LRMDS Assessment and Evaluation Guidelines for Teaching and Learning Resources - ppt download

LRMDS Assessment and Evaluation Guidelines for Teaching and Learning Resources - ppt download: LRMDS Assessment and Evaluation Guidelines for Teaching and Learning Resources

TEACHING USING DIRECT PURPOSEFUL AND CONTRIVED EXPERIENCES

Direct, Purposeful Experiences

·         These are concrete and firsthand experiences that make up the foundation of our learning.

·         These are experiences that our senses bring from which we construct the ideas and concepts that give meaning to our lives.

·         They are sensory experiences

·         In contrast, experiences of other people that we observe, read or hear, they are Indirect experiences or Vicarious experiences.

Examples of Direct Experiences:

o    Making PPT presentation

o    Doing laboratory experiment

o    Delivering speech

o    Taking a trip

o    Making a basket

o    Cooking a menu

o    Climbing a mountain

o    Baking a cake

 

Contrived Experiences

·         “We teach through specimen and sample of a whole when direct experience cannot be used properly in its natural setting”

·         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.

·         It is designed to simulate real-life situations.

        Model versus Mock up

·         A model is a reproduction of a real thing in a small scale, large scale or exact size but made of synthetic materials. It may or may not be operational

o    Example is the atom and planetarium.

·         A mock up is an arrangement of a real device displayed in such a way that representation of reality is created.

·         It is substitute for real things usually enlarge.

       Specimen versus Object

·         A specimen is any individual or item considered typical or a group, class or whole.

·         Objects include artifacts displayed in a museum or objects displayed in exhibits or preserved insect specimens.

       Simulation versus Game

·         Simulation is a representation of a manageable real event in which the learner is an active participant engaged in learning a behavior or in applying previously acquired skills or knowledge.

o    Examples: Election, Sarisari store, emergency drills, bomb shelter, car accidents, etc.

·         A game is played to win to practice and refine skills and knowledge acquired.

Evaluating Contrived Experiences

·         Is the material necessary or can you make use of the original?

·         Could other device such as photo or chart portray the ideal more effectively?

·         Is the idea appropriate for representation in a model?

·         Are the important details of construction correct?

·         Could wrong impressions of size, color and shape result from using this model?

·         Does the model oversimplify the idea?

·         If it is workable, will it stand up under frequent use?

·         Is the model worth of the time, effort and money involved?

·         Will the model act as a stimulus to further learning?

·         Does the procedure reduce the amount of instruction required to master the lesson?

THREE -TIERED MODEL OF LEARNING

Three-tiered Model of Learning

 

 

·         Enactive is learning by doing and experiencing the consequences of your actions which provide information.

·         Iconic is learning through visual in the form of images ( a mental picture in the mind’s eye).

·         Symbolic is learning information in the form of code or symbol such as language.

 

·         He points out that every area of knowledge can be presented and learned in three distinct steps.

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

Pitfalls teachers should avoid on the use of Cone of Experience

·         Using one medium in isolation

·         Moving to abstract without adequate foundation of concrete experience

·         Getting stuck in the concrete without moving to the abstract hampers the development of students from engaging in Higher order thinking skills.

 

CONE OF EXPERIENCE BY EDGAR DALE

·         “The Cone is a visual analogy, and like analogies, it does not bear an exact and detailed relationship to the complex elements it represents “ – Edgar Dale

·         The Cone of Experience is a pictorial device used to show the progression of learning experiences from a direct, first-hand participation to purely abstract verbal symbol.

·         At the same time, it classifies various types of instructional materials according to the relative degree of experiential concreteness that each type provides.

·         It also suggests the most appropriate method a teacher can use to teach abstract concept that will be appropriate to the particular needs and abilities of the learner.

Dale explains that:

·         The individual bands of the Cone of Experience stand for experiences that are fluid, extensive and continually interact.

·         The different kinds of sensory aid often overlap and sometimes blend into one another.

