BIOGRAPHY
NAME: GENRIZ BALAJULA
N-NAME: GENRA
BIRTHDAY: DEC. 30, 1994
COURSE: BSED ENGLISH
MOTTO: DON'T JUDGE ME, JUST KNOW ME...
NAME: GENRIZ BALAJULA
N-NAME: GENRA
BIRTHDAY: DEC. 30, 1994
COURSE: BSED ENGLISH
MOTTO: DON'T JUDGE ME, JUST KNOW ME...
INSIGHTS
LESSON 4:
SYSTEMATIC APPROACH TO TEACHING
The use of learning materials, equipment and facilities necessitates assigning the personnel to assist the teacher and defining the role of any personnel involved in the preparation, setting and returning of this learning resources. (in some school settings , there is a custodian/ librarian who takes care of the learning resources and / or technician who operates the equipment while teacher facilitates.) the effective use of learning resources is dependent in the expertise of the teacher, motivation of level or responsiveness, and the involvement of the students in the learning process. 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.
Will the teacher use direct instruction or indirect instruction? Will he /she teach using the deductive or inductive approach? It depends on his / her instructional objectives, nature of the subject matter, and readiness of student and the expertise of the teacher himself or herself.
LESSON 8
CONTRIVED EXPERIENCES
We use models, mock ups, specimens 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 difficulties of size
4. To understand the inaccessible
5. Help the learners understand abstraction
LESSON 7
DIRECT PURPOSEFUL EXPERIENCES AND BEYOND
LESSON 2
BOON OR BANE
I would simply say that the phenomenon shows itself (makes more and more sense to us) mainly because our lives have been so precisely scheduled. Might multitasking be a symptom of changing sensibilities of time or the product of clashing time frames- a clash between the hours of the older media and the minutes and seconds of the newer ones.
And it depends on us how we use technology whether , you will used by helping other people to become caring, relating, thinking and analyzing and a good feeling beings nor to abuse or misuse, so it can contribute our ruin and downfall of other people/ persons.
LESSON 5
CONE OF EXPERIENCES
The cone of experience is a visual model, a pictorial device that presents bands of experience arranged according to degree of abstraction and degree of difficulty.
Direct purposeful experiences- these are first hand experiences which serve as the foundation of our learning. We build our reservoir of meaningful information and ideas though seeing, hearing, tasting and smelling.
Contrived experiences- in here, we make use of representative models of mocks ups reality for practical reasons and so that we can make the real-life accessible to the students perceptions and understanding.
Dramatized experiences- by dramatization, we can participate in a reconstruct experienced, even though the original event is far removed from us in time.
Demonstrations- it is visualized explanation of an important fact.
Cone of experience by Edgar Dale is an effective tool to be use in classroom instruction more captivating and learning experiences more meaningful. Since students or pupils are visual learners then this cone will likewise be helpful and instrument to achieve school goals and objectives. Starting from the base we have direct purposeful experiences up to the pinnacle which is verbal symbols. This does not mean that we must start from the base up to the pinnacle but we can use it vice versa since we have different experiences to be achieved in teaching students or pupils. The cone of experiences continually interact and fluid, meaning it moves freely to each level without focusing only to one cone of experience. Use such instructional media that fits in each cone of experience towards our students or pupils to make the classroom an ideal learning environment for them.
OUTLINE OF THE REPORT
LESSON 4:
SYSTEMATIC APPROACH TO TEACHING
The use of learning materials, equipment and facilities necessitates assigning the personnel to assist the teacher and defining the role of any personnel involved in the preparation, setting and returning of this learning resources. (in some school settings , there is a custodian/ librarian who takes care of the learning resources and / or technician who operates the equipment while teacher facilitates.) the effective use of learning resources is dependent in the expertise of the teacher, motivation of level or responsiveness, and the involvement of the students in the learning process. 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.
