes in attitudes
2. To change specific behavior
3. To prepare participants for assuming new roles in the future
4. To help individuals understand their current roles
5. To increase the students ability to apply principles
6. To reduce complex problems or situations to manageable elements
7. To illustrate roles that may affects ones life but that one may never
assume
8. To motivate learners
9. To develop analytical processes
10.
To
sensitive
individuals
to
another
persons
life
role.
In addition to the election processes describe above, what are
additional examples of simulation? A famous example is a bomb
shelter simulation.
you are under attack. The bomb shelter can
accommodate only five (5) persons. There are eight (8) of you in the
group. Decide who must get in. other famous example of simulation In
school are play stores. One Grade II teacher used play store to teach
subtraction of numbers involving amount of money . Another example is
an awareness raising experience about common disabilities
for
secondary students. Mark J, 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. They claimed that students

gained a new perspectives of the needs and feelings of student with

disability.
In the English subject, 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. Sudol also
suggested that similarly, you could select some classic quote, for
example, the opening paragraph from A Tale of Two Cities by Charles
Dickens, it was the worst of times and ask the students to stimulate
a plot, a story line, character and location. Use the current year.
How closely do you think the students might parallel dickens? After
the simulation, A Tale of Two Cities could be read both for
knowledge and for comparison to the students outline.
Games
Games are use for any of these purposes: 1. To practice and or to
refine knowledge/skills already acquired. 2. To identify gaps or
weaknesses in knowledge or skills. 3. To serve as a summation or
review, and 4. To develop new relationships among concepts and
principles.
If you want a class that is fully alive, think of how you can
integrate
native games in your lesson. Refer to Science and
Mathematics of Toys , a sourcebook for teachers, published and printed
by the Institute for Science and Mathematics Education Development of
the University of the Philippines.
Here is the game that you can play at the beginning of the year,
the Human Intelligence Hunt. Armstrong (1994) suggests that you use
this when you are introducing Multiple Intelligences theory at the
beginning of the year. How is it played?
Each student receives a list of tasks like those below.
On your
signal, students take the task sheet along with a pen or pencil and
find other students in the room who can do the tasks listed. There are
three basic rules:
1. Students must actually perform the tasks listed, not simply say they
can do them.
2. Once a student performs a task to the hunters satisfaction, he or she
should initial the blank space next to the appropriate task on the
hunter tasks sheet.
3. Hunters can ask a person to perform only one task; therefore, to
complete a hunt, a student must have nine (9) different sets of
initials.

LESSON - IX
TEACHING WITH DRAMATIZED EXPERIENCES
Objectives:
1. To contrast what do these dramatic experiences include
2. To organize their uses for effective teaching
ABSTRACTION
Something dramatic is something that is stirring or affecting or
moving. A dramatic entrance is something that catches or holds our
attention and has an emotional impact. If our teaching is dramatic,
our students get attracted, interested and affected. If they are
affected and move by what we taught, we will most likely have an
impact on them. So, why cant we be dramatic all the time?
Dramatized experiences can range from the formal plays, pageant
lo less formal tableau, pantomime, puppets and role playing.
Plays depict life, character or culture or a combination of all
three. They offer excellent opportunities to portray vividly important
ideas about life. Pageants are usually community dramas that are based
on local history, presented by local actors. An example is a
historical pageant that traces the growth of a school.
Play and
pantomime require much time for preparation and so cannot be part of
everyday classroom program.

Pantomime and tableaux, when compared to a play and a pageant are

less demanding in terms of labor, time and preparation. These are
purely visual experiences. A pantomime is the art of conveying a
story through bodily movements only (Websters
New Collegiate
Dictionary). Its effect on the audience depends on the movements of
the actor. A tableau )a French word which means picture) is a picture
like scene composed of a people against a background. A tableau is
often used to celebrate Independence Day, Christmas, and United Day.
Dale (1996) claims the puppets, unlike the regular stage play,
can present ideas with extreme simplicity without elaborate scenery
or costume - yet effectively.
As an instructional device, the puppet show can involve the
entire group of students as speakers of parts, manipulators of the
figures, and makers of the puppet.
Types of Puppet

SHADOW PUPPETS-flat black silhouette made from lightweight cardboard

and shown behind a screen.

ROD PUPPETS -flat cut out figures tacked to a stick, with one or more
movable parts, and operated from below the stage level by wire rods or
slender sticks.

HAND PUPPETS -the puppets head is operated by the forefinger of the

puppeteer,

the

little

finger

and

thumb

being

used

to

animate

the

puppet.

LOVE-and-FINGER PUPPET-make use of old gloves to which small costumed

figures are attached

MARIONETTES-flexible, jointed puppets operated by strings or wires

attached to a cross bar and maneuvered from directly above the stage.

Hand
puppet

Shadow
Puppet

puppet

Rod
Marioneette

puppet

Love

and

Finger

Sample Puppet Stages

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facrc=_&imgdii=_&imgrc=Y_J9KiDIEBcvBM%3A%3BRTkw7u86fbjmVM%3Bhttp%253A
%252F%252Fwww.communityplaythings.com%252F~%252Fmedia%252Fimages
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What principles must be observed in choosing a puppet play for
teaching? Dale, (1996) quoting from the puppeteers of America offers
many suggestions, among which are the following:

Do not use puppets for plays that can be done just as well or
better by other dramatic means.

Puppet plays must be based on action rather than on words.

Keep the plays short.

Do not omit the possibilities of music and dancing as part of the

upper show.

Adapt the puppet show to the age, background, and tastes of the
students.
Another from of dramatized experienced is a role playing. Role
playing Is an unrehearsed, unprepared and spontaneous dramatization of
a lets pretend situation where assigned participants are absorbed
by their own roles in the situation described by the teachers.

How 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.

How did you, as actors, feel? Would you act/think that way in real
life?

As observers, would you agree with agree with what the actors said or
did?

Any lessons learned?

LESSON - X
DEMONSTRATION IN TEACHING
Objectives:
1. To define the word demonstration

2. To

discover

techniques and strategies in making

a demonstration work

ABSTRACTION
In the demonstration of a new product, the speaker shows the
product, tells all the good thing about the product to promote it in
order to convince the audience that the product is worth buying.
In the activists demonstration, the activists air their
grievances and publicly denounce the acts of a person or of an
institution, like the government, against whom they are demonstrated.
When a master teacher asked to demonstration in teaching on a
teaching strategy, she shows to the audience how to use a teaching
strategy effectively.
In all three instances of demonstration, there is an audience, a
process of speaking, and a process of showing a product or a method or
proofs to convince the audience to buy the product, use the strategy
or rally behind their cause.
What the n is a demonstration? Websters International Dictionary
defines it as a public showing emphasizing the salient , merits,
utility, efficiency, etc, of an article or product.. in teaching it
is showing how a thing is done and emphasizing of the salient merits,
utility and efficiency
of a concept, a method or a process or an
attitude.
What guiding principles must we observe in using a demonstration
as a teaching learning experience? Edgar Dale (1969) gives at least
three:
1. Establish rapport. Greet your audience. Make them feel at ease by your
warmth and sincerity. Stimulate their interest by making your
demonstration and yourself interesting. Sustain their attention.
2. Avoid COLK fallacy (Clear Only If Known). What is this fallacy? It is
the assumption that what is clear to the expert demonstrator is also
clearly known to the person for whom the message is intended. To avoid
the fallacy, it is best for the expert demonstrator to assume that his
audience knows nothing or a little about what he is intending to
demonstrate for him to be very
thorough, clear and detailed in his
demonstration even to a point of facing the risk of being repetitive.
3. Watch for key options. What are key options? Dale (1996) says they
are the ones at which an error is likely to be made, the places at
which many people stumble and where the knacks and tricks of the trade
are especially important. The good demonstrator recognizes [possible
stumbling blocks to learners and highlights them in some way. What are
usually highlighted are the donts of a process or a strategy.

To ensure that the demonstration works, we ought to plan and prepare

very well before we conduct the demonstration. In planning and
preparing
for
demonstration,
Brown
(1969)
suggests
methodical
procedures by the following questions:
1. What are our objectives? How does your class stand with respect to
these objectives? This is to determine entry knowledge and skills of
your students.
2. Is there a better way to achieve your ends?
3. If there is a more effective way to attain your purpose, then replace
the demonstration method the more effective one.
4. Do you have access to all necessary materials and equipments to make
the demonstration? Have a checklist of necessary equipment and
material. This may include written materials.
5. Are you familiar with the sequence and content of the proposed
demonstration? Outline the steps and rehearse your demonstration.
6. Are the limits realistic?

