Lesson 7:

 Direct Purposeful Experiences and Beyond

"From the rich experiences that our senses bring, we can construct ideas, the concepts, the generalization that give meaning and order to our lives."

DIRECT PURPOSEFUL EXPERIENCES AND BEYOND

These are our concrete and first hand experiences that make up the foundation of our learning.

 DIRECT PURPOSEFUL EXPERIENCES AND BEYOND

 •These are the rich experiences that our senses bring from which we construct the ideas, the concepts, the generalizations that give meaning and order to our lives. (Dale, 1969)

DIRECT PURPOSEFUL EXPERIENCES AND BEYOND

•They are the sensory experiences.

Example of Direct Purposeful Activities

•Preparing meals or snacks.

•Making a piece of furniture.

•Performing a laboratory experiment.

•Delivering a speech.

•Taking a trip.

In contrast, indirect experiences are experience of other… people that we observe, read or hear about. They are not our experiences but still experiences in the sense that we see, read and hear about them. They are not first hand but rather vicarious.

WHY ARE THESE DIRECT EXPERIENCES DESCRIBED TO BE PURPOSEFUL?

•They are experiences that are internalized in the sense that these experiences involve the asking of questions that have significance in the life of the person undergoing the direct experience.

 WHY ARE THESE DIRECT EXPERIENCES DESCRIBED TO BE PURPOSEFUL?

•These experiences are undergone in relation to a purpose, i.e. learning

 •It is done in relation to a certain learning objective.

 John Dewey has made his fundamental point succinctly: “An ounce of experience is better than a ton of theory because it is only in experience that a theory has vital and verifiable significance. An experience, a very humble experience, is capable of generating and carrying an amount of theory (or intellectual content), but a theory apart from experience cannot be definitely grasped as a theory. It tends to render thinking, or genuine theorizing unnecessary and impossible”

 WHAT DOES DIRECT, PURPOSEFUL EXPERIENCE IMPLY TO THE TEACHING-LEARNING PROCESS?

1. Let us give our students opportunities to learn by doing. Let us immerse our students in the world of experience.

2. Let us make use of real things as instructional materials for as long as we can.

3. Let us help our students develop the five senses to the full to heighten their sensitivity to the world.

4. Let us guide our students so that they can draw meaning from their first hand experiences and elevate their level of thinking.

Lesson 6:

Using and Evaluating Instructional Materials

• One of the instructional materials used to attain instructional objectives is field trip.

• For an effective use of instructional materials such as field trip , there are guidelines that ought to be observed, first of all, in their selection and second, in their use.

 Selections of Materials

• Does the material give a true picture of the ideas they present? To avoid misconceptions, it 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 for the age, intelligence, and experience of the learners.
• Is the physical condition of the material satisfactory? An example, it is photograph properly mounted
• Is there a teacher’s guide to provide a briefing for effective use? The chance that the instructional material will be used to the maximum and to the optimum is increased with a teacher’s guide.
• Can the material in question help to make students better thinkers and develop their critical faculties? With exposure to mass media, it is highly important that we maintain and strengthen our rational powers.
• Does the use of material make learners collaborate with one another?
• Does the material promote self-study?
• Is the material worth the time, expenses 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

To ensure effective use of      instructional material, Hayden Smith and Thomas Nigel, (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 instructional material. You have a plan on how you will proceed, what question to ask, how you will evaluate learning and how you will the 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 of gas” which usually results from the poor planning. (Smith, 1972) Using media and materials, especially if they are mechanical in nature, often requires rehearsal and a carefully planned performance.

Follow up

Remember that you use instructional materials to achieve objectives, not to kill time nor to give yourself a break, neither to merely entertain the class. Your use of the instructional material  is not the end itself. It is a mean to an end, the attainment of a learning objectives . So, there is need to follow up to find out if objective was attained to use. 

    Robert Gagne’s nine (9) instructional material in the subject facilitating learning. These are:

   1. Gain attention

   2. Inform learner of objectives

   3. Stimulate recall of prior learning

   4. Present stimulus material

   5. Provide learner guidance

   6. Elicit performance

   7. Provide feedback

   8. Assess performance and 

   9. Enhance retention transfer

There is no such thing as best instructional material

• Any instructional material can be the best provided it helps the teacher accomplish his/her intended learning objective.