Will the teacher use direct instruction or indirect instruction? Will he /she teach using the deductive or inductive approach? It depends on his / her instructional objectives, nature of the subject matter, and readiness of student and the expertise of the teacher himself or herself.
LESSON 8
CONTRIVED EXPERIENCES
We use models, mock ups, specimens 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 difficulties of size
4. To understand the inaccessible
5. Help the learners understand abstraction
LESSON 7
DIRECT PURPOSEFUL EXPERIENCES AND BEYOND
- “From the rich experiences that our senses bring, we construct the ideas, the concepts, the generalizations that give meaning and order to our lives.”
- What do direct, purposeful experiences refer to? For meaningful learning, where should these direct and purposeful experiences lead the learners to?
- After seeing instructional materials as a whole, let us singleout direct, purposeful experiencesas instructional materials. The mostreal in Dale’s Cone of Experience. Let’s learn how they can be effectively used for instruction.
- Testemonies:Grade VI teacherGraduate School ProfessorSecretary to the DeanGrade 4pupil
- Do you have a similar experience? Share. Think of a skill you have. How did you acquire it? Think of a concept. How did you learn it?
- How did the four narrators learn their respective skills/concept? Analyze.
- 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 generalizations that give meaning and order to our lives. (Dale, 1969). They are sensory experiences
- Preparing meals Making a piece of furniture Doing powerpoint presentation Performing a laboratory experiment Delivering a speech Taking a trip
- Are experiences of other people that we observe, read or hear about. They are not firsthand but rather vicarious experiences. People that we observe, read / hear about. They are not our own self-experiences but still experiences in the sense that we see, read and hear about them.
- Climbing a mountain is firsthand, direct experience. Seeing it done in films or reading about it is a vicarious, substitute experience. It is a clear, therefore , that we can approach the world of reality directly through the senses and indirectly with reduced sensory experience. Example: We can make bake black forest cake see it done in tv or read about it.
- 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 involve the asking of questions that have significance in the life of the person undergoing the direct experience.
LESSON 2
BOON OR BANE
I would simply say that the phenomenon shows itself (makes more and more sense to us) mainly because our lives have been so precisely scheduled. Might multitasking be a symptom of changing sensibilities of time or the product of clashing time frames- a clash between the hours of the older media and the minutes and seconds of the newer ones.
And it depends on us how we use technology whether , you will used by helping other people to become caring, relating, thinking and analyzing and a good feeling beings nor to abuse or misuse, so it can contribute our ruin and downfall of other people/ persons.
LESSON 5
CONE OF EXPERIENCES
The cone of experience is a visual model, a pictorial device that presents bands of experience arranged according to degree of abstraction and degree of difficulty.
Direct purposeful experiences- these are first hand experiences which serve as the foundation of our learning. We build our reservoir of meaningful information and ideas though seeing, hearing, tasting and smelling.
Contrived experiences- in here, we make use of representative models of mocks ups reality for practical reasons and so that we can make the real-life accessible to the students perceptions and understanding.
Dramatized experiences- by dramatization, we can participate in a reconstruct experienced, even though the original event is far removed from us in time.
Demonstrations- it is visualized explanation of an important fact.
Cone of experience by Edgar Dale is an effective tool to be use in classroom instruction more captivating and learning experiences more meaningful. Since students or pupils are visual learners then this cone will likewise be helpful and instrument to achieve school goals and objectives. Starting from the base we have direct purposeful experiences up to the pinnacle which is verbal symbols. This does not mean that we must start from the base up to the pinnacle but we can use it vice versa since we have different experiences to be achieved in teaching students or pupils. The cone of experiences continually interact and fluid, meaning it moves freely to each level without focusing only to one cone of experience. Use such instructional media that fits in each cone of experience towards our students or pupils to make the classroom an ideal learning environment for them.
OUTLINE OF THE REPORT
- INTRODUCTION
- ABSTRACTION
- ANALYSIS
- EXPLANATION
- GENERALIZATION
- CONCLUSION