BALLOBAN, NEIL L.

BSED-MATH QUALIFYING

UNIVERSITY OF BOHOL
TEACHERS COLLEGE
EDUCATIONAL TECHNOLOGY 1

LESSON 7: DIRECT PURPOSEFUL EXPERIENCE AND BEYOND

LEARNING OUTCOME: Use direct experiences in the teaching-learning process effectively

FOCUS QUESTIONS: 1. What do direct purposeful experiences refer to?

2. For meaningful learning, where should these direct and purposeful experiences lead the
learners to?

REFERENCE: PAGES 50-54 (Educational Technology 1, Third Edition)

STRATEGY: Content Focus

ACTIVITIES:

I. Discussion Questions:

a. Share your own example of a story or situation where Direct Purposeful Experience was
evident.
Ans: An example of a direct purposeful experience was when I was in my college years in nursing and we had
this subject in Maternal and Child Care Nursing where our teacher teaches us all this event/ stages that a
pregnant mother will experience during her pregnancy period. As a student who hardly visualized what the
teacher is talking about, I had the chance to experience what our teacher was talking about when we had our
time to do out RLE( Related Learning Experience) duty in district hospitals where we were required to assist
pregnant mothers before, during and after the delivery of her child.

b. What are the skills that do you have that was acquired through Direct Purposeful
Experiences?
Ans: Some of the skill that I have acquired through Direct Purposeful Experience are the ability to anticipate
mother that is in labor, Actually I have applied this on my pet dog which during those time when she had to
deliver her puppies and I saw her having hard time delivering her puppies I had to assist our dog in delivering
like pulling the puppy when it is in breach (“suhi” – foot-first) position, as well as cutting the umbilical cord and
even cutting through amniotic sac so that they can breath as soon as they came out. All of these I applied to our
pets when they will have their delivery of the puppies.

c. How did you learn those skills?

Ans: I have learned these skills from my previous knowledge that I acquire from my college years and applying
that during our practicums and RLE’s. Also, applying this knowledge that I have acquired to those I know that I
think can be helpful and applicable like in animals would be of great help too.
II. Guide Questions:

a. What are the classroom activities that are considered Direct Purposeful?
Ans: Some of the classroom activities that are considered Direct Purposeful are:
1. Preparing meals or snacks (for pre-school and elementary ) or preparing first aid kit (for senior high
school in the subject Disaster Risk Reduction and Rediness)
2. Making a piece of furniture (for TLE class) or other output like scrap books in other subjects
3. Performing a laboratory experiment (Science: Biology, Chemistry & Physics class)
4. Delivering a speech (English class)
5. Taking a trip (for Social Studies or other related classes)

b. Why the 5 senses are very critical component of the Direct Purposeful Experience?
Ans: The 5 senses are very critical component on the Direct Purposeful Experience because based on the
approximation on how a person learns, 75% is acquired through sight, 13% through hearing, 6% through touch,
3% on taste and 3% on smell. With this, it implies that focus on the optimum use of all of the senses is important
so that learning will be fully acquired.

c. Kindly expound this quotation, “hands-on, minds-on and hearts-on approach”.

Ans: Hands-on, minds-on and hearts-on approach suggests that learning can be fully be achieved by not only
doing (psychomotor) but also using the heart (affective) and the mind (cognitive). With all three domains
simultaneously and collaboratively applied, then that would be the time a person experiences an appreciation in
learning.

III. Application:

a. Research on some K+12 Curriculum Guide, and select at least 3 competencies can be best
taught through direct experience and explain why.
Ans: Examples of competencies that can be taught through direct experience:
1. The learners classify rocks into igneous, sedimentary, and metamorphic (Earth Science), this allows
student to gather types of rock personally and classifying them according to the description of each
rock on the book. Aside from the actual exposure of the students to real rock compared to those
that are printed on the books or shown on video clips, this provides students direct experience.
2. The learners identify human activities, such as farming, construction of structures, and waste
disposal that affect the quality and quantity of soil (Earth Science), an actual site inspection would be
more helpful in identifying the problems brought by human activities to the quality and quantity of
soil which would be more appreciated by the students than having a book reading.
3. The learners identify areas/locations exposed to hazards that may lead to disasters (DRRR – Disaster
Readiness and Risk Reduction). Learning to identify these areas though field trip or actual site
inspection leads to realization of the students on thinking the scenario which if it happens what
would they do, and what should be done to prevent disasters from happening
BALLOBAN, NEIL L.
BSED-MATH QUALIFYING

UNIVERSITY OF BOHOL
TEACHERS COLLEGE
EDUCATIONAL TECHNOLOGY 1

LESSON 8: DTEACHING WITH CONTRIVED EXPERIENCES

LEARNING OUTCOME: 1. Explain the meaning of Contrived Experience

2. Use examples of contrived experiences in lesson development

FOCUS QUESTIONS: 1. What are contrived experiences?