• No instructional material, no matter how superior , can take the place of an effective teacher

• Instructional materials may be perceived to the labor saving devise for the teachers. On the contrary, the teacher even works harder when she makes good use of instructional material 

Lesson 5:

 The Cone of Experience 

The Cone is a visual model, a pictorial device that presents bands of experience arranged according to degree of abstraction and not degree of difficulty. The farther you go from the bottom of the cone, the more abstraction the experience become.

1. Direct Purposeful Movement
First-hand experience which serves as a foundation of our learning. 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 mock ups of reality for practical reasons.
3. Dramatized Experience
By dramatization, we can participate in a reconstructed experience, even though the original event is far removed from us i time.
4. Demonstrations
It is visualized explanation of an important fact, idea or process by the use of photographs, drawing, films, display or guided motion.
5. Study Trips
These are the excursions, educational trips, and visit conducted to observe an event that is unavailable within the classroom
6. Exhibits
These are displays to be seen by specters. They may consist of working models arranged meaningfully or photographs with models, charts and posters. Sometimes exhibits are "for your eyes only".
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. Still Pictures, Recordings, Radio
These are the visual and auditory devices which may be used by an individual or a group.
9.Visual Symbols
These are no longer realistic reproduction of physical things for these are highly abstract representations.
10. Verbal Symbols
They are not like an objects or ideas for which they stand. They usually do not contain visual clues their meaning.

Application 
Harvard psychologist, Jerome S. Bruner, presents a three-tiered model of learning where he points out that every are of knowledge can be represented and learned in three distinct steps.

It is highly recommended that a learner proceeds from the ENACTIVE to the ICONIC and only after to the SYMBOLIC.

Three pitfalls that we should avoid with regard to the use of the Cone of Experience:

•  Using one medium in isolation.
• Moving to the abstract without an adequate foundation of concrete experience.
• Getting stuck in the concrete without moving to the abstract hampering the development of our students' higher thinking skills.

Lesson 4:

Systematic Approach to Teaching

Ø Systematic 

- Organize, relating to or consisting of a system. Methodical in procedure or plan (systematic approach). Logical, presented or formulated as a coherent body of ideas or principle (systematic thought). Efficient, effective in class that is marked by thoroughness and regularity (systematic efforts).

Ø Systematic Approach to Teaching

- it is a network of elements or parts different from each other but each one is special in the sense that each performs a unique function for the life and effectiveness of the instructional system. The systems approach views the entire educational program as a system of closely interrelated parts. It is an orchestrated learning pattern with all parts harmoniously integrated into the whole: the school, the teacher, the students, the objectives, the media, the materials, assessment tools and procedures. Such an approach integrates the older, more familiar methods and tools of instruction with the new ones such as the computer.

Ø Purpose of a System Instructional Design

- to ensure orderly relationships and interaction of human, technical and environmental resources to fulfill the goals which have been established for instruction.

ØThe focus of systematic instructional planning is the student.

ØIt tells about the systematic approach to teaching in which the focus in the teaching is the students.

Systemized Instruction

Ø Define Objectives

- instruction begins with the definition of instructional objectives that consider the students needs, interests and readiness.

Ø Choose appropriate methods

- on the basis of these objectives the teacher selects the appropriate teaching methods to be used.

Ø Choose appropriate experiences

- based on the teaching method selected, the appropriate learning experiences an appropriate material, equipment and facilities will also be selected.

Ø Select materials, equipment, and facilities

- the use of learning materials, equipment and facilities necessitates assigning the personnel to assist the teacher.

Ø Assign personnel roles

- defining the role of any personnel involved in the preparation, setting and returning of  this learning resources would also help in the learning process.

Ø Implement the instruction

- with the instructional objectives in mind, the teacher implements planned instructions with the use of the selective teaching method, learning activities, and learning materials with the help of other personnel whose role has been defined by the teacher.

