Lesson 6

Using and Evaluating Instructional Materials

ANALYSIS

Guide Questions for Discussion

1. From the conversation, Linus said: It was real field, and we saw it .. we saw a field.
What senses were at work in the field trip?
In that conversation, Linus used the sense of sight, because he said that he saw
the field itself, they just arrived to a field to see and gather more information that
can help the learnings of the students.

APPLICATION

1. Observe an instructor/professor as he teaches the class.

In his use of instructional material, write down evidence of:
Prepare of self
 Prepare of students

Preparation of material

Follow up
Lesson 7

Direct, Purposeful Experiences and Beyond

ACTIVITY

Read the following testimonies, then answer the questions below.

The meanings of negative discrimination index and positive discrimination index
became crystal clear to me only when we did an item to analysis of our test items-

GRADE VI TEACHER

My husband and children used to do computer job for me which made me totally
dependent on them, the problem was they were not always around to help me with my
reports, lecture notes, etc. To redeem myself from my helplessness, I forced myself to
learn, first of all encoding, then sending e-mail and surfing the internet. What
encouraged me was my seven year old granddaughter could do what I was not capable
of doing. Now I feel liberated, I can encode and print my lectures, send emails, surf the
internet, and do power point lecture presentation, even when no one is around to help

only after I had to do these things myself.- GRADUATE SCHOOL PROFESSOR

My boss assigned me to put the transparencies on the plate of the overhead projector
while he delivered his lecture on stage. It turned out that the first transparency was not
positioned upright for the audience. I repositioned the transparency but it was still
inverted. I felt nervous and the woman in the audience who was seated nearby came to
rescue. I have never forgotten that experience but having been assigned the task

repeatedly, I can say I am now expert at the OHP.- SECRETARY TO THE DEAN

It was only when I went to the Manila zoo that I learned that a giraffe is that tall and an

elephant is that big- GRADE 4 PUPIL

DISCUSSION QUESTIONS;

Do you have a similar experience? Share.

 I dont have exactly the same experience that I read above, its just that when I
was on a place, one place that I am not familiar, I always observing and being
curious to everything I see to the sorroundings.
Think of a skill you have. How did you acquire it?
My passion is dancing, I prefer dancing than singing. Im not fond of doing art
things, but Id like the most is when the music is on I always try to go with it by
matching and creating different steps so I can discover more on myself and I
can improve it.

ANALYSIS

How did the four narrators learn their respective skills/concept? Analyze.
The four narrators has their own different experiences, and as I read those

experiences, I noticed that in everything that they do they learned with it.
Lesson 8

Teaching with Contrived Experiences

ACTIVITY

Small group Read the following and do what is asked of you.

1. An atom is invisible to the maked eye and so your Science teacher in the grades
made as of a model which showed the neutrons, the protons and the electrons.
Visualize the model of an atom that she used. Or do you remember it to be the
project you submitted in science? Help each other describe the model.
2. When you studied the rotation of the earth on its axis and its revolution around the
sun, with which was the planet earth represented?
3. Recall the instructional material that you teacher use to demonstrate the revolution
of the planets around the sun. Describe the material. Name it.
4. A school wanted its student to learn the electoral process in action. So they did
election of class officers and officers of the Supreme Student Council in a way similar
to the way local and national elections are conducted in the Philippines. Rules on
qualifications of candidates, maner of campaign, duration of campaign
 period,canvassing of votes were laid down by a COMELEC. There were also printed
election ballots. How do you like it?
5. A teacher once said: How can you claim Biology is the study of living things. When

all you study are specimens preserved in formalin? Do you agree with the teacher?

ABSTRACTION

The model of an atom, the global, the planetarium, the simulated election process
and the preserved specimen fall under contrived experience, the second band of

experiences in Dales Cone of Experience.

What are contrived experiences? These are edited copies of reality and are used as
substitutes 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 simulate to real-life

situations.
APPLICATION

1. Present contrived experiences and their various form by means of a graphic

organizer.
2. Compare a model and a mock up by the use of a Venn diagram.
 1. Go over the RBEC. Identify objectives and topics which can be taught with
contrived experiences- models, mock ups, specimens and objects, simulate and

games.

Lesson 9

Teaching with Dramatized Experiences

ACTIVITY
 1. What do you understand by the phrase dramatic entrance?
All dramatization is essentially a process of communication, in which both the
participant and the spectators are engaged. A creative interaction takes place,
a sharing of ideas.
2. Do you remember ever being in a play? How sharply etched in your memory is
the role that you played? Do you think that your participation changed you in any
way?
Yes. I remembered when I was in high school I played a lead role in a drama.
It is so challenging for me, because I know if I fail to act the exact emotions
needed, the whole play will failed and we cannot perform it well, but I did my
best just to act and we did it well.

