Lesson 15: Project-Based Learning and Multimedia: What is it?

  After learning that we need to make use of a combination of learning resources and media to make our teaching as concrete as we can so abstractions will be clear and meaningful, let us now learn a method or learning that utilizes multimedia, project-based learning.

  Project-based Multimedia learning involves learning by doing in which the students can show their outputs through the use of multimedia. Other than that, we can also acquire important skills. These skills can be used in our daily lives as well as in our future affiliations. And so, it is important for us that we utilize various types of instructional media to achieve effective teaching-learning process. This is very essential especially for us, future educators. 

Lesson 14: Maximizing the Use of Overhead Projector and Chalkboard

  New technology introduced terms like multimedia, hypermedia, etc. But let us admit that the technology divide is real. Many schools esp. those who have not been reached by electricity for one reason or another, do not have a computer. As a result, chalkboard are used to facilitate learning.

  The use of OHP gives convenience and versatility. It gives a more transparent and clear presentation of your topics. However, without resources and electricity, the use of chalkboard can be very helpful. Just like the traditional way, it can be used as an instructional media. But good and clear handwriting is needed to be effective.

Lesson 13: Teaching with Visual Symbols

  From learning from of real-world experience, we proceed to the world of symbols. Visual drawings include drawings, cartoons, strip drawings, map, graphic organizer and others. This provide an abstract learning to the students. 

  The highest form of Dale’s Cone of Experience is the abstract learning. This involves Visual symbols and comes in many forms. The proper use of visual symbols can promote optimum learning. And so, the students must be guided. It also stimulated higher-order thinking and logical thinking of students. The most important thing is that as teachers, we must balance what IM’s to be used in the class.

Lesson 12: The Power of Film, Video and TV in the Classroom

  The appeal of visual media continues to make film, video and television as educational tools with high potential impact. They are very accessible and easy to use. So, let us use them as an instructional material in the classroom.

  

The use of film, videos, and television in instruction can be very powerful. It can gain attention and provide more realistic experience in learning which makes it more fun. However, if not used properly, it can encourage passivity. And so, we must encourage interactive viewing. We can give questions and activities so that they can also apply what they have learned.

Lesson 11: Making Most of Community Resources and Field trips

  Conducting field trips is also one of the instructional methods that we can use to provide authentic and concrete learning experience to our students. Yet, there are a lot of things to be considered when we conduct it. And so, this lesson will give us some tips on how to make the most of having field trips.

  

Field trips must be thoroughly planned out. And it is undeniably costly. But, it would also give rich experiences to the students. However, to have an effective and memorable experience, you must conduct field trips especially on  community resources that is very relevant and educational to them. Other than that, always follow the proper procedures to avoid inconveniences.

Lesson 10: Teaching Demonstrations

  Demonstration is the fourth in Dale’s Cone of Experiences. It is the process of showing the methods on how something is done. Yet, it is very handy. Unlike the dramatized experiences, it requires not much of elaborate preparation and yet executes effectiveness just like any other instructional materials when done properly.
  Demonstration is also one of the most widely used in teaching. 

 To conduct a good demonstration, the teacher must be accompanied by some visuals. The demonstrator must also consider guiding principles, planning, and organizing his/her demonstration beforehand. This is to avoid inefficiency. You can also use some questioning techniques or certain activities and a good sense of humor that can catch attention and motivate your students to learn. Sometimes, boredom strikes to the students if you do not show enthusiasm.

Lesson 9: Dramatized Experiences

 

Dramatic experiences come next to contrived experiences in Dale’s Cone of Experience. A dramatic entrance is something that catches and holds our attention and has an emotional impact. Dramatized experiences can range from the formal plays, pageants, tableau, pantomime, puppets and role-playing.

   Through these dramatic experiences, the student’s multiple intelligences will be catered. These include the kinesthetic, musical and interpersonal skills. The process undertaken is more on the development of the social aspect of the students where there is creative interaction and sharing of ideas taking place. Thus, it is very beneficial to the students. Not only it is beneficial, it also catches attention and excites students’ interest in learning. Hence, the teacher should make use of the different experiences so that the students may feel eagerness to learn and it may leave a huge impact on them.

Lesson 8: Contrived Experiences

    If for one reason or another, we cannot employ direct experiences as materials for instruction, let us make use of an “edited version of direct experience”-the contrived experience. In other words, they are substitutes of real things unlikely to be brought in class. These include models, mock-ups, specimens, objects, simulations and games. 

Although some things aren’t feasible to be brought in the class, learning is not hindered. That is because we can make use of these instructional materials that provide contrived experiences to the learners. Despite the fact that these instructional materials won’t actually copy all the characteristics of the real thing, these can give a huge impact on learning. With these models, mock ups and simulations, students may be able to manipulate the IM’s for closer and thorough observation for generation of ideas. Hence, these IM’s help in the abstraction of the students.

Lesson 7: Direct and Purposeful Experiences

  Following Edgar Dale’s Cone of Experience, this lesson will provide wider details about the first and most concrete among the instructional materials, the direct and purposeful experiences.

Learning as they say, must start from concrete to abstract. As the first of Dale’s Cone of Experience, Direct and Purposeful Experiences serve as the foundation of learning. Moreover, firsthand experiences leave long-term learning to the students. But, even concrete experiences were not enough. As a facilitator, teachers must also consider the critical thinking and abstracting ability of the students. We must not rely always on concrete learning, but we must explore and go beyond to attain better and broader understanding.

Lesson 6: Using and Evaluating Instructional Materials

   To attain the best results in our teaching, we must know how to select and use instructional materials. Choosing and utilizing these materials appropriately help us achieve our desired learning objectives. 
  There are guidelines that ought to be observed; in their selection and in their use.

  

  
   It doesn’t matter if your instructional materials were expensive and complex. What makes the most of the materials is the proper selection and utilization. We must consider its durability, efficiency and relevance to the topic. We must also consider its appropriateness to the students. Hence, if the guidelines shown above were used, then it is very likely that you would attain the learning objectives.

Lesson 5: Edgar Dale's Cone of Experience

   This lesson will introduce Edgar Dale’s Cone of Experience to acquaint us with various instructional media which form part of the system’s approach to instruction, as well as Jerome Bruner’s Three-Tiered Model of Learning.

 

 The CONE of EXPERIENCE is a visual model by Edgar Dale, a pictorial device that presents bands of experience arranged according to degree of abstraction and not the degree of difficulty. 

    


  The Cone of Experience should not be taken literally. The learning experiences must not be isolated from one another and it does not mean that learning should always start from the bottom to top. These experiences can be interrelated with one another, thus creating concrete and abstract experience. We must also practice not to always rely on one medium only. The Cone of Experience reminds us to make use of a combination of as many learning resources as we can thus making sure to have adequate foundation of concrete experience before moving into abstract.

Lesson 4: Systematic Approach to Teaching

    In this lesson, we will be introduced to the Systematic Approach to Teaching. This approach views the entire educational program as a system of closely interrelated parts. To understand more, below is a graphic organizer showing its different phases:

  


   The systematic approach is an orchestrated learning pattern with all the parts harmoniously integrated into a whole: the school, the teacher, the students, the objectives, the media, the tools and procedures. Thus, all its elements are interconnected. In other words, all the factors and its elements must be taken into consideration. The choices to be considered must be dependent on the learning objectives, that were also dependent on the students’ styles, experiences, development, and background. Overall, the elements in the systematic design must be well-executed and attained, or else, the instructional process fails. That is why, the application of this approach is crucial yet gives a structured outcome to the learners and teachers.