Ø Evaluate outcomes

- after instructions, teacher evaluates the outcome of instruction. From the evaluation results, teacher comes to know if the instructional objectives was attained.

Ø Refine the process

- if the instructional objective was attained, teacher proceeds to the next lesson going through the same cycle once more.

Ø Examples of Learning Activities:

1. Reading

2. Writing

3. Interviewing

4. Reporting or doing presentations

5. Discussing

6. Thinking

7. Reflecting

8. Dramatizing

9. Visualizing

10. Creating Judging

11. Evaluating

Lesson 3:

Roles of Educational Technology in Learning

Technology can play a traditional role, i.e., as delivery vehicles for instructional lessons or in a constructivist way as partners in the learning process.

²From the traditional Point Of View, technology serves as source and presenter of knowledge. -David H. Jonassen 1999.

²Technology like computer is seen as a productivity tool.

²With the eruption of the INTERNET in the mid 90s.

²From the constructivist Point Of View, educational technology serves as learning tool that learners learn with.

From a constructivist perspective, the following are roles of technology in learning: (Jonassen, et al 1999)

vTechnology as tools to support knowledge construction:

- for representing learners’ ideas, understandings and beliefs.

- for producing organized, multimedia knowledge bases by learners.

vTechnology as information vehicles for exploring knowledge to support learning-by-constructing:

- for accessing needed information.

- for comparing perspective, beliefs and world views.

vTechnology as context to support learning-by-doing:

- for representing and simulating meaningful real- world problems, situations and contexts.

- for representing beliefs, perspective, arguments, and stories of others.

- for defining a safe, controllable problem space for student thinking.

vTechnology as a social medium to support learning by conversing:

- for collaborating with others.

- for discussing, arguing, and building consensus among members of a community.

- for supporting discourse among knowledge-building communities.

vTechnology as intellectual partner (Jonassen 1996) to support learning-by-reflecting:

- for helping learners to articulate and represent what they know.

- for reflecting on what they have learned and how they came to know it.

- for supporting learners’ intellectual negotiations and meaning making.

- for constructing personal representations of meaning.

- for supporting mindful thinking.

Lesson 2:

Technology : Boon or Bane?

Boon is a thing that is beneficial or useful. It is also called “Advantage.”

Bane it is curse or destruction. It is also called “Disadvantage.”

The education technology is boon when:

üTechnology is a blessing for man. With technology, there is a lot that we can do which we could not do then.

üTechnology contributes much to the improvement of the teaching-learning progress and to the humanization of life.

üWith cellphones, webcam, you will be closer to someone miles and miles away.

üMany human lives saved because of speedy notifications via cellphones.

üYour teaching and learning have become more novel, stimulating, exciting, fresh and engaging with the use of multimedia in the classroom.

üWith your TV, you can watch events as they happen all over the globe.

The education technology is bane when:

x When not used properly, technology becomes a detriment to learning and development.

Examples:

It can destroy relationships.

Erode marital relationship.

x The learner is made to accept as Gospel truth information they get from the Internet.

x The learner surfs the Internet for pornography.

x The learner has an uncritical mind on images floating on televisions and computers that represent modernity and progress.

x The TV makes learner a mere spectator not an active participant in the drama of life.

x 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.

x We make use of the Internet to do character assassination of people whom we hardly like.

x Because of our cellphone, we spend most of our time in the classroom or in our workplace texting.

x We use overuse and abuse TV or film viewing as a strategy to kill time.

x The abuse and misuse of the Internet will have far reaching unfavorable effects on his moral life.

The integration of technology in the instructional process must be geared towards:

1. Interactive and meaningful learning.

2. The development of creative and critical thinking.

3. The development and nurturing of teamwork.

4. Efficient and effective teaching.

“Technology is made for man and not man for technology. Technology is made for the teachers and not teachers for technology.”

Lesson 1:

Educational Technology
        - is the application of technology in the educative process that takes place in education institutions.
Educative Process
        - teaching and learning process.
Technology in Education
        - is the application of technology in the operation of education institution.
Instructional Technology
        - is refers to aspects of educational technology that are concerned with instructions.
Technology Integration
        - is using learning technologies to introduce, supplement and extend skills.