ANALYSIS

1. What are the best features of dramatic experiences?

2. Why are plays not often presented in schools?

 Plays or short dramas are often presented in every school because it is one of
the activities that can help students to boost their self-confidence and mold
their talents and abilities and in order them to socialize with their classmates

and to improve also their talents.

APPLICATION

RBEC
Lesson 10

Demonstrations in Teaching

ANALYSIS

Discussion Question:

1. What elements are common in the three (3) instance of demonstration?

The three instance 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.
2. How should these three do their demonstrations for them to achieve their
objectives (sell a product, get support and be heard, teach the audience how
to use the teaching method effectively)?
To attain an effective demonstration these three instances are needed,
because at first you are just proposing your lesson or topic, so due to process
you have to encouraged the students and caught their interests by giving
 some motivation. And as the demonstration goes you must take an evaluation

in order to know if the students learned and its called an assessment.

APPLICATION

1. Less is more If you have too many steps to include in a demonstration, what
should you do?
In doing demonstration method there is so many steps, but when we say Less
is more. You have to manage everything while doing it, be specific every time
and give the important ideas but detailed.

2. Is it better to entertain question as you go along your demonstration or

postpone them till the end of demo to avoid disruption or possible digression?
While the demonstration is ongoing its better not to interrupt the
demonstrator, ask questions after the demonstration, so that the
demonstration will not distracted.

3. Is it sufficient to look for puzzled faces in your audience to find out if your
demonstration is clear?
Yes. Because you can see in their faces if they understand what are you talking

about or what is your lesson is all about.

4. Demonstrate how to use the overhead projector to the class. Be guided by the
principle, steps and guide question learned from this lesson. Evaluate the
demonstration process by using the evaluation questions you learned in this
lesson.
Lesson 11

ANALYSIS

Discussion Question:

1. Do the experiences above indicate realization of objectives set?

2. What do you suggest to improve on the field trips above?

APPLICATION
1. Role-play the situation: you intend to bring your class to a field trip. Play your
role as teacher in the three distinct stages: 1) advance planning, 2) taking the trip
and 3) follow up activities.
2. In your small group, plan for a field trip. Come up with a written plan. Exchange
plan with another small group and evaluate each others plan.
3. Go back to the question asked during the post-field trip activities. These are
question meant to evaluate the field trip. What question would you add?
4. Which objectives and content in the RBEC are best learned by way of field trips?
5. There so many details given above regarding preparing and planning for field
trips. You may not be able to see the trees because of the forest. Can you reduce
the details on preparing and planning for field trips by the use of a flow chart? (A
sample of a flow chart is in Lesson 13).
6. Go over relevant virtual field trips offered by various Internet sites. Evaluate them.

Can they take the places of actual field trips?

LESSON 13

TEACHING WITH VISUAL SYMBOLS

ACTIVITY

Read these words.Analyze them for meaning without referring to the graphs.when

you have done this,refer to the graphs below and study them.

1.Believing that it is very important to be very well-off financially, and having seen
their affluence ratchet upward little by little over four decades, are Americans now

happier?

-program explores how people strive to maintain a sense of meaning in their lives when they
encounter anomalies which they are unable to make any sense of. We propose a meaning
maintenance model in which people continually strive to preserve a functioning meaning
framework. When people encounter a threat to their meaning, be it through a self-esteem threat,
feelings of uncertainty, mortality salience, or witnessing a scene that does not make sense, they
need to regain a sense of meaning. Often people will reaffirm an independent meaning framework
in their efforts to regain meaning. We are conducting a number of different studies in which we
explore the various ways that people respond to a diverse array of threats to meaning. For example,
we have found that when people witness something that is odds with their meaning frameworks,
such as interacting with an experimenter who is surreptiously switched on them midway through
the study, playing cards with a deck that includes reverse-colored cards, reading an absurd Kafka
story, or contemplating the unresolved inconsistencies in their own lives, they respond by affirming
their commitment to other meaning frameworks that remain intact. That is, they become more
patriotic, they are more willing to defend the status quo,and they desire more meaning in their lives.
Further, we find that when people are not provided with an alternative framework to affirm they
will seek out new frameworks instead, and will abstract patterns from noise.

2.Self-esteem scores among Canadians and Japanese- and research team led by
Steven Heine(1999) found scores on a North American self-esteem inventory are
higher,among Anglo-Canadians than Japanese who have never left Japan.As
Japanese an other Asians experience Canadas culture,their self-esteem becomes

Westernized.
-First, we are interested in questions about culture and human nature in psychology. What
psychological processes are universal to all, and what processes are largely limited to certain cultural
groups? Knowing the answer to these questions greatly informs our understanding of the nature
and function of these processes. Much of our research has focused on investigations of Japanese
and North Americans, the two cultures with which I have the most experience. For example, we
have explored how, in contrast to North American self-enhancing motivations, where individuals
focus on how good they are, Japanese seem better characterized as demonstrating self-improving
motivations and focus on how they are not doing good enough. Self-enhancing motivations serve
the maintenance of self-esteem, whereas self-improving motivations serve face-maintenance. We
are currently investigating a variety of other topics in cultural psychology, such as whether there are
sensitive windows in people's development in which they are most receptive to learning cultural
meaning systems.