You have planned and rehearsed your demonstration, your

materials and equipment are ready, you have prepared your students,
then you can proceed to the demonstration itself. Dale (1969) gives
several points to observe:
1. Set the tone for good communication. Get and keep your audiences
interest.
2. Keep your demonstration simple.
3. Do not wonder from the main ideas.
4. Check to see that your demonstration is being understood. Watch your
audience for signs of bewilderment, boredom or disagreement.
5. Do not hurry your demonstration. Asking questions to check
understanding can serve as a brake.
6. Do not drag out the demonstration. Interesting things have never
dragged out. They create their own tempo.
7. Summarize as you go along and provide a concluding summary. Use the
chalkboard, the over head projector, charts, diagram, power point and
whatever
other
materials
are
appropriate
to
synthesize
your
demonstration.
8. Hand out written materials at the conclusion.
What
questions
can
you
ask
demonstration? Dale (1969) enumerates:

to

evaluate

your

classroom

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, felt board,
pictures, charts, diagrams, models, overhead transparencies, 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

concentration on what you were doing?

Could every person see and hear? If a skill was demonstrated for
imitation, was it presented from the physical point of view of the
learner?

that

all

your

students

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

were

asking

your

LESSON - XI
MAKING THE MOST OF COMMUNITY RESOURCES AND FIELD TRIPS
Objectives:
1. To predict procedures and criteria that must be observed in planning
and conducting field trips
2. To know the educational benefits derived from a field trip
3. To construct community resources that can be utilized for learning
ABSTRACTION
The teachers comments given above indicate failure of the field
trips conducted. This is definitely the consequence of no planning
or if ever there was, planning was done poorly.
What procedures must we follow to avoid the failed study trips
described above? Lets plan. Planning a field trip includes these
steps: 1. Preliminary planning by the teacher, 2. Pre planning with
others going on the trip, and 3. Taking the field trip itself and 4.
Post field trip follow up activities.
For preliminary
following:

by

the

teacher,

Brown

(1969)

proposes

the

Make preliminary contacts, a tour on final agreements with the place

to be visited.

Make final arrangements with the school principal about the details
of the trip: time, schedule, transportation, arrangements, finances
and permission slips from parents.
Make a tentative route plan, subject to later alteration based on
class planning and objectives.
Try to work out mutually satisfactory arrangements with other
teachers if the trip will conflict with their classes.
Prepare preliminary lists of questions or other materials which will
be helpful in planning with the students.
Preplanning with students joining the trip

Discuss the objective of the trip and write them down. The main
objective should be included in the permit slip given to parents and
should be consulted later when the trip is evaluated.
Sample Permit Slip
https://www.google.com.ph/search?
q=sample+field+trip+slip&source=lnms&tbm=isch&sa=X&ei=dg5qUqnAA8WCiQfr
5YGAAQ&ved=0CAcQ_AUoAQ&biw=1241&bih=606#facrc=_&imgdii=_&imgrc=r2Bc0jR
HIFzmqM%3A%3B1YMCwxIukt5WsM%3Bhttp%253A%252F%252Fimg.docstoccdn.com
%252Fthumb%252Forig%252F31479891.png%3Bhttp%253A%252F
%252Fwww.docstoc.com%252Fdocs%252F31479891%252FField-Trip-PermissionSlip---PDF%3B1275%3B1650

Prepare list of questions to send ahead to the guide of the study

trip.
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. Everyone is expected
to take notes.
List specific object to be seen on their way to the site, on the site
of the field trip and on their way home from the site.
Discuss appropriate dress. Comfortable shoes for walking are
important.
Before the trip, use a variety of learning materials in order to give
each student a background for the trip.
Preplanning with Others Joining the Trip
Other people accompanying the group need to be oriented on the
objectives, route, behavior, standards required of everyone so they

can help enforce these standards. These may be parents who will assist
the teachers and/ or school administrator staff.
Taking the Field Trip

Distribute route map of places to be observed.

Upon arriving at the destination, teacher should check the group and
introduce the guide.
Special effort should be made to ensure that:
The trip keeps to the time schedule
The students have the opportunity to obtain answers to questions
The group participates courteously in the entire trip
The guide sticks closely to the list of questions
Evaluating Field Trip
These are questions we ask ourselves after the field trip to
evaluate the field trip we just had.

Could the same benefits be achieved by other materials? Was it worth

the time, effort and perhaps extra money? Where there any unexpected
problems which could be foreseen another time? Where these due to
guides, students, poor planning, 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. They offer us a number of educational benefits:

are

well

1. The acquisition of lasting concepts and change in attitudes are rooted

on concrete and rich experiences. Field trips are opportunities for
rich and memorable experiences which are fundamental to learning that
lasts.
2. Field trip bring us the world beyond the classroom. 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
teachers schedule.
3. Field trips have a wide range of application. It is not meant only for
children. It is for adults also. It is not meant for the social
sciences subjects. It is for all other subjects as well.

4. It can bring out a lot of realizations which may lead to changes in

attitudes and insights. The field trip can nurture curiosity; build a
zest for new experience, and a sense of wonder Dale (1969). Here are
some realizations students had after joining a field trip to the
following places.
A school for the blind: Im glad, Im not blind. What can we do to
prevent blindness?
An automobile factory: more and more factory work is automated. 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, some of which are: 1. It is costly, 2. It involves
logistics, 3. It is extravagant with time, 4. Contains an element of
uncertainty.
Community Resources
A field trip may be a visit to a scenic spot or to a historical
place. What community resources can we use for learning?
These can be persons and places in the community. For persons,
let us not go too far. Let us begin with the parents of our students.
Many of them can be resource speaker in their fields of expertise. A
dentist may be invited to the children on how they care for their
teeth. A journalist may serve as a resource paper on the part of the
newspaper and how to write an editorial. A dynamic teacher will find a
way to have a record of parents names, contact number, occupation,
and other pertinent data she needs.
There are other people in the community who can be excellent
resource speaker. 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. Say for example, his memories of World War II. A barangay
captain may be asked on what the barangay intends to do a curb the
rampant alcoholism among the youth in the community.
As to places to visit, popular destinations are museum, zoos,
botanical gardens, historical places, places of exhibit, scenic spots.
Performance like a play, a concert, and a dance presentations also
form part of community resources.
Public libraries and private libraries (some private schools,
colleges and universities allow outsiders to research
in their
libraries on special arrangements) can also be community learning

resources. Maybe classes are not bought to these libraries for a field
trip but students can go there for research and learning.

LESSON - XI
MAKING THE MOST OF COMMUNITY RESOURCES AND FIELD TRIPS
Objectives:
1. To predict procedures and criteria that must be observed in planning
and conducting field trips
2. To know the educational benefits derived from a field trip
3. To construct community resources that can be utilized for learning
ABSTRACTION
The teachers comments given above indicate failure of the field
trips conducted. This is definitely the consequence of no planning
or if ever there was, planning was done poorly.
What procedures must we follow to avoid the failed study trips
described above? Lets plan. Planning a field trip includes these
steps: 1. Preliminary planning by the teacher, 2. Pre planning with
others going on the trip, and 3. Taking the field trip itself and 4.
Post field trip follow up activities.
For preliminary
following:

by

the

teacher,

Brown

(1969)

proposes

the

Make preliminary contacts, a tour on final agreements with the place

to be visited.
Make final arrangements with the school principal about the details
of the trip: time, schedule, transportation, arrangements, finances
and permission slips from parents.
Make a tentative route plan, subject to later alteration based on
class planning and objectives.
Try to work out mutually satisfactory arrangements with other
teachers if the trip will conflict with their classes.
Prepare preliminary lists of questions or other materials which will
be helpful in planning with the students.
Preplanning with students joining the trip

Discuss the objective of the trip and write them down. The main
objective should be included in the permit slip given to parents and
should be consulted later when the trip is evaluated.

Sample Permit Slip

https://www.google.com.ph/search?
q=sample+field+trip+slip&source=lnms&tbm=isch&sa=X&ei=dg5qUqnAA8WCiQfr
5YGAAQ&ved=0CAcQ_AUoAQ&biw=1241&bih=606#facrc=_&imgdii=_&imgrc=r2Bc0jR
HIFzmqM%3A%3B1YMCwxIukt5WsM%3Bhttp%253A%252F%252Fimg.docstoccdn.com
%252Fthumb%252Forig%252F31479891.png%3Bhttp%253A%252F
%252Fwww.docstoc.com%252Fdocs%252F31479891%252FField-Trip-PermissionSlip---PDF%3B1275%3B1650

Prepare list of questions to send ahead to the guide of the study

trip.
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. Everyone is expected
to take notes.
List specific object to be seen on their way to the site, on the site
of the field trip and on their way home from the site.
Discuss appropriate dress. Comfortable shoes for walking are
important.
Before the trip, use a variety of learning materials in order to give
each student a background for the trip.
Preplanning with Others Joining the Trip
Other people accompanying the group need to be oriented on the
objectives, route, behavior, standards required of everyone so they
can help enforce these standards. These may be parents who will assist
the teachers and/ or school administrator staff.
Taking the Field Trip

Distribute route map of places to be observed.

