BIOGRAPHY
NAME: Gimalyn Cariño Cua
YEAR & SECTION: BEED-3GC
AGE: 21 yrs. old
BIRTHDAY: November 11, 1992
BIRTHPLACE: Ma. Clara St., Tagbilaran City, Bohol
SCHOOL ATTENDED: Bohol Island State University- Calape Campus
NAME: Gimalyn Cariño Cua
YEAR & SECTION: BEED-3GC
AGE: 21 yrs. old
BIRTHDAY: November 11, 1992
BIRTHPLACE: Ma. Clara St., Tagbilaran City, Bohol
SCHOOL ATTENDED: Bohol Island State University- Calape Campus
INSIGHT on the following LESSONS
Lesson 7 Direct, Purposeful Experiences and Beyond
Direct, purposeful experiences are what we consider as our first hand experiences. These are direct experiences which is real and authentic. As learners, we need these experiences to learn directly out of it. They said we retain more knowledge when all our senses are utilized in the learning process. Some said experiences are the best teachers. Summing up together, we learn more from the experiences we have. We used it as a guide in whatever things we undertake. From the experiences we have, we already know what is right and wrong. From those experiences, we can judge everything we are going to do.
Nothing is more meaningful when you have gained your first experiences. It is the most memorable and unforgettable yet you can stop but reminiscing the time when you first experience that thing. So it’s better to experience once than experience never. Enjoy every first time encounters for that first time experiences could last for a lifetime memory and learning, of course.
Lesson 8 Teaching with Contrived Experiences
Not all things that we want to have are achievable. They said not everything lives, but it could exist. With the used of contrived experiences, we are still able to experience what it is to be when you are about to see the exact location of the planets in relation to the sun. We would probably say it’s impossible to see the exact location of the planets to the sun, but with the help of the model, we can able to visualize it. See how helpful these materials are for the realization of these things. We may not see it physically real, but with the models, mock-ups, specimens, among others, we are able to concretize it.
Teachers are every resourceful. Their aim is to teach learners the possible things they can do. But with a restriction that not all teachable things are concrete and tangible. So to solve the problem, contrived experiences came into action. It may not be considered as direct experiences but it stands equal importance with the direct experiences.
Lesson 9 Teaching with Dramatized Experiences
To make our instruction looks real and authentic, we should involve the class in dramatized situations. Learners need not learn only the theoretical concepts, but also apply it to real-life situation. The purpose of teaching the learners is to prepare them for the real world battle. To realize this, the teacher has to involve the learners with class activities that include application of what has been learned inside the class.
There are so many strategies that can be apply which involves development of the affective domain. These are role-play, pantomime, puppets, and among others. These strategies involve class participation which develops their skill in terms of associating oneself to the situation where they are in. It helps them whenever time will come that same situation will encounter them again. Aside from that, it helps them develop the value of cooperation and unity together with the sense of belonging which is also the aim of the strategy. The talents of the learners in terms of drama and play are also developed. Soon, you will be creating best actors and actresses among your students.
Lesson 10 Demonstration in Teaching
The teacher’s function inside the classroom is to do demonstrations in conducting his instruction to the learners. But it doesn't mean that the teacher has to do the entire demo since the students can also do the same thing. Any person can have demonstration just like in a shampoo company; they have to demonstrate their product in to the public through commercials in television, radio and other forms of media. One thing which is very particular in doing demonstration is the clearness and appropriateness of the purpose of the demonstration.
There are many factors to be considered in having the demonstration. First is the purpose of the demonstration. Is there a need to do a demonstration? Can the audience learn something out of the instruction? Next is the audience of the demonstration. How old are my audience? Does the demonstration fits to the intended recipients? Finally are the instructional materials used in the demonstration. Can the instructional materials help on the attainment of the purpose? Are the materials available in the locality? These are just some of the factors to be considered before conducting the demonstration.
Remember that a good demonstration is a good communication.