MAKING THE CONNECTION:

1.Go over our past lessons in this course, Ed Tech 1. Look for visual symbols that you

used in the past lessons.Idemtify them.

-Diagrams: line drawing that shows arrangements and relations of parts to a whole

1. Affinity Diagram: cluster complex

2. Tree Diagram: chart out in increasing detail
3. Fishbone Diagram: cause and effect diagram

Charts: diagrammatic representation of relationships

1. Time Chart: presents data in ordinal sequence

2. Tree or stream chart: depicts development, growth and change
3. Flow Chart: showing a process from beginning to end
4. Organizational Chart: relates to other parts of the organization
5. Comparison and contrast chart
6. Pareto chart: shows at a glance which factors are occurring most
7. Gannt chart: activity time chart

2.In your lesson on correlation in statistics, you came across a scatter diagram.Go
over a sample of a scatter diagram.Is this also a visual symbol?What does the scatter

diagram show?
-As a rule of thumb, the following guidelines on strength of relationship are often useful (though
many experts would somewhat disagree on the choice of boundaries).

Value of r Strength of relationship

-1.0 to -0.5 or 1.0 to 0.5 Strong
-0.5 to -0.3 or 0.3 to 0.5 Moderate
-0.3 to -0.1 or 0.1 to 0.3 Weak
-0.1 to 0.1 None or very weak

Correlation is only appropriate for examining the relationship between meaningful quantifiable
data (e.g. air pressure, temperature) rather than categorical data such as gender, favorite color
etc.

3.Make a tree by creating your own genealogy tree.Go as many generation as you

can go.Interview your parents and grandparents.

4.Under which kind of visual symbols do the life cycle that you study in science

belong?

-Maps: representation of the surface of the earth or some parts of it

1. Physical map: combines in a single projection data

5.Surf the internet for making graphs and charts. Do you discover a chart that was

not covered in this lesson?

-YES.the Pareto chart: shows at a glance which factors are occurring most

6.Collect more graphic organizers.

LESSON 14

MAXIMIZING THE USE OF THE OVERHEAD PROJECTOR AND THE CHALKBOARD

ACTIVITY

1.Recall where your first experience with an OHP. If you have none, share a funny

experience you saw. Here is one.

-Even though I learned about Human Design about 5 years ago, I really did not understand the
exhaustion piece for projectors until recently. Im in my mid 60s, so I have been living like a
Generator trying to be a Manifestor for a long time. I was extreme in my desire to outwork everyone
else. Of course, I was just trying to get that recognition that we projectors need and want so badly. I
retired from my latest career as a high school math teacher last July. I had not planned to retire at
this time I really could not afford to retire but the situation at my school became untenable. I
was teaching full-time at a public high school and part-time at my states online public high school.
Once I retired, I could not work for the state at all for 6 months. I was really scared about the money
piece, but by the time I actually stopped working, I was so exhausted I could hardly breathe. I had
been exhausted for years, but I had kept pushing because I felt I had to.

2.One comment of a student written in the evaluation of History professor at the end
of the semester; He never used the board throughout semester.
-Gradually, I began to do some reading and studying instead of TV. I had one thing that I did each
week that took all day and was exhausting, but it was not something I could give up. At first, I would
sit for 3 or 4 days and do nothing after this trip. The recovery time became less and less as the
weeks went by. About 2 weeks ago, I decided to do some errands the day after my trip. I was very
pleasantly (surprised) to find that I was not exhausted. I started to get some real inspiration and
about 2 weeks ago, I had a vision of the perfect next venture for me. I had this idea when I originally
decided to retire, but at that time it seemed like it would be too slow to make money and too much
work to accomplish. Now it seems like it will just flow and I dont feel any struggle. I know the
money will come as it needs to. That part is already starting. When I contacted the online school to
let them know that my 6-month exile was over, they were excited to have me back and asked me to
teach 2 sections this semester. This is the perfect amount of work for a projector and will allow me
to move up from survival while I start to put the pieces of my new venture in place. Im doing my
new venture as a projector I will just do what I love to do and let those who want to partake of my
wisdom come to me. Life is good and getting better!

MAKING THE CONNECTION

1.WE always hear the word blackboard when all we see is green chalkboard in the

classroom. Can you find out why?

2.which color is more user-friendly- the blackboard or the green board?

-the green board because the word green means freedom.

3.If you dont have the commercial transparency for the OHP, can you improvise your

own transparency?