2. What are varied types of contrived experiences?
3. Why do we use contrived experiences?
4. What standards can be used to evaluate contrived experiences?

REFERENCE: PAGES 58-63 (Educational Technology 1, Third Edition)

STRATEGY: Content Focus

ACTIVITIES:

I. Discussion Questions:

a. Give at least 3 learning experiences that you have that models and mockups are being
utilized. Describe how your teacher make it as an effective tool.
Ans: Examples of learning experience with models and mockups;
1. Model of the solar system (Elementary Science) – it is an effective tool of knowing the sequence of
the planetary arrangement from the sun as well as the size comparison of these planets.
2. Model of the different human body systems and parts (Elementary Science and Biology) – a model
used in identifying different body parts from different system and identifying how they function as
well as knowing their location.
3. Model of an atoms and molecule (Chemistry) – used to describe and show structures of atoms and
molecules which are the building block of matter. The teacher uses this for students to appreciate
things that cannot be seen by the naked eye since these (atoms) are minute in sizes.

b. What are contrived experiences? Why they are very helpful in subject areas like Science?
Ans: Contrived experience are “edited” copies of reality and are used to substitute to the real things when it is
not practical or not possible to bring or do the real thing in the classroom.

c. What are the advantages of contrived experiences?

Ans: Advantages of contrived experience:
1. The use of model is an easier means of teaching things that are vague or abstract or impossible to
bring inside a classroom – help the learners understand abstractions.
2. It is also a cheaper means of delivering the topic of lesson (e.g. bringing a globe or a map instead of
travelling the world) – to understand the inaccessible.
3. Overcome the difficulties in size.
4. Helps the learners focus on the process on the parts of a system (e.g. human body)
 5. Helps the delivery of the lesson more interactive between the teacher and the learners.

II. Guide Questions:

a. What are the classroom activities that are aided by models and mockups?
Ans: Some of the classroom activities that are aided by model and mock ups includes, identifying parts of a
plant and animal cell in biology, the model of the DNA and RNA in biology, planetarium for Astronomy class and
even Globe and Maps for Geography class.

b. Why the models and mockups are very crucial to developing concrete learning?
Ans: The model and mockups are very crucial in developing concrete learning because these helps the
learners to think outside the box by developing their critical thinking as well as application in the real world
when they have their carriers like doctors and etc.

c. Kindly expound this quotation, “hands-on, minds-on and hearts-on approach”.

Ans: Hands-on, minds-on and hearts-on approach suggests that learning can be fully be achieved by not only
doing (psychomotor) but also using the heart (affective) and the mind (cognitive). With all three domains
simultaneously and collaboratively applied, then that would be the time a person experiences an appreciation in
learning.

III. Application:

a. Go over on some subjects being taught in elementary and junior high school, identify 5
topics which can be taught with contrived experiences.
Ans: 5 topics that can be taught with contrived experience;
a. Identifying the different body system and its parts – Science (e.g. digestive, respiratory, circulatory,
etc.)
b. Identifying the different regions in the Philippines – Geography, Araling Panlipunan
c. Combining different atoms and molecules – Chemistry
d. Recognized the composition of DNA and RNA – Biology
e. Fire and earthquake drills – simulation in DRRR - Disaster Readiness and Risk Reduction
BALLOBAN, NEIL L.
BSED-MATH QUALIFYING

UNIVERSITY OF BOHOL
TEACHERS COLLEGE
EDUCATIONAL TECHNOLOGY 1

LESSON 9: TEACHING WITH DRAMATIZED EXPERIENCES

LEARNING OUTCOME: Show how dramatized experiences can be used effectively in the teaching and learning
process.

FOCUS QUESTIONS: 1. What do these dramatic experiences include?