Lesson 15 Project-based Learning and Multimedia
Does your teacher use multimedia presentations in his/her instruction? Has he/she asked you to make a project using the Microsoft Word or PowerPoint? Then, you are already utilizing this project-based learning and multimedia. It may not sound familiar, but in making our school works especially projects, we are using this type of teaching tool.
In this strategy, individual’s abilities are used to make a creative output. Now that we are in a digital age, almost all people have gadgets and other symbols of modernization. No one is ignorant in using cell phones except for those who are in remote places where civilization has not yet established. But for those who are technology-users, it is easy to make one’s own media, and presentations.
It has been said that project-based multimedia learning is a powerful motivator. I would likely agree to this statement because the reason is very obvious. Aside from the learning that we can get, it also entertains us. There are so many reasons why this type of strategy is a powerful motivator, but those mentioned are just a few.
Though it is a strong source of motivation that a teacher can use in teaching his class, there are still limitations. Some of these are skills of the students using computer and the availability of the gadget as to the location of the instruction. What I mean here is that whether you are assigned in a remote area where no electricity and internet connection available. If that is the case, then using this type of strategy is not possible, so other type of teaching strategy has to be utilized.
Lesson 7 Direct, Purposeful Experiences and Beyond
Direct, purposeful experiences are what we consider as our first hand experiences. These are direct experiences which is real and authentic. As learners, we need these experiences to learn directly out of it. They said we retain more knowledge when all our senses are utilized in the learning process. Some said experiences are the best teachers. Summing up together, we learn more from the experiences we have. We used it as a guide in whatever things we undertake. From the experiences we have, we already know what is right and wrong. From those experiences, we can judge everything we are going to do.
Nothing is more meaningful when you have gained your first experiences. It is the most memorable and unforgettable yet you can stop but reminiscing the time when you first experience that thing. So it’s better to experience once than experience never. Enjoy every first time encounters for that first time experiences could last for a lifetime memory and learning, of course.
Lesson 8 Teaching with Contrived Experiences
Not all things that we want to have are achievable. They said not everything lives, but it could exist. With the used of contrived experiences, we are still able to experience what it is to be when you are about to see the exact location of the planets in relation to the sun. We would probably say it’s impossible to see the exact location of the planets to the sun, but with the help of the model, we can able to visualize it. See how helpful these materials are for the realization of these things. We may not see it physically real, but with the models, mock-ups, specimens, among others, we are able to concretize it.
Teachers are every resourceful. Their aim is to teach learners the possible things they can do. But with a restriction that not all teachable things are concrete and tangible. So to solve the problem, contrived experiences came into action. It may not be considered as direct experiences but it stands equal importance with the direct experiences.
Lesson 9 Teaching with Dramatized Experiences
To make our instruction looks real and authentic, we should involve the class in dramatized situations. Learners need not learn only the theoretical concepts, but also apply it to real-life situation. The purpose of teaching the learners is to prepare them for the real world battle. To realize this, the teacher has to involve the learners with class activities that include application of what has been learned inside the class.
There are so many strategies that can be apply which involves development of the affective domain. These are role-play, pantomime, puppets, and among others. These strategies involve class participation which develops their skill in terms of associating oneself to the situation where they are in. It helps them whenever time will come that same situation will encounter them again. Aside from that, it helps them develop the value of cooperation and unity together with the sense of belonging which is also the aim of the strategy. The talents of the learners in terms of drama and play are also developed. Soon, you will be creating best actors and actresses among your students.
Lesson 10 Demonstration in Teaching
The teacher’s function inside the classroom is to do demonstrations in conducting his instruction to the learners. But it doesn't mean that the teacher has to do the entire demo since the students can also do the same thing. Any person can have demonstration just like in a shampoo company; they have to demonstrate their product in to the public through commercials in television, radio and other forms of media. One thing which is very particular in doing demonstration is the clearness and appropriateness of the purpose of the demonstration.