 
Band of Experience in Dale’s Cone

·         Direct Purposeful- these are first hand experiences which serves as the foundation of our learning. This is taken from meaning information and ideas through seeing, hearing, touching, tasting and smelling. It is considered as learning by doing,

·         Contrived Experiences- Makes use of representative models or mock ups of reality for practical reasons and make a real-life experiences that are accessible to student’s perceptions and understanding.

·         Dramatized Experiences- By dramatization, students can participate in a constructed experience.

·         Demonstrations – A visualized explanation of an important fact, idea or process by the use of photographs, drawings, films, displays or guided motion. It is showing how things are done.

·         Study Trips- These are excursions and visits conducted to observe an event that is unavailable within the classrooms

·         Exhibits – These are displays to be seen by spectators. They consists of working models arranged meaningfully or photographs with models, charts and posters. It is sometimes called “ for your eyes only”.

·         Television and Motion pictures- This are reconstruction of reality of the past so effectively that we are made to feel we are there. The value of the messages communicated by the films lies in the feeling of realism, emphasis on persons personality, their organized presentations and their ability to select, dramatize, highlight and clarify

·         Still pictures, recordings and radio- these are visual and auditory devices used by an individual or a group. Still pictures lack the sound and motion of a sound film. The radio broadcast of an actual event may often be likened to a televised broadcast minus its visual dimensions

·         Visual Symbols- They are no longer realistic reproduction of physical things for these are highly abstract representations. Examples are charts, graphs, maps and diagrams.

·         Verbal Symbols – They are not like the objects or ideas for which they stand. They usually do not contain visual clues to their meaning. Written words fall under this category. It may be a word for a concrete object (book), an idea (freedom of speech), scientific principle or a formula.

Implications of the Cone of Experience:

·         We do not use only one medium of communication. We use as many IM to help the student conceptualize his experience.

·         For example, in a Science class desiring to study Waste Management, the teacher has a choice of one or a combination of the following media:

o    verbal symbols – textbooks and printed materials and plain lecture

o    visual symbols – graphs, cartoons, comic strip and other visuals

o    recordings/still pictures – recordings of advertisements or procedures in waste management, and still pictures showing activities in waste management

o    television – televised lecture about waste management

o    exhibits – exhibits of products or innovation from waste materials

o    field trip – conducting a field trip to an agency on waste management

o    demonstration – demonstration by an authority about certain activities of the agency

o    dramatization – by some members of the class who have done some research about the activities of the agency

o    simulation – simulating activities on waste management so that experiences come more real

o    direct participation – directly involving the class in the activities or procedures of waste management like recycling.

·         We avoid teaching directly at the symbolic level of thought without adequate foundation of the concrete – rootless experiences.

·         We don’t get stuck in the concrete. Let us strive to bring our students to the symbolic level or abstract to develop their HOTS.

ROLES AND FUNCTIONS OF EDUCATIONAL TECHNOLOGY

Roles of Technology in Delivering Lesson

·         Upgrading the quality of teaching-learning

·         Increasing teacher capability to teach effectively and students’ mastery

·         Broadening the delivery of education, i.e. Open University

·         Revolutionizing teaching from teacher-centered to student-centered.

·         Projected media shows details like parts of the nervous system, the fertilization of human beings, underwater life, Google Earth, etc.

Traditional Role

·         The learner learns from the technology and the technology serves as a teacher.

Constructivist Role

·         Technology helps the learner build meaningful experiences.

·         Technology is a learning tool to learn with not from.

·         From Constructivist View….

·         Technology as tools to support knowledge construction.

·         Technology as information vehicles for exploring knowledge to support learning by constructing.

·         Technology as support to learning by doing.

·         Technology as social medium to support learning by conversing.

·         Technology as intellectual partner to support learning by reflecting.

If properly selected and used, instructional materials can do the ff:

·         Arouse and sustain the interest and attention of the students to learn.