Upon arriving at the destination, teacher should check the group and
introduce the guide.
Special effort should be made to ensure that:
The trip keeps to the time schedule
The students have the opportunity to obtain answers to questions
The group participates courteously in the entire trip
The guide sticks closely to the list of questions
Evaluating Field Trip
These are questions we ask ourselves after the field trip to
evaluate the field trip we just had.

Could the same benefits be achieved by other materials? Was it worth

the time, effort and perhaps extra money? Where there any unexpected
problems which could be foreseen another time? Where these due to
guides, students, poor planning, 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. They offer us a number of educational benefits:

are

well

1. The acquisition of lasting concepts and change in attitudes are rooted

on concrete and rich experiences. Field trips are opportunities for
rich and memorable experiences which are fundamental to learning that
lasts.
2. Field trip bring us the world beyond the classroom. 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
teachers schedule.
3. Field trips have a wide range of application. It is not meant only for
children. It is for adults also. It is not meant for the social
sciences subjects. It is for all other subjects as well.
4. It can bring out a lot of realizations which may lead to changes in
attitudes and insights. The field trip can nurture curiosity; build a
zest for new experience, and a sense of wonder Dale (1969). Here are
some realizations students had after joining a field trip to the
following places.
A school for the blind: Im glad, Im not blind. What can we do to
prevent blindness?
An automobile factory: more and more factory work is automated. 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, some of which are: 1. It is costly, 2. It involves
logistics, 3. It is extravagant with time, 4. Contains an element of
uncertainty.

Community Resources
A field trip may be a visit to a scenic spot or to a historical
place. What community resources can we use for learning?
These can be persons and places in the community. For persons,
let us not go too far. Let us begin with the parents of our students.
Many of them can be resource speaker in their fields of expertise. A
dentist may be invited to the children on how they care for their
teeth. A journalist may serve as a resource paper on the part of the
newspaper and how to write an editorial. A dynamic teacher will find a
way to have a record of parents names, contact number, occupation,
and other pertinent data she needs.
There are other people in the community who can be excellent
resource speaker. 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. Say for example, his memories of World War II. A barangay
captain may be asked on what the barangay intends to do a curb the
rampant alcoholism among the youth in the community.
As to places to visit, popular destinations are museum, zoos,
botanical gardens, historical places, places of exhibit, scenic spots.
Performance like a play, a concert, and a dance presentations also
form part of community resources.
Public libraries and private libraries (some private schools,
colleges and universities allow outsiders to research
in their
libraries on special arrangements) can also be community learning
resources. Maybe classes are not bought to these libraries for a field
trip but students can go there for research and learning.

LESSON - XII
THE POWER OF FILM, VIDEO AND TV IN THE CLASSROOM
Objectives:
1. To discover how powerful the film, video and tv in the classroom
2. To comprehend the educational benefits of the use of films, video and
tv in the classroom
3. To identify the disadvantages or limitations of the use of tv
4. To know the procedures ought to be followed for effective use of tv as
a form of lesson enrichment

ABSTRACTION
The film, the video and the tv are indeed very powerful.
says, they can:

Dale (1969)

Transmit a wide range of audio visual materials, including still

pictures, films, objects, specimens and dramas.
Bring model of excellence to the viewer we can see and hear the
excellent scientist like John Glenn, the excellent speakers and Master
teacher s who lecture and demonstrate a teaching method for
professional development of teachers.
Bring the world of reality to the home and through the classroom
through a live broadcast or as mediated through film or videotape.
Not all of us have the opportunity to see
life underneath the sea.
But with tv, we are able to see life at the bottom of the sea right
there in our sala or bedroom through discovery Channel, for example.
Make us see and hear for ourselves world events as they happen. With a
sense of helplessness, we witnessed the fire that engulfed homes in
San Diego, California in October 2007 as it happened through tv. When
the strong earthquake shook Baguio, Agoo, Dagupan and Nueva Ecija,
Philippines on July 16, 1990, the aftermath of the earthquake was
shown live in tv.
Be the most believable news source
Make some programs understandable and appealing to a wide variety of
age and educational levels. Literate and illiterate, young and old
all benefit from the common experiences that the tv transmits.
Become a greater equalizer of educational opportunity because programs
can be presented over national and regional networks.
Provide us with sounds and sights not easily available even to the
viewer of a real event through long shots, close ups, zooms shots,
magnification and spilt screen made possible by the t camera afraid
of the mammoth crowd every time Baguio celebrates the panagbenga
(Flower festival), I prefer to stay home and watch it in tv. With the
versatile camera, I can have more close up view than those watching
it from session Road.
Can give opportunity to teachers to view themselves while they teach
for purposes of self improvement - teachers cant view themselves
while they teach but with video cam and tv they can view themselves
while they teach after.

 Can be both instructive and enjoyable with sights and sounds and
motion, tv is much more enjoyable.
While the film, video and tv can do so much, they have their own
limitation, too.
Television and film are one way communication device. Consequently,
they encourage passivity. Today, however we talk about and work on
interactive classrooms for effective learning. We are convinced that
learning is an active process and so the learner must be actively
engaged.
The small screen size puts television at a disadvantage when compared
with the possible size of projected motion picture, for example. With
new technology, how is this remedied?
Excessive tv viewing works against the development of the childs
ability to visualize and to be creative and imaginative, skills that
are
needed
in
problem
solving.
(http://www.
Publicschoolreview.com/articles/21)
There is much violence in tv . this is the irrefutable conclusion.
viewing
violence
increases
violence.
(American
Psychological
Association Youth Commission)

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
Dont interrupt viewing by inserting cautions and announcements you
forgot to give during the previewing stage. It disrupts and dampens
interest.
Just make sure sights and sounds are clear. You were suppose to have
checked on these when you did your pre viewing.

Post viewing
To make them feel at ease begin by asking the following questions:
1. What do you like best in the film?
2. What part of the film makes you wonder? doubt?
3. Does the film remind you of something or someone?
4. What questions are you asking about the film? (Write them down. You
have not to end the class without answering them to make
your
students feel that everyone and everything matter. Nothing or nobody
is taken for granted.)
Go to the questions you raised at the pre viewing stage. Engage the
students in the discussion of answers. Check for understanding.
Tackle questions raised by students at the initial stage of the post
viewing discussion. Involve the rest of the class. If questions cannot
be answered, not even you can answer them, motivate the class to do
further reading on the topic and share their answers the next meeting.
You will not be exempted from the assignment.
Ask what the students learned. Find out how they can apply what they
learned. Several techniques can be used for this purpose. A simple yet
effective technique is the completion of unfinished sentence. E. g.
From this film I learned_________________. I can apply the lesson I
learned in/by _____.
Summarize what was learned. You may include whatever transpired in the
class discussions in the summary but dont forget to base your summary
on your lesson objectives.

LESSON - XIII
TEACHING WITH VISUAL SYMBOLS
Objectives:
1. To identify the instructional materials fall under this category
2. To categorize examples of each visual symbols
3. To construct visual symbols where they can be integrated in the instructional
process
4. To modify guidelines that must be followed when reading charts, graphs, and
maps
ABSTRACTION
Your experience of the words and the graphs convinces you that a graph
is easier to understand than the words of a paragraph. A graph is worth a
thousand words. a graph and any visual symbol for that matter such as
drawings, cartoons, strip drawings, diagrams and maps are worth a thousand
words. They are more clearly understood than mere words. Let us learn more
about each of them and find out where they can be used in our lessons.
A. Drawings
A drawing may not be real thing but better to have a concrete visual
aids than nothing. To avoid confusion, it is good that our drawing correctly
represents the real thing. One essential skills that a teacher ought to
possess at order to be understood is drawing. It helps you a lot if you are
capable of doing simple freehand sketching. You will find out that as you
lecture, you need to illustrate on the chalkboard. So, better start learning
how to draw. The only way to learn it is to do the sketching yourself and
devote some time to it. There is nothing so difficult that is not made easy
when we spend at least forty hours learning and mastering it.
B. Cartoons
Another useful visual symbols that can bring novelty to our teaching is
the cartoon. A first-rate cartoon tells its story metaphorically. The perfect
cartoon needs no caption. The less the artist depends on words, the more
effective the symbolism. The symbolism conveys the message.
Sources of cartoons

You can easily collect cartoons for instruction. They appear often in
newspapers and magazines. In class, you can give it to individual students for
individual study or project it by an opaque projector. Depending on themes for
the week of the month, you can display these cartoons on the bulletin board.
One creative teacher arranged for a cartoon of the month and displayed and
changed her display every end of the month.
Where to use cartoons in instruction
you can also use this as a springboard for a lesson or a concluding activity.
It depends on your purpose.
K to 12 curriculum standards and competencies
go back to the K to 12 curriculum guide. Which can be taught with the use of a
cartoon? Come up with a cartoon for a particular lesson.
C.Strip drawing
These are commonly called comics or comic strip. Dale (1969) asserts that a
more accurate term is strip drawings. Make use of strip that are educational
and entertaining at the same time.
Where to use strip drawing in instruction
these can serve as motivation and a starter of your lesson. It can also be
given as an activity for students to express insightss gained at the
conclusion of a lesson.
Source of strip drawing
you can obtain strip drawings from newspapers, magazines and books
K to 12 curriculum standards and competencies
identify a competency where a strip drawing is appropriate. Look for an
appropriate strip drawing or make one.
D. diagram
What is a diagram? It is any line drawing that shows arrangement and
relations as of parts to the whole, relative values, origins and development,
chronological fluctuations, distribution etc. (Dale, 1969)
If you can draw stick figures, you can easily draw the diagrams that you need
as you go along. To emphasize the key points in your diagram, make use of
color whether you use the chalkboard of the OHP and transparenicies.
types of a diagram
Find out what these other diagrams are. You may nedd them as you teach and as
you go about you other teaching-related tasks.