There are many factors to be considered in having the demonstration. First is the purpose of the demonstration. Is there a need to do a demonstration? Can the audience learn something out of the instruction? Next is the audience of the demonstration. How old are my audience? Does the demonstration fits to the intended recipients? Finally are the instructional materials used in the demonstration. Can the instructional materials help on the attainment of the purpose? Are the materials available in the locality? These are just some of the factors to be considered before conducting the demonstration.
Remember that a good demonstration is a good communication.
Lesson 15 Project-based Learning and Multimedia
Does your teacher use multimedia presentations in his/her instruction? Has he/she asked you to make a project using the Microsoft Word or PowerPoint? Then, you are already utilizing this project-based learning and multimedia. It may not sound familiar, but in making our school works especially projects, we are using this type of teaching tool.
In this strategy, individual’s abilities are used to make a creative output. Now that we are in a digital age, almost all people have gadgets and other symbols of modernization. No one is ignorant in using cell phones except for those who are in remote places where civilization has not yet established. But for those who are technology-users, it is easy to make one’s own media, and presentations.
It has been said that project-based multimedia learning is a powerful motivator. I would likely agree to this statement because the reason is very obvious. Aside from the learning that we can get, it also entertains us. There are so many reasons why this type of strategy is a powerful motivator, but those mentioned are just a few.
Though it is a strong source of motivation that a teacher can use in teaching his class, there are still limitations. Some of these are skills of the students using computer and the availability of the gadget as to the location of the instruction. What I mean here is that whether you are assigned in a remote area where no electricity and internet connection available. If that is the case, then using this type of strategy is not possible, so other type of teaching strategy has to be utilized.
project-based_learning_and_multimedia.pptx | |
File Size: | 590 kb |
File Type: | pptx |
OUTLINE of MY REPORT on LESSON 15
Situation:
Entering Mrs. Baxter's classroom, you first notice that every child is completely engrossed. Second, you notice the cacophony of voices, rising and falling in intense, animated discussions among small groups of 3rd graders.
You look for the teacher—she isn't conveniently located at the front of the room. Finally, you see her down among a group of students. You wait for her to notice you as she shows the group how to use the index of a book to find information about shelter for a tribe of Native Americans.
As you wait, your eyes move from group to group. At the computers, three boys are typing some text they have composed for their presentations. A group of girls paints a colorful scene of a Native American village to be scanned into the presentation software later.
Another group of boys uses a Venn diagram to show foods in their own diet, foods in “their” tribe's diet, and foods they have in common. You want to ask them about their work but can't bear to break their concentration.
Mrs. Baxter notices you and starts toward you, but each group of students she passes stops her to proudly show off their work or ask her to check something. She finally reaches you and starts to explain the various activities the children are working on to prepare their multimedia presentations—content research, art, language arts, math, and technology activities she has designed for the project.
You talk for almost 10 minutes before you notice the most amazing thing of all—the children are all still working, still engrossed, still animated and focused.
Project-based learning is an old and respected educational method. The use of multimedia is a dynamic new form of communication. The merging of project-based learning and multimedia represents a powerful teaching strategy that we call “project-based multimedia learning.”
Project-based Learning and Multimedia: What It Is?
It's best to start with some definitions. By project-based learning, we mean a teaching method in which students acquire new knowledge and skills in the course of designing, planning, and producing some product or performance. By multimedia, we mean the integration of media objects such as text, graphics, video, animation, and sound to represent and convey information. Thus, our definition is:
Project-based multimedia learning is a method of teaching in which students acquire new knowledge and skills in the course of designing, planning, and producing a multimedia product.
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.
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 minimum competencies of the basic education curriculum.
It 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)
Seven Key Dimensions
1. Core curriculum
At the foundation of any unit of this type is a clear setoff learning goals drawn from whatever curriculum or set of standards is in use.
2. Real-world connection
It seeks to connect student’s work in school with the wider world in which students live.
3. Extended time frame
A good project is not a one-shot lesson: It extends over a significant period of time.