                                Benefits from using Educational Technology

1.  Increase the quality  of learning and the degree of its mastery through the us of special effects of unique programming that are considered individualized, valid and accessible
2. Decrease the time spent in instruction for learners to achieve desired learning objectives.
3.  Increase efficiency of teachers.
4.  Reduce educational cost without affecting quality of instruction.

   
   

   Guidelines in using Educational Technology

   1. Determine the purpose for which the Instructional materials are to be used.

   2. Define the objectives to determine the appropriateness of the material.

   3. Know the content of the material.

   4. Exercise flexibility so that the materials satisfy different purposes.

   5. Consider diversity/ variety of materials.

   6. Relate materials to age, ability, maturity and interest of students.

   7. Arrange the conditions so that the materials do not interrupt the momentum of the lesson.

   8. Prepare the students for what they will see, hear and do as lessons unfold.

   9. Operate equipment needed for efficient use.

   10. Summarize experiences gained and follow up with further relevant discussion.

   11. Evaluate the results of the use materials together with the instructional process, to determine effectiveness.

   
   

   Why use media in Instruction?

   Methods of teaching are instructional techniques that facilitate learning while Media are the means of implementing those methods.

   
   

   Commonly use Media/ Materials for Instruction

   1. Print Media/ Materials 

   - considered to be the most dominant and the primary means of communicating subject matter to students.

   - the principal aid to teaching and learning.

   Ex. Books, textbooks, periodicals (newspapers, magazines, journals, handouts, manuals, workbooks)

   
   

   2. Still pictures and graphics

   - useful means of expressing idea, employ lines, patterns, colors and shades to convey information.

   Ex. Pictures, graphics (maps, diagrams, charts/graphs, tables, posters and cartoons), visual display devices (chalk boards, white boards, magnetic board, bulletin boards, glass board), projection devices (slide, filmstrip projectors, opaque projectors, overhead projectors)

   
   

   3. Sound recordings and radio

   Ex. Phonograph records, audio tapes, compact disc, radio.

   
   

   4. Film and Television

   Ex. Movie and video.

   
   

   5. Video recording

   Ex. Video tapes and discs, cables and satellites, camcorders.

   
   

   6. Computer-based learning (CBL)

   - enables the students to study almost anytime and convenient locations and with varying ability levels.

   
   

   7. The Web

   
   

   General Principles/Criteria for Selection of Instructional Materials

   1. Appropriateness

   - materials must catch the general and specific objectives of the lesson; must be appropriate to the:

   ü Difficulty of concepts taught.

   ü Vocabulary level of students.

   ü Methods used in learning.

   ü Interest of learners.

   2. Authenticity

   - materials must present accurate, up-to-date, and reliable information.

   3. Interest and Appeal to users

   - materials must have the power to catch the interest of users, motivate them for learning and stimulate.

   4. Organization and balance

   - materials must be very clear, well- organized, logically sequenced.

   5. Cost effectiveness/Economy

   - materials used must be relative to the cost of other similar materials, their durability, and the number of student-users.

   6. Breadth

   - the scope of materials must suit many different types of learners and learning purposes.

   
   

   Ten Commandments for Creating Learning Materials

   1. Do not overcrowd.

   2. Be consistent in format, layout and convention.

   3. Use appropriate type faces and point uses.

   4. Use bold and italic for emphasis, but don’t overuse them.

   5. Use titles, headings, and subheadings to clarify and guide.

   6. Use numbers to direct through sequences.

   7. Use graphics and illustrations to reinforce ideas.

   8. Use symbols and icons as identifying markers

   9. Use color/video/audio/music to stimulate but not to overpower the senses.

   10. Produce the materials with technical excellence-good quality, good audio, clear, etc.

   
   

   According to research, people tend to remember;

   Ø10% of what they read.

   Ø20% of what they hear.

   Ø30% of what they see.

   Ø50% of what they hear and see.

   Ø70%-90% of what they hear, see and experience.