Affinity diagram- used to cluster complex apparently unrelated data into

natural and meaningful groups.

Tre diagram- used to chart out, in increasing detail, the various tasks that
must be accomplished to complete a project or achieve a specific objective.

Fishbone diagram- it is also called cause and effect diagram.it is a

structured form of brainstorming that graphically shows the relationship of
possible cause and sub -causes directly related to an identified effect /
problem. It is most commonly used to analyze work-related problems.
E. Chart
A chart is a diagrammatical representation of relationships among
individuals within an organization. We can have a: 1.) time chart, 2.) tree or
stream chart, 3.) flow chart, 4.) organizational chart, 5.) comparison and
contrasts chart, 6.) pareto chart and 7.) run chart or trend chart.
Examples of chart

Time chart- is a tabular time chart that presents data in ordinal sequence.

Tree or stream chart- depects development, growth and change by beginning

with a single course (the trunk) which spreads out into many branches; or by
beginning with the many tributaries which then converge into a single channel.

Flow chart- is a visual way of charting or showing a process from beginning

to end. It is a means of analyzing a process. By outlining every step in a
process, you can begin to find ineffeciencies or problems. (Latta, 1994)

Organizational chart- shows how one part of the organizational relates to

other parts of the organizationa.

Comparison and contrasts- used to show similarities and differences between

two things (people, places, events, ideas, etc.)

Pareto chart- is a type of bar chart, priorritized in descending order of

magnitude or importance from left to right. It shows at a glance which factors
are occuting most.

Gannt chart- is an acivity time chart.

K to 12 standards and competencies
Find out which of these charts are appropriate for any lesson in the K to 12
curriculum guide or for any teaching related tasks.
F. graphs
These are several types of graphs. They are :1.) circle or pie graph,
2.) bar graph, 3.) pictorial graph and 4.) line graph.

Pie or cicle graph- recommended for showing parts of whole.

Bar graph- used in comparing the magintude of similar items at different

ties or seeing relative sizes of the parts of a whole.
Pictorial graph- makes use of picture symbols.
Graphic organizers- you met several graphic organizers in your subject,
principles of teaching.
K to 12 standards and competencies
In which lessons can you use each of these graphs?
G. Maps
A maps is a representation of the surface of the earth or some part of it...
(Dale 1969)
kinds of map

physical map- combines in a single projection data

temperature, rainfalll, precipitation, vegetation, and soil.

Relief map- has three dimensional representations and shows contours of the
physical data of the earth or part of the earth.

Commercial or economic map- also called product or industrial map since they
show land areas in relation to the economy.

Political map- gives detailed information about country, provinces, cities

and towns and roads ang highways. Oceans, rivers and lake are the main
features of most political maps.

like

altitude,

Map language

Scale- shows how much of the actual earth's surface is presented by a given
measurement on a map. The scale musr be shown so that the map reader can use
the distances and areas shown on the map in measuring or figuring out the real
distance and areas on the earth's surface. On some maps, scale is shown
graphically. In others the scale is expressed in words and figure.e.g. 1 inch
15 statute miles. 3

Symbols- usually a map has a legend that explains what each symbols means.
Some symbols represent highways, railroads, mountains, lake and plains.

Color- the different colors of the map are parts of the map language.
Geographic grids- the entire system of these grid lines. These grid lines
are called meridians and parallels. A meridians is a north to south pole line.
Parallels are lines drawn around a globe with all points along each line with
an equal distance from the pole. Longitude is the distance in degree of any
place east or west of the prime meridians. Latitude is the distance in degrees
of any place north and south of the equator.
Map reading test

Here is a map reading test. Test your self. Don't you worry, if you
don't perform well at first. After further reading about maps, take the test
again. Do it until you get a perfect score. If you work hard at it, you will
not be hard up presenting or teaching your students about maps later.
A map-reading test
A number of studies have been made of the ability of pupils to read maps
and, in general, the findings are disappointing. Many students have not
mastered simple map-reading skills before they leave junior high school.
Further, studies show that geographical errors common to pupils are also
common among teachers. Encircle the T if the statement is correct and F if the
statement is wrong (adapted from audiovisual methods in teaching, by Edgar
dale, (1969)
lines of longitude are parallel to each other. T F on a globe all
lines of latitude meet at the poles. T F a degree of longitude ranges from
68.4 to 69.4 miles. T F longitude is usually measured from greenwich,
England. T F latitude is measured from the equator. T F the latitude of
the poles isa 90 degrees. T F the hours of daylight in summer and winter are
related to longitude. T F places at low latitudes usually have warm
climates. T F time belts are directly related to longitude. T F the
latitude of a place indicates its distance from the equator. T F the highest
latitudes are around the poles. T F a place not on the equator must be
either north or south of it. T F lines of longitude bisect the earth. T F
latitude means angular distance north or south of the equator. T F longitude
0 degree defines an exact place on the earth. T F lines if latitude are
parallel to the equator. T F latitude 90 degree north define an exact place
on the earth. T F any place not on the Greenwich Meridian is either east or
west
of
it.
T
F

a
place
of
40
degree
latitudes
is
about
1,000.3,000,5,0000,8,000 miles from the T F equator a line of longitude is
also called a meridian. T F the longitude of a place gives a rough
indication of its climate T F a line of latitude is referred to as a
parallel. T F
understand the maps, graphs and charts
What should you to do be successful in reading maps, charts and graphs? The
following steps will be help of you:

Read the titles and subtitles. They will often tell you the purpose of the
graphic materials and may provide a clue to its main idea.

Read the key, and / or the legend, and the scale of miles whenever any of
these is present. (these items ordinarily appear on maps.) read the
information shown along the side and the bottom of graphs and chart and
tables, if any. This will help you understand what quantities or qualities are
being presented or what comparisons are being made. On maps, notice how the
different parts of the map are related to each other.

Determine your purpose for reading the map, chart, table or graph.

LESSON - XIII
TEACHING WITH VISUAL SYMBOLS
Objectives:
1. To identify the instructional materials fall under this category
2. To categorize examples of each visual symbols
3. To construct visual symbols where they can be integrated in the instructional
process
4. To modify guidelines that must be followed when reading charts, graphs, and
maps
ABSTRACTION
Your experience of the words and the graphs convinces you that a graph
is easier to understand than the words of a paragraph. A graph is worth a
thousand words. a graph and any visual symbol for that matter such as
drawings, cartoons, strip drawings, diagrams and maps are worth a thousand
words. They are more clearly understood than mere words. Let us learn more
about each of them and find out where they can be used in our lessons.
A. Drawings
A drawing may not be real thing but better to have a concrete visual
aids than nothing. To avoid confusion, it is good that our drawing correctly
represents the real thing. One essential skills that a teacher ought to
possess at order to be understood is drawing. It helps you a lot if you are
capable of doing simple freehand sketching. You will find out that as you
lecture, you need to illustrate on the chalkboard. So, better start learning
how to draw. The only way to learn it is to do the sketching yourself and
devote some time to it. There is nothing so difficult that is not made easy
when we spend at least forty hours learning and mastering it.
B. Cartoons
Another useful visual symbols that can bring novelty to our teaching is
the cartoon. A first-rate cartoon tells its story metaphorically. The perfect
cartoon needs no caption. The less the artist depends on words, the more
effective the symbolism. The symbolism conveys the message.
Sources of cartoons
You can easily collect cartoons for instruction. They appear often in
newspapers and magazines. In class, you can give it to individual students for
individual study or project it by an opaque projector. Depending on themes for
the week of the month, you can display these cartoons on the bulletin board.
One creative teacher arranged for a cartoon of the month and displayed and
changed her display every end of the month.
Where to use cartoons in instruction
you can also use this as a springboard for a lesson or a concluding activity.
It depends on your purpose.
K to 12 curriculum standards and competencies
go back to the K to 12 curriculum guide. Which can be taught with the use of a
cartoon? Come up with a cartoon for a particular lesson.
C.Strip drawing
These are commonly called comics or comic strip. Dale (1969) asserts that a
more accurate term is strip drawings. Make use of strip that are educational
and entertaining at the same time.
Where to use strip drawing in instruction