2. How can they be used for effective teaching?

REFERENCE: PAGES 68-75 (Educational Technology 1, Third Edition)

STRATEGY: Content Focus

ACTIVITIES:

I. Discussion Questions:

a. What are the best features of dramatic experiences?

Ans: The best feature of dramatic experience is for the students to be attracted, interested and affected on
these type of experience. Thus, if they are affected or they can relate on what they are doing then most likely we
will leave an impact on their lives.

b. What are the dramatic experiences that is usually present in schools? Describe them.
Ans: The most commonly used experience in the class room due to simplicity and practicality are pantomime,
tableau, puppets and role-playing. Pantomime uses the “art of conveying a story through bodily movements
only”. Its effect on the audience depends on the movements of the actors. A tableau is a picture-like scene
composed of people against a background. Puppet is the manipulation of figures made to represent or act on a
play or show which involves majority of the students for it to be effective. Different types of puppet involves
different manipulation like fingers (hand puppet) and even the entire body (marionettes). And role-playing is an
unrehearsed, unprepared and spontaneous dramatization of a “let’s pretend” situation where assigned
participants are absorbed by their own roles in the situation described by the teachers. It is impromptu.

c. Explain how a student will learn from dramatized experience.

Ans: Students can learned from these experience relating on the situation given to them especially to the
roles assigned to them. They must also perform it whole-heartedly so that it will be interesting for the viewer so
a rehearsal might be needed and more importantly they should affect the viewers or there is an impact or
realization from the viewers.
II. Description table:

Dramatized Experiences Description Best suited for the subject:

Tableau
A tableau (a French word which English
means picture) is a picture- like History
scene composed of people Filipino
against a background. Social Studies

Pantomime
A pantomime is the “art of English
conveying a story through bodily History
movements only”. Its effect on Filipino
the audience depends on the Social Studies
movements of the actors.

Puppets Shadow Puppets - flat black

silhouette made from lightweight English
cardboard and shown behind a History
screen. Filipino
Social Studies
Rod Puppets - Flat cut out figures MAPEH
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 hands.

Glove-and-Finger Puppets – Make

use of old gloves to which small
costumed figure are attached.

Marionettes - Flexible, jointed

puppets operated by strings or
wires attached to a cross bar and
maneuvered from directly above
the stage.
Role-playing Is an unrehearsed, unprepared
and spontaneous dramatization English
of a “let’s pretend” situation History
where assigned participants are Filipino
absorbed by their own roles in Social Studies
the situation described by the MAPEH
teachers. Science
BALLOBAN, NEIL L.
BSED-MATH QUALIFYING

UNIVERSITY OF BOHOL
TEACHERS COLLEGE
EDUCATIONAL TECHNOLOGY 1

LESSON 10: DEMONSTRATIONS IN TEACHING

LEARNING OUTCOME: Conduct demonstration in the teaching-learning process by observing the guiding principles in
conducting

FOCUS QUESTIONS: 1. What does demonstration mean?

2. How should demonstration be done to make it work?

REFERENCE: PAGES 77-82 (Educational Technology 1, Third Edition)

STRATEGY: Content Focus

ACTIVITIES:

I. Discussion Questions:

a. What elements are common in the three instances of demonstration?

Ans: In all the three instances of demonstrations, 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.

b. How will you describe a good demonstration?

Ans: A good demonstration is a good communication. Meaning if a teacher who is demonstrating establishes
rapport to her students, with the proper delivery from thorough planning and preparation to the delivery and
the feedback from the students.

c. How to make every demonstrations work?

Ans: For a demonstration to work a clear objective must be thoroughly planned and prepared. As well as
setting the goals and the materials to be used for the demonstration. Rehearsal may be needed to lessen if not
to avoid mistakes. We need also to get the attention of the audience by establishing rapport and keeping the
demonstration simple and clear.

II. Evaluation: Summarize the important points of lesson 10 or Demonstrations in Teaching.

Ans: For a successful demonstration, proper planning should be done. It should be simple and clear. The
demonstrator should get the attention of the audience or the participants by establishing rapport and making his/ her
demonstration interesting and not boring. Rehearsals on the steps to be done is also needed. And in case of queries the
demonstrator should always be ready with a straight forward and comprehensible answer to avoid distrust from the
audience.