·         Concretize abstract concepts to promote meaningful learning.

·         Makes learning more permanent because of rich experiences they provide.

·         Provide self activities for independent learning.

·         Increase vocabulary by eliminating verbalism.

·         Increase the quality of learning while decreasing the time spent.

·         Check pupil preparedness.

·         Make learning more interactive, hence learning is improved.

Guidelines in the selection of IM

Size

·         big enough to be seen by the farthest pupil.

·         Relativity of size observed compared to other materials.

Color

·         Colorful

·         Life like colors

·         Harmonious, complementary

Durability

·         It can be used several times

Economy

·         Worth its cost

·         Easy to prepare

Easy To Handle

·         Light and easy to manipulate

·         Easy to put up and store

Relevance

·         Materials are updated

·         It is related to the lesson

·         It is based on the needs, problems and experiences of the target clientele.

Novelty

·         The material possesses the element of newness.

·         It arouses curiosity and sense of discovery in the learners.

HISTORY OF EDUCATIONAL TECHNOLOGY

Evolution of Educational Technology

 

Education during the Ancient Times

·         Educational Technology started during the ancient civilization when man started to use pointed sticks to in script signs and symbols on the leaves and knives on bark of trees.

·         When the Egyptians devised a system of picture writing known as hieroglyphics.

·         In ancient Greece, the Spartan education emphasized the development of the physical body coupled with discipline.

·         Boys underwent exercises and activities that promoted bodily strengths such as dancing, wrestling, swimming, gymnastic, etc.

·         Girls stayed by their mothers who taught them the rudiments of housekeeping and motherhood.

·         In Athens, they believed that mind and body has strong relationship, thus activities to develop both were the concerns in the music schools, grammar schools and public gymnasium.  Instructional materials were designed and implemented during this period.

 

Education during the Medieval Era

·         Emperor Frederick 1 of Bologna in 1158 chartered the first university.

·         Students are required to write their theses and defend them in public before the deans, faculty and rectors.

·         The curriculum of the Arabs among the moors of Spain was the most organized and complete in the elementary, secondary and collegiate.

 

Education during the Renaissance Period

·         The intellectual development  such as Humanism, Reformation, Realism, Disciplinism and Rationalism contributed to the development of educational technology along with theories and practices.

·         Bacon advanced his ideas about education

·         Locke came out with his idea about the nature of child’s mind at birth in Tabula Rasa.

·         Johann Amos Comenius was recognized for developing the first picture book – the Orbis Pictus (The World in Pictures). He was considered the pioneer in instructional technology development.

·         Maria Montessori contributed her ideas about teaching, the use of multi-sensory materials.

 

Education during the Age of Naturalism

·         Jean Jacques Rousseau on his naturalistic view of education contained in his book Emile.

·         Herbart also came out with his five formal steps to teaching known as Herbartian Method of Teaching

·         Preparation, presentation, comparison and abstraction, generalization and application.

·         Peztallozi came out with his idea that teaching is more effective if it proceeds from concrete to abstract.

·         Froebel, the father of kindergarten emphasized the used of actual objects, which can be manipulated by the learners. He recommended the use of play and songs.

 

Educational Movements in the 19^th Century

·         John Dewey formulated the scientific theory of learning.

·         Edward Lee Thorndike advanced the three primary laws of learning.

·         This era paved way to the development of educational technology, including books, blackboards and equipment.

·         Photography was invented giving way to visual instruction.

·         Publication of audio-visual media texts in 1929.

·         Educational films were used as instructional media in 1926.

·         First instructional TV program was aired in 1932 at the State University of Iowa.

·         At the same time, the 16mm sound motion picture was developed.

 

Education in Contemporary Times

·         Most schools have already adopted the computerization of school’s practices.

·         Multimedia resources and computers are common fixtures in all classrooms.

·         School’s curricula have revised and enriched their curricular offerings to include computer applications.

·         Trainings and retooling of teachers with regard to the use of CAI.