YES. By using a cartoon and plastic research to the internet the procedure how to use

it.
LESSON 15

PROJECT-BASED LEARNING AND MULTIMEDIA;

WHAT IT IS?

ANALYSIS
What do you think of the following? Support your stand
Did the classes have clear goals?
-yes because You need time to orient the students on what are expected of them,
guidelines, goals and objectives of the project, and more , so for your students to
gather and organize their data, work on their presentations and the like.
Was the studentswork in school connected to the real world in which the students
live?
-the imagination of the student are important in the field of teaching because the
lesson teach by the teachers are connected in the real world

MAKING THE CONNECTION

1.What principles of teaching discussed in the subject on principles of teaching are
very much illustrated by project-based multimedia learning?
-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".
2.Recall the psychological theories of learning and cognitive processes that you
learned in the subject FACILITATING LEARNING. Is there any connection
between project-based multimedia learning and these theories and processes?
-Learning theories focus on how people learning and acquire new knowledge. This is an
interdisciplinary topic of interest that often draws upon information from psychology,
education, instructional design, and other areas.

LESSON 16
USING THE PROJECT BASED LEARNING MULTIMEDIA AS A TEACHING-
LEARNING STATEGY

MAKING THE CONNECTION

Is it correct to say that the lesson planning that teachers do is basically the same
with the steps in implementing a multimedia project given here? Make the
comparison.
-The affective use of project- based multimedia Learning
requires through planning, a goals and objectives first.
We should know the steps involved in a multimedia
project lesson plan, such as planning, researching,
organizing, developing, communicating, and last
evaluating.Using the strategy to enable the student to
remember and understand better the content.
LESSON 17
ASSESSMENT IN A CONSTUCTIVIST ,TECHNOLOGY-SUPPORTED LEARNING

MAKING THE CONNECTION

1.In your principles of teaching, you learned that learning is a personal process
then what mode of assessment is most appropriate? ( Corpuz, B and G.
Salandanan, principles of teaching 1,p.118). Will self-assessment be appropriate?
-From the word to assess, it means to support or guide learner's understanding in order for it to
enhance. Constructivist suggest that learning is more effective when a student is actively
engaged in the learning process rather than attempting to receive knowledge passively.
Constructivism and technology work together in order to produce a productive learning.
2.Do out-context drill items learned in principles of teaching have a place in
constructivist assessment?
-in order to have an effective learning,the teacher should assess the students to understand the
lesson actively and attentively with a collaboration of a technology that suits to the lesson and
would also help to enhance the knowledge of the learners to become an active participant in
the class discussion.
3.For assessment of higher-thinking skills,which is more sound to do-give the
graphic organizers that students use or allow them to reaserch on other graphic
organizers to use or ask them to create their own organizers?
-The teacher should also use objectives and motivation that will suits to the learner's needs
and interests because everything will be useless if the students would not understand
 everything that a teacher discuss in front. The teacher should consider that one of the important
element in the teaching process is the learner. -

LESSON 18
ROLES AND FUNCTIONS OF AN EDUCATIONAL MEDIA CENTER

ANALYSIS
Based on what you read, what is an educational media center?
 -The Educational Media Center is a unit indispensable to the teacher-training programs of the
College. It provides the following services to the faculty, staff and students of the College: audio
and/or video media materials recording services, production services, basic repair services, and
consultant service on effective media utilization.
Do you agree that an EMC is not only a vital instrument of quality education but
also a requirement of quality education?
-YES,because The Educational Media Center functions as a vital instrument as well
as a basic requirement for quality education by enriching all parts of the schools
educational process.It reflects and supports the philosophy of the school,it shares
and implements the schools aims and objectives and it is involved in the teaching
and learning process.Educational Media Center is a source center. In it, different
forms of communication and their accompanying technology organized and
housed for easy accessibility and use.It is a learning laboratory. It provides
materials which will enrich and implement the curriculum; it encourages individual
exploration and inquiry; it provides materials and facilities for research and self-
directed learning.
Is an EMC an independent entity in the sense that it has its own philosophy and
aims distinct from the school?
-It is a testing agency. It teaches students how to find information; it stimulates
new interests; it encourages students to use a variety of media; it keeps teachers
informed about new materials and welcomes their suggestions for purchase.It is a
service agency. In it, all procedures are established as the basis of service to
students and teachers; schedules are changed and altered when necessary to
serve a need; materials and equipment are circulated; use of media center
facilities by individuals and groups is encouraged.
Is an EMC devoted only to the acquisition and distribution of educational media?
-A coordinating agency It serves as central depository for various forms of
media; it encourages the use of those kinds of materials which are most
appropriate for the specific learning task; it provides materials which can be used
by individual students and teachers as well as for small group or class needs; it is
one place in the school where anyone may come at any time.