these can serve as motivation and a starter of your lesson. It can also be
given as an activity for students to express insightss gained at the
conclusion of a lesson.
Source of strip drawing
you can obtain strip drawings from newspapers, magazines and books
K to 12 curriculum standards and competencies
identify a competency where a strip drawing is appropriate. Look for an
appropriate strip drawing or make one.
D. diagram
What is a diagram? It is any line drawing that shows arrangement and
relations as of parts to the whole, relative values, origins and development,
chronological fluctuations, distribution etc. (Dale, 1969)
If you can draw stick figures, you can easily draw the diagrams that you need
as you go along. To emphasize the key points in your diagram, make use of
color whether you use the chalkboard of the OHP and transparenicies.
types of a diagram
Find out what these other diagrams are. You may nedd them as you teach and as
you go about you other teaching-related tasks.
Affinity diagram- used to cluster complex apparently unrelated data into
natural and meaningful groups.
Tre diagram- used to chart out, in increasing detail, the various tasks that
must be accomplished to complete a project or achieve a specific objective.
Fishbone diagram- it is also called cause and effect diagram.it is a
structured form of brainstorming that graphically shows the relationship of
possible cause and sub -causes directly related to an identified effect /
problem. It is most commonly used to analyze work-related problems.
E. Chart
A chart is a diagrammatical representation of relationships among
individuals within an organization. We can have a: 1.) time chart, 2.) tree or
stream chart, 3.) flow chart, 4.) organizational chart, 5.) comparison and
contrasts chart, 6.) pareto chart and 7.) run chart or trend chart.
Examples of chart
Time chart- is a tabular time chart that presents data in ordinal sequence.
Tree or stream chart- depects development, growth and change by beginning
with a single course (the trunk) which spreads out into many branches; or by
beginning with the many tributaries which then converge into a single channel.
Flow chart- is a visual way of charting or showing a process from beginning
to end. It is a means of analyzing a process. By outlining every step in a
process, you can begin to find ineffeciencies or problems. (Latta, 1994)
Organizational chart- shows how one part of the organizational relates to
other parts of the organizationa.
Comparison and contrasts- used to show similarities and differences between
two things (people, places, events, ideas, etc.)
Pareto chart- is a type of bar chart, priorritized in descending order of
magnitude or importance from left to right. It shows at a glance which factors
are occuting most.
Gannt chart- is an acivity time chart.
K to 12 standards and competencies
Find out which of these charts are appropriate for any lesson in the K to 12
curriculum guide or for any teaching related tasks.

F. graphs
These are several types of graphs. They are :1.) circle or pie graph,
2.) bar graph, 3.) pictorial graph and 4.) line graph.
Pie or cicle graph- recommended for showing parts of whole.
Bar graph- used in comparing the magintude of similar items at different ties
or seeing relative sizes of the parts of a whole.
Pictorial graph- makes use of picture symbols.
Graphic organizers- you met several graphic organizers in your subject,
principles of teaching.
K to 12 standards and competencies
In which lessons can you use each of these graphs?
G. Maps
A maps is a representation of the surface of the earth or some part of it...
(Dale 1969)
kinds of map
physical map- combines in a single projection data like altitude,
temperature, rainfalll, precipitation, vegetation, and soil.
Relief map- has three dimensional representations and shows contours of the
physical data of the earth or part of the earth.
Commercial or economic map- also called product or industrial map since they
show land areas in relation to the economy.
Political map- gives detailed information about country, provinces, cities
and towns and roads ang highways. Oceans, rivers and lake are the main
features of most political maps.
Map language
Scale- shows how much of the actual earth's surface is presented by a given
measurement on a map. The scale musr be shown so that the map reader can use
the distances and areas shown on the map in measuring or figuring out the real
distance and areas on the earth's surface. On some maps, scale is shown
graphically. In others the scale is expressed in words and figure.e.g. 1 inch
15 statute miles. 3
Symbols- usually a map has a legend that explains what each symbols means.
Some symbols represent highways, railroads, mountains, lake and plains.
Color- the different colors of the map are parts of the map language.
Geographic grids- the entire system of these grid lines. These grid lines are
called meridians and parallels. A meridians is a north to south pole line.
Parallels are lines drawn around a globe with all points along each line with
an equal distance from the pole. Longitude is the distance in degree of any
place east or west of the prime meridians. Latitude is the distance in degrees
of any place north and south of the equator.
Map reading test
Here is a map reading test. Test your self. Don't you worry, if you
don't perform well at first. After further reading about maps, take the test
again. Do it until you get a perfect score. If you work hard at it, you will
not be hard up presenting or teaching your students about maps later.
A map-reading test
A number of studies have been made of the ability of pupils to read maps
and, in general, the findings are disappointing. Many students have not
mastered simple map-reading skills before they leave junior high school.
Further, studies show that geographical errors common to pupils are also

common among teachers. Encircle the T if the statement is correct and F if the
statement is wrong (adapted from audiovisual methods in teaching, by Edgar
dale, (1969)
lines of longitude are parallel to each other. T F on a globe all
lines of latitude meet at the poles. T F a degree of longitude ranges from
68.4 to 69.4 miles. T F longitude is usually measured from greenwich,
England. T F latitude is measured from the equator. T F the latitude of
the poles isa 90 degrees. T F the hours of daylight in summer and winter are
related to longitude. T F places at low latitudes usually have warm
climates. T F time belts are directly related to longitude. T F the
latitude of a place indicates its distance from the equator. T F the highest
latitudes are around the poles. T F a place not on the equator must be
either north or south of it. T F lines of longitude bisect the earth. T F
latitude means angular distance north or south of the equator. T F longitude
0 degree defines an exact place on the earth. T F lines if latitude are
parallel to the equator. T F latitude 90 degree north define an exact place
on the earth. T F any place not on the Greenwich Meridian is either east or
west
of
it.
T
F

a
place
of
40
degree
latitudes
is
about
1,000.3,000,5,0000,8,000 miles from the T F equator a line of longitude is
also called a meridian. T F the longitude of a place gives a rough
indication of its climate T F a line of latitude is referred to as a
parallel. T F
understand the maps, graphs and charts
What should you to do be successful in reading maps, charts and graphs? The
following steps will be help of you:
Read the titles and subtitles. They will often tell you the purpose of the
graphic materials and may provide a clue to its main idea.
Read the key, and / or the legend, and the scale of miles whenever any of
these is present. (these items ordinarily appear on maps.) read the
information shown along the side and the bottom of graphs and chart and
tables, if any. This will help you understand what quantities or qualities are
being presented or what comparisons are being made. On maps, notice how the
different parts of the map are related to each other.
Determine your purpose for reading the map, chart, table or graph.

LESSON - XIV
MAXIMIZING THE USE OF OVERHEAD PROJECTOR AND THE CHALKBOARD
Objective:
1. To produce techniques which could help maximize the use of the overhead
projector and the chalkboard
ABSTRACTION
Except in extremely deprived classrooms, every classroom has a
chalkboard. In fact, a school may have no computer, radio, tv, etc. but it
will always have a chalkboard. so why not make optimum use of what we have,
the chalkboard? The following practices of dedicated professional teachers may
help us in the effective use of the chalkboard:

Write clearly and legibly on the board. Take note that there are children in
the last rows.
It helps if you have a hard copy of your chalkboard diagram or out line. That
helps you to visualize the diagram or outline you like to appear on the
chalkboard. That clean diagram and organized outline must match what you do on
the chalkboard.
Don't crowd your notes on the board. By overcrowding your board work, your
students may fail to see the key ideas. They may not see the trees because of
the forest. 3
Make use of colored chalk to highly the key points. Color will also make your
board more appealing. I witnessed one good teacher who had no other visual aid
except herself, the chalkboard and her colored chalks.
Do not turn your back to your class while you write on the chalkboard. Write
side view as you talk. Don't lose your eye contact with your class.
For the sake of order and clarity, start to write from the left side of the
board going right.
If you teach the grades and you think the lines on the chalkboard are needed
for writing exercise, then provide the lines for your board.
Look at your board work from all corners of the room to test if pupils from
all sides of the room can read your board work.
If there is glare on the chalkboard at certain times of the day, a curtain on
the window may solve the problem.
If you need to replace your chalkboard or if you are having a new classroom
with new chalkboard suggest to the carpenter to mount the chalkboard a little
concave from left to right to avoid glare for the pupil's benefit.
If you need to have a board work in advance or that need to be saved for
tomorrow's use (say a quiz or a sophisticated diagram), write place save
and cover the same with a curtain.
Make full use of the chalkboard. It may be a traditional educational
technology but it serves its purpose very well when used correctly.
Here are some more chalkboard techniques, from James W. Bown (1969).
Chalkboard
A. Sharpen your chalk to get good line quality.
B. Stand with your elbow high. Move along as you write.
C. Use dots as aiming points. this keeps writing level.
D. Make all writing or printing between 2 and 4 inches high for legibility.
E. When using colored chalk, use soft chalk so that it can be erased easily.
The over head projector (OHP)
There are other kinds of projectors like opaque projector and slide
projector. The overhead projector seems more available in schools. It has a
lot of advantages. Brown (1969) cites the following:
The projector itself is simple to operate..
The overhead projector is used in the front of the room by the instructor,
who has complete control of the sequence, timing and manipulation of his
material.
Facing his class and observing student reactions, the instructor can guide
his audience, control its attention, and regulate the flow of information in
the presentation.