4. Student decision making
In project-based multimedia learning, students have a say.
5. Collaboration
Defines as working together jointly to accomplish a common intellectual purpose in a manner superior to what might have been accomplished working alone.
6. Assessment
Regardless of the teaching method used, data must be gathered on what students have learned.
7. Multimedia
In multimedia projects, students do not learn simply by “using” multimedia produced by others; they learn by creating it themselves.
Why use project-based multimedia learning?
Because it is “value added” to your teaching. It is a powerful motivation.
What can be some limitations of the use of project-based multimedia learning strategy?
Your students' multimedia products will be technology-based presentations, such as a computerized slide show, a Web site, or a video. These presentations will include evidence that your students have mastered key concepts and processes you need to teach and will be a source of great pride for them and for you.
Situation:
Entering Mrs. Baxter's classroom, you first notice that every child is completely engrossed. Second, you notice the cacophony of voices, rising and falling in intense, animated discussions among small groups of 3rd graders.
You look for the teacher—she isn't conveniently located at the front of the room. Finally, you see her down among a group of students. You wait for her to notice you as she shows the group how to use the index of a book to find information about shelter for a tribe of Native Americans.
As you wait, your eyes move from group to group. At the computers, three boys are typing some text they have composed for their presentations. A group of girls paints a colorful scene of a Native American village to be scanned into the presentation software later.
Another group of boys uses a Venn diagram to show foods in their own diet, foods in “their” tribe's diet, and foods they have in common. You want to ask them about their work but can't bear to break their concentration.
Mrs. Baxter notices you and starts toward you, but each group of students she passes stops her to proudly show off their work or ask her to check something. She finally reaches you and starts to explain the various activities the children are working on to prepare their multimedia presentations—content research, art, language arts, math, and technology activities she has designed for the project.
You talk for almost 10 minutes before you notice the most amazing thing of all—the children are all still working, still engrossed, still animated and focused.
Project-based learning is an old and respected educational method. The use of multimedia is a dynamic new form of communication. The merging of project-based learning and multimedia represents a powerful teaching strategy that we call “project-based multimedia learning.”
Project-based Learning and Multimedia: What It Is?
It's best to start with some definitions. By project-based learning, we mean a teaching method in which students acquire new knowledge and skills in the course of designing, planning, and producing some product or performance. By multimedia, we mean the integration of media objects such as text, graphics, video, animation, and sound to represent and convey information. Thus, our definition is:
Project-based multimedia learning is a method of teaching in which students acquire new knowledge and skills in the course of designing, planning, and producing a multimedia product.
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.
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 minimum competencies of the basic education curriculum.
It 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)
Seven Key Dimensions
1. Core curriculum
At the foundation of any unit of this type is a clear setoff learning goals drawn from whatever curriculum or set of standards is in use.
2. Real-world connection
It seeks to connect student’s work in school with the wider world in which students live.
3. Extended time frame
A good project is not a one-shot lesson: It extends over a significant period of time.
4. Student decision making
In project-based multimedia learning, students have a say.
5. Collaboration
Defines as working together jointly to accomplish a common intellectual purpose in a manner superior to what might have been accomplished working alone.
6. Assessment
Regardless of the teaching method used, data must be gathered on what students have learned.
7. Multimedia
In multimedia projects, students do not learn simply by “using” multimedia produced by others; they learn by creating it themselves.
Why use project-based multimedia learning?
Because it is “value added” to your teaching. It is a powerful motivation.
What can be some limitations of the use of project-based multimedia learning strategy?
- The need for an extended period of time.
- If the basic computer courses did not teach them these skills demanded by this strategy, there will be a problem.
- There can be a tendency to lose track of the goals and objectives of your lesson because the technology aspect has gotten the limelight.
Your students' multimedia products will be technology-based presentations, such as a computerized slide show, a Web site, or a video. These presentations will include evidence that your students have mastered key concepts and processes you need to teach and will be a source of great pride for them and for you.