The projected image behind the instructor can be as large as necessary for
all in the audience to see; it is clear and bright, even in fairly welllighted rooms.
Since the transparency, as it is placed on the projector, is seen by the
instructor exactly as students see it on the screen, he may point, write, or
otherwise make indications upon it to facilitate communication.
The stage (projection surface) of the projector is large (10 by 10 inches),
thus allowing the teacher to write information with ease or to show prepared
transparencies. His/her work appears immediately on the screen.
It is especially easy fro teachers and students to create their own materials
for use in the overhead projector.
There is an increasing number of high-quality commercial transparencies.
Let's learn how to use it properly so we also maximize its use in the
classroom. Brown (1969) gives us several techniques:
Overhead Projection Techniques
Among the outstanding attributes of overhead projection are the many
techniques that can be used to present information and control the sequence of
a presentation. As you plan your own transparencies, keep in mind these
figures of overhead projection:
You can show pictures and diagram, using a pointer on the transparency to
direct attention to a detail. The silhouette of you pointer will show in
motion on the screen.
You can use felt pen or wax-based pencil to add details or to make points on
the transparency during projection. The marks of water-based pens and pencil
can be removed with a soft cloth so that the transparency can be reused.
You can control the rate of presenting information by covering a transparency
with a sheet of paper or cardboard (opaque material) and then exposing data as
you are ready to discuss each point. This is known as the progressive
disclosure technique.
You can superimpose additional transparency sheets as overlays on a base
transparency so as to separate processes and complex ideas into elements and
present them in step-by-step order.
You can show three-dimensional objects from the stage of the projector-- in
silhouette if the object is opaque, or in color if an object is made of
transparent color plastic.
You can move overlays back and forth cross the base in order to rearrange
elements of diagrams or problems.
For special purposes you can stimulate motion on parts of a transparency by
using the effects of polarized light. To do this, set a plaroid glass spinner
over the projector lens and attach a special plastic element of parts of the
transparency for which motion is desired.
You can simultaneously project on an adjacent screen other visual materials,
usually
slides
or
motion
pictures,
which
illustrate
or
apply
the
generalizations shown on a transparency.
Other reminds on the effective use of the OHP are:
Stand off to one side of the OHP while you face the students.
Don't talk to the screen. Face the students when you talk, no the screen.
Place the OHP to your right, if you are right handed, and to your left, if
you are left handed.

Place the OHP on a table low enough so that it does not block you or the
screen.
Have the top of the screen titled forward towards the OHP to prevent the
keystobe effect (where the top of the screen is larger than the bottom).
Avoid the mistake of including too much detail on each image. A simple layout
makes an effective slide. If an audience needs to be give details, provide
handouts to be studied later.
Avoid large tables of figures. Come up with graphic presentation.
Don't read the text on your slide. Your audience can read.
Avoid too much text. Rely sparingly on printed text. Come up with more
graphs, charts,diagrams or pictures.
Your presentation must be readable from afar. Simple use of color can add
effective emphasis..
We can learn from the experiences from other, Brown (1969) enumerates
effective practices. Let's learn from them.
In primary grades, simple objects like keys, leaves, and cutout paper shapes
can be placed directly on the projector to stimulate children's imagination
and encourage discussion.
In English composition lessons, student themes or writing exercises can be
reproduced on film by means of the heat or photocopy process. The teacher and
students can analyze the writing for style and grammar as each example is
projected.
In arithmetic, blank sheets of acetate and grease pencils can be given to
selected students. Have them prepare solutions to homework problems so the
class may evaluate and discuss their results.
In geometry and trigonometry, two- and three-dimensional diagrams can be
built up gradually with carefully prepared transparencies involving color and
separate overlays. Geometric theorems and complicated problems can be
separated into single components and presented systematically. In other
mathematical and technical subjects, plastics objects like some rulers and
composes can be shown to a group and discussed.
In physical educational and team training, plays and game procedures may be
analyzes through the use of plastic or opaque moving symbols on a transparency
which shows the court or field design.
In homeroom activities, the secretary can use a cellophane role (accompanying
most projectors) or blank acetate sheets in write nominations, lists, motion
for consideration, and important discussion points for all to see and react
to.
In primary reading class, a picture-transfer transparency can be made from a
magazine picture. Project this transparency and task t6he class to identify
major items shown. Then place a clear piece of acetate over the picture and,
with a felt pen, write the name of each item identified. Later remove the
picture and discuss the words that remain on the screen.
In art classes, a teacher can sketch on clear plastic with a felt pen. The
entire class sees the results. Similarly, transparent watercolors, colored
plastic shapes, finger paint, inks, or grease pencil may be used.
In science, iron filings dusted on a clear plastic sheet over a permanent
magnet can be projected clearly to illustrate lines of force. Leaves, with
chlorophyll removed, can be projected to show veins and the general leaf
pattern. Clear glass petri dish can be placed on the projection platform and

used to show chemical reactions when changing colors reveal interactions of

translucent fluids.
In social studies, all types of maps can be enlarged after accurate but easy
preparation. Overlays show key facts about particular regions.
In many classes, testing and evaluation materials can be used with a large
group. Test items written on slides can be projected for the entire class. the
progressive disclosure technique mentioned previously can be achieve by (1)
placing a sheet of paper over the transparency and moving it down to expose
succeeding lines of type, (2) attaching strips of opaque paper to the slides
of the mask in order to cover potions of the transparency image, and the
flipping the strips back to expose image, (3) placing over the transparency an
opaque sheet containing a cutout slit which exposes lines or copy are in
sequential order as it is moved down or across the copy.
The overlaying technique to do progressive disclosure is illustrated below.
Prepare a master drawing for each separate part.
After making a sketch of the content of the transparency, decide which parts
will be the base and which will be used for each overlay.
In two corners on each master, make register marks that match marks
previously put on the sketch. This will ensure proper registration of each
overlay.
Prepare the transparency from each master. Mount each transparent sheet:
base under the frame, and overlays on the top sides. Use the register marks
for proper alignment.

LESSON - XIV
MAXIMIZING THE USE OF OVERHEAD PROJECTOR AND THE CHALKBOARD
Objective:
1. To produce techniques which could help maximize the use of the overhead
projector and the chalkboard
ABSTRACTION
Except in extremely deprived classrooms, every classroom has a
chalkboard. In fact, a school may have no computer, radio, tv, etc. but it
will always have a chalkboard. so why not make optimum use of what we have,
the chalkboard? The following practices of dedicated professional teachers may
help us in the effective use of the chalkboard:

Write clearly and legibly on the board. Take note that there are children in
the last rows.

It helps if you have a hard copy of your chalkboard diagram or out line. That
helps you to visualize the diagram or outline you like to appear on the
chalkboard. That clean diagram and organized outline must match what you do on
the chalkboard.

Don't crowd your notes on the board. By overcrowding your board work, your
students may fail to see the key ideas. They may not see the trees because of
the forest. 3
Make use of colored chalk to highly the key points. Color will also make your
board more appealing. I witnessed one good teacher who had no other visual aid
except herself, the chalkboard and her colored chalks.
Do not turn your back to your class while you write on the chalkboard. Write
side view as you talk. Don't lose your eye contact with your class.
For the sake of order and clarity, start to write from the left side of the
board going right.
If you teach the grades and you think the lines on the chalkboard are needed
for writing exercise, then provide the lines for your board.
Look at your board work from all corners of the room to test if pupils from
all sides of the room can read your board work.
If there is glare on the chalkboard at certain times of the day, a curtain on
the window may solve the problem.
If you need to replace your chalkboard or if you are having a new classroom
with new chalkboard suggest to the carpenter to mount the chalkboard a little
concave from left to right to avoid glare for the pupil's benefit.
If you need to have a board work in advance or that need to be saved for
tomorrow's use (say a quiz or a sophisticated diagram), write place save
and cover the same with a curtain.
Make full use of the chalkboard. It may be a traditional educational
technology but it serves its purpose very well when used correctly.
Here are some more chalkboard techniques, from James W. Bown (1969).
Chalkboard
A. Sharpen your chalk to get good line quality.
B. Stand with your elbow high. Move along as you write.
C. Use dots as aiming points. this keeps writing level.
D. Make all writing or printing between 2 and 4 inches high for legibility.
E. When using colored chalk, use soft chalk so that it can be erased easily.
The over head projector (OHP)
There are other kinds of projectors like opaque projector and slide
projector. The overhead projector seems more available in schools. It has a
lot of advantages. Brown (1969) cites the following:
The projector itself is simple to operate..
The overhead projector is used in the front of the room by the instructor,
who has complete control of the sequence, timing and manipulation of his
material.
Facing his class and observing student reactions, the instructor can guide
his audience, control its attention, and regulate the flow of information in
the presentation.
The projected image behind the instructor can be as large as necessary for
all in the audience to see; it is clear and bright, even in fairly welllighted rooms.
Since the transparency, as it is placed on the projector, is seen by the
instructor exactly as students see it on the screen, he may point, write, or
otherwise make indications upon it to facilitate communication.

The stage (projection surface) of the projector is large (10 by 10 inches),

thus allowing the teacher to write information with ease or to show prepared
transparencies. His/her work appears immediately on the screen.
It is especially easy fro teachers and students to create their own materials
for use in the overhead projector.
There is an increasing number of high-quality commercial transparencies.
Let's learn how to use it properly so we also maximize its use in the
classroom. Brown (1969) gives us several techniques:
Overhead Projection Techniques
Among the outstanding attributes of overhead projection are the many
techniques that can be used to present information and control the sequence of
a presentation. As you plan your own transparencies, keep in mind these
figures of overhead projection:
You can show pictures and diagram, using a pointer on the transparency to
direct attention to a detail. The silhouette of you pointer will show in
motion on the screen.
You can use felt pen or wax-based pencil to add details or to make points on
the transparency during projection. The marks of water-based pens and pencil
can be removed with a soft cloth so that the transparency can be reused.
You can control the rate of presenting information by covering a transparency
with a sheet of paper or cardboard (opaque material) and then exposing data as
you are ready to discuss each point. This is known as the progressive
disclosure technique.
You can superimpose additional transparency sheets as overlays on a base
transparency so as to separate processes and complex ideas into elements and
present them in step-by-step order.
You can show three-dimensional objects from the stage of the projector-- in
silhouette if the object is opaque, or in color if an object is made of
transparent color plastic.
You can move overlays back and forth cross the base in order to rearrange
elements of diagrams or problems.
For special purposes you can stimulate motion on parts of a transparency by
using the effects of polarized light. To do this, set a plaroid glass spinner
over the projector lens and attach a special plastic element of parts of the
transparency for which motion is desired.
You can simultaneously project on an adjacent screen other visual materials,
usually
slides
or
motion
pictures,
which
illustrate
or
apply
the
generalizations shown on a transparency.
Other reminds on the effective use of the OHP are:
Stand off to one side of the OHP while you face the students.
Don't talk to the screen. Face the students when you talk, no the screen.
Place the OHP to your right, if you are right handed, and to your left, if
you are left handed.
Place the OHP on a table low enough so that it does not block you or the
screen.
Have the top of the screen titled forward towards the OHP to prevent the
keystobe effect (where the top of the screen is larger than the bottom).
Avoid the mistake of including too much detail on each image. A simple layout
makes an effective slide. If an audience needs to be give details, provide
handouts to be studied later.

Avoid large tables of figures. Come up with graphic presentation.

Don't read the text on your slide. Your audience can read.
Avoid too much text. Rely sparingly on printed text. Come up with more
graphs, charts,diagrams or pictures.
Your presentation must be readable from afar. Simple use of color can add
effective emphasis..
We can learn from the experiences from other, Brown (1969) enumerates
effective practices. Let's learn from them.
In primary grades, simple objects like keys, leaves, and cutout paper shapes
can be placed directly on the projector to stimulate children's imagination
and encourage discussion.
In English composition lessons, student themes or writing exercises can be
reproduced on film by means of the heat or photocopy process. The teacher and
students can analyze the writing for style and grammar as each example is
projected.
In arithmetic, blank sheets of acetate and grease pencils can be given to
selected students. Have them prepare solutions to homework problems so the
class may evaluate and discuss their results.
In geometry and trigonometry, two- and three-dimensional diagrams can be
built up gradually with carefully prepared transparencies involving color and
separate overlays. Geometric theorems and complicated problems can be
separated into single components and presented systematically. In other
mathematical and technical subjects, plastics objects like some rulers and
composes can be shown to a group and discussed.
In physical educational and team training, plays and game procedures may be
analyzes through the use of plastic or opaque moving symbols on a transparency
which shows the court or field design.
In homeroom activities, the secretary can use a cellophane role (accompanying
most projectors) or blank acetate sheets in write nominations, lists, motion
for consideration, and important discussion points for all to see and react
to.
In primary reading class, a picture-transfer transparency can be made from a
magazine picture. Project this transparency and task t6he class to identify
major items shown. Then place a clear piece of acetate over the picture and,
with a felt pen, write the name of each item identified. Later remove the
picture and discuss the words that remain on the screen.
In art classes, a teacher can sketch on clear plastic with a felt pen. The
entire class sees the results. Similarly, transparent watercolors, colored
plastic shapes, finger paint, inks, or grease pencil may be used.
In science, iron filings dusted on a clear plastic sheet over a permanent
magnet can be projected clearly to illustrate lines of force. Leaves, with
chlorophyll removed, can be projected to show veins and the general leaf
pattern. Clear glass petri dish can be placed on the projection platform and
used to show chemical reactions when changing colors reveal interactions of
translucent fluids.
In social studies, all types of maps can be enlarged after accurate but easy
preparation. Overlays show key facts about particular regions.
In many classes, testing and evaluation materials can be used with a large
group. Test items written on slides can be projected for the entire class. the
progressive disclosure technique mentioned previously can be achieve by (1)

placing a sheet of paper over the transparency and moving it down to expose
succeeding lines of type, (2) attaching strips of opaque paper to the slides
of the mask in order to cover potions of the transparency image, and the
flipping the strips back to expose image, (3) placing over the transparency an
opaque sheet containing a cutout slit which exposes lines or copy are in
sequential order as it is moved down or across the copy.
The overlaying technique to do progressive disclosure is illustrated below.
Prepare a master drawing for each separate part.
After making a sketch of the content of the transparency, decide which parts
will be the base and which will be used for each overlay.
In two corners on each master, make register marks that match marks
previously put on the sketch. This will ensure proper registration of each
overlay.
Prepare the transparency from each master. Mount each transparent sheet:
base under the frame, and overlays on the top sides. Use the register marks
for proper alignment.

LESSON - XV
PROJECT BASED LEARNING AND MULTIMEDIA
Objectives:
1.
2.
3.
4.

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
A class that effectively employs project-based multimedia
learning is highly animated and actively engaged. Together with
other students, every student is absorbed in a task in line with
the goals and objectives made clear at the start. Time has wings.
Time flies so fast that students dont feel its passing. Teacher
does not just stay in front of the class lecturing. She monitors
students as they work. Students consult her for guidance and
comments. She does not impose her will on students. With her
guidance, she allows students to make decisions for themselves.
She has more time for those students in need of greater help and
attention. By going around, 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. 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. A
question that may be asked as this point is: wont the content be
sacrificed? I dont think so. This project-based multimedia
learning is most of all anchored on the core curriculum. 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. 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, planning and producing multimedia product. (Simkins,
et al, 2002.) The name project-based multimedia learning implies
the use of multimedia and the learning activity includes a
project.
Dimensions of Project-Based Multimedia Learning has seven key
dimensions
Core curriculum
Real-world connection,
Extended time frame
Student decision making
Collaboration
Assessment
Multimedia.
Simkins (2002) explains each of them briefly:
Core Curriculum. 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. We use the term core to emphasize that
project-based multimedia leaning should address the basic
knowledge and skills all students are expected to acquire, and
should not simply be an enrichment or extra-credit activity for a
special few. Often, these project lend themselves well to
multidisciplinary or cross-curricular approaches.
Real- word connection. The project seeks to connect student
work in school with the wider world in which students live. It is
critical that the students-not only the teacher-perceive what is
real about the project. The content chosen, the types of
activities and the types of products must be real in life.
Extended time frame. A good project is not a one-shot lesson.
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. One project may take days or weeks. 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.
Student decision making. In a protect-based multimedia
learning, students have a say. 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, Student, however,
are given considerable leeway n determining what substantive
content would be included in their projects as well as process
for producing them.
Collaboration.
Protect-based
multimedia
learning
demands
collaboration. Collaboration is working together jointly to
accomplish a common intellectual purpose in a manner superior to
what might have been accomplished working alone. Students may
work in pairs or a team as many as five or six. Whole class
collaboration are also possible. 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.
Assessment. There are tree (3) assessment concerns in protectbased multimedia learning, namely: 1) activities or developing
expectations; 2) activities for improving the media products; and
3) activities for compiling and disseminating evidences of
learning. Students must be clarified on what is expected of them
and on how they will be assessed. In project-based multimedia
learning, they are expected to show evidence that they gained
content information, became better team members, could solve
problems and could make choices (for instance on what new
information they would show in their presentation). Students are
also expected to assess their own media products so they can
improve on them.
Multimedia. In multimedia projects, students do not learn simply
by using multimedia produced by others; they learn by creating
it themselves. The development of such programs as HyperStudio,
Kid Pix, and Netscape Composer has made it possible for students
of all ages to become the authors of multimedia content. As
students design and research their projects, instead gathering
only of written notes, they also gather-and create-pictures,
video clips, recordings and other media objects that will later
serve as the raw material for their final product. The black
plague project was exemplary in terms of the seven (7) dimensions
given in the foregoing paragraphs. It addressed the standard set
by the Department of Education trough the K to 12 Basic Education
Curriculum in social studies, and science. The real world
connection to the AIDS Epidemic made the project relevant to
students. The project extended over many weeks, and students were
allowed to choose perspectives and make decisions about the
design
and
interface
for
their
presentations.
Students

collaborated in small groups to research and implement each

perspective in the presentation. Assessment was on-going and
multifaceted. Students presentations included in the variety of
media: text, original art work, scanned images and animations.
(Adapted from Simkins, 2002) Why use project-based multimedia
Learning? Because it is value added to your teaching. It is
powerful motivator as proven in the classes of Teacher Nachielle
and teacher Nicole described earlier in this lesson. It actively
engages students in the learning task. Students are likewise
engaged in the production of multimedia presentation. 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. You need time to orient the students on what bare
expected of them, guidelines, goals and objectives of the
project, and more so for the students together and organize their
data, work on their presentations and the like. this strategy
requires technical skills on your part of your students.
Remember, they will be using a combination of several media,
which includes, of course, the computer, if the basic computer
courses did not teach them these skills demanded by this
strategy, there will be a problem. To address this problem, some
days need to be devoted to learning the technology. This can be
another limitation. 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. You may get so
occupied learning the multimedia presentation that your lesson
objectives get derailed and your project ends up as mere
technology lesson. So, you have to be sure that the technology
aspect of your lesson does not eclipse the academic content which
is the core of your lesson and therefore is most important.
LESSON XVI
USING THE PROJECT
LEARNING STRATEGY

BASED

Objective:
1. To know the steps involved
multimedia learning strategy.
ABSTRACTION

in

MULTIMEDIA

the

use

AS

of

TEACHING

project-based

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. From the list
of objectives and content found in the K to 12 Curriculum Guide,
we select which one will lend themselves to a project base
multimedia learning strategy. Since this strategy requires much

time we have to spend as seen against time available or face

failure and disappointment afterwards.
Another important thing is to determine the resources
available from library materials, community resources both
material and human, Internet, news media since this project
calls for multimedia. To trim down time devote to a multimedia
project, Simkins et al (200) suggest the following:
Use technology students already know.
Use time outside of class wherever possible. Assign skills
practices as homework.
Use special classes (like art or music) as extra time.
Let students compose text and select and prepare graphics and
sounds as they plan. Consider the possibility of yours students
doing original researches themselves.
Let us make clear to our students our policy on decision making
and collaboration for smooth working relations.
Finally, we must have a plan on how we are going to evaluate
learning.
So you have decided on the objectives and content with which
to use the project-based multimedia strategy and have determined
resources available. What are you going to do next. Simkins et al
(200) suggest the following:
BEFORE THE PROJECT STARTS

1.

Create project description and milestones. Put in a nutshell

what your project is all about. Describe your project in forty
(40) words or less. Include your instructional goals and
objectives. Include the project components students will be
responsible for and their due date. B writing a brief abstract of
your project, you have a full grasp of the essence of your
project and that your focus will not get derailed.
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

and 3 days- 3 weeks

story 3-5 days

First draft production

Assessing,
testing,
finalizing presentation
Concluding activities
Total class time

1-3 weeks
and 1-3 weeks
1-3 weeks
5-13 weeks
Figure

30. Overview of a Typical Project

2. Work with real world connection. 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.
3. Prepare resources. Seek the assistance of your librarian or
school media

LESSON - XVII
ASSESSMENT IN A CONSTRUCTIVIST, TECHNOLOGY SUPPORTED LEARNING
Objective:
1. To identify
which form of assessment fits a constructivist
technology supported learning environment
ABSTRACTION
From the conversation we gather
o Memorizing very much for the
preparation to the kind of test
o Study only for passing score and

that some students:

test. Fit their style
and
a passing grade

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. it is not bad
to memorize for the test. Examines even take in Memory Plus
food supplement to increase their power to memorize. Neither is
it bad to study for scores and grade, however, we should go
beyond memorizing for tests and we should not study only for a
passing score and a passing grade.
In
a
constructivist
classroom,
learning
transcend
memorization of facts. It is putting these isolated facts
together, from concepts and making meaning out of them. It is
connecting the integration of these facts and concepts to daily
life. It is seeing the relevance of these facts and concepts to
what we value and treasure in life. If that is what learning is
from the eyes of the constructivists, then definitely, the pure

memorization (sometimes without understanding done for a mere

recall test does not jibe with such belief.
What then is the assessment practice that will be congruent
with the constructivists 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, analyzing, critiquing and evaluating,
integrating and creating and the social skills of working with
call for alternative forms of assessments. The traditional paper
and pencil test will prove to be inadequate to measure basic
skills and social skills.
Authentic
assessment
is
most
appropriate
for
the
constructivist classroom. ( You will learn more about authentic
assessment in your two subjects on assessment.) authentic
assessments measures
collective abilities, written and oral
expression skills, analytical skills, manipulative skills, (like
computer skills) integration, creativity, and ability to work
collaboratively.
In authentic assessment, students perform real world
tasks, thus the word authentic.
It is an assessment
of a
process or a product. That is why authentic assessment includes
performance or product assessment. The performance is a reliable
measure of skills learned and the product is a proof of the
acquisition of skills. These performance and product are
assessed. Again the mere paper and pencil test cannot
evaluate these. So what do we need? We need to observe
and
evaluate and, to do it more objectively, with the aid of the
scoring rubric. ( You will be taught how to make a scoring in
rubric in your assessment courses.) 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.

LESSON XVIII
ROLES AND FUCTIONS OF AN EDUCATIONAL MEDIA CENTER
Objectives:
1. To define educational media center
2. To
enumerate the roles and functions an educational media
center perform to serve the teaching learning process
3. To predict the element that the EMC must have for it to
effectively
function
as
one
ABSTRACTION
An EMC is a facility designed for
the housing and
utilization of all educational media within the school. It is a
basic requirement for a school to render quality service. It is
not independent of the school.
Rather, like any part of the
human body, it is a unit in the school that cooperates with one
another units or departments that help the school fulfill its
mission and realize its
vision by living up to the schools
philosophy and aims. It serves a myriad of roles, among which
are: 1. Center of resources, 2. Laboratory for learning, 3. Agent
of teaching, 4. Service agency, 5. Coordinating agency, 6.
Recreational reading center , and 7. A stepping stone to other
resources of the community.
An EMC renders various kinds of services. It services boil
down to improving the teaching learning process by making it
more interactive, collaborative, interesting and authentic.
What must an EMC have to be a functional EMC?
The evaluation questions for a functional EMC (Lucido &
Borabo, 1997) give the following elements.
1. 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, procedures, and plans for
short, medium and long term coverage?
o Is the center provided with appropriate facilities, 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. 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, are faculty members assisted by the media center
staff in analyzing teaching needs and in designing, selecting and
using educational media to meet these needs?
o Is there an adequate storage, filing and retrieval/borrowing
system for instructional hardware and software/materials?
o Is the center capable of technical operations relating to
technical assistance, equipment repair and cleaning continuous
upgrading of facilities?
o Is there a capability for production of graphics, 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, are classrooms equipped for full light control,
electrical outlets, appropriate ventilation and media operations
space?
o Are classrooms equipped with a bulletin board, chalkboard
projection screen, maps, rails, etc. for instruction using media?
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?