Lesson 10: Demonstration Experience

Like role-playing and pantomime of the dramatized experience, demonstration is also something very handy. It requires no elaborate preparation and yet as effective as the other instructional materials when done properly.

In Webster’s International Dictionary, it is define as, “A public showing emphasizing the salient merits, utility, efficiency, etc, of an article or product.” In teaching it is showing how thing is done and emphasizing of the salient merits, utility and efficiency of a concept, a method or a process or an attitude.

Guiding Principles(Edgar Dale 1969)

1. Establish rapport

• Greet your audience.
• Make them feel at ease by your warmth and sincerity.
• Stimulate their interest by making your demonstration and yourself interesting.
• Sustain their attention.

2. Avoid COIK fallacy (Clear Only If Known)

• Fallacy is the assumption that what is clear to the expert demonstrator is also clearly known to the person for whom the message is intended.
• To avoid the fallacy, it is best for the expert demonstrator to assume that his audience knows nothing or a little about what he is intending to demonstrate for him to be very thorough, clear detailed in his demonstration even to a point of facing the risk of being repetitive. 

 

Planning and Preparing For Demonstration-Brown (1969)

1. What are our objectives?
2. How does your class stand with respect to these objectives. This is to determine entry knowledge and skills of your students.
3. Is there a better way to achieve your ends? If there is a more effective way to attain your purpose, then replace the demonstration method with the more effective one.
4. Do you have access to all the necessary materials and equipment to make the demonstration? Have a checklist of necessary equipment and material. This may include written materials.
5. Are you familiar with the sequence and content of the purposed demonstration? Outline the steps and rehearse your demonstration.
6. Are the time limits realistic?

Point to Observe in the Demonstration-Dale (1969)

1. Set the tone for good communication. Get and keep your audience’s interest.
2. Keep your demonstration simple.
3. Do not wander from main ideas.
4. Check to see that your demonstration is being understood. Watch your audience for signs of bewilderment, boredom, or disagreement.
5. Do not hurry your demonstration. Asking questions to check understanding can serve as a “brake”.
6. Do not drag out demonstration. Interesting things are never dragged out. They create their own tempo.
7. Summarize as you go along and provide a concluding summary. Use chalkboard, the overhead projector, charts diagrams, PowerPoint and whatever other materials are appropriate to synthesize your demonstration.
8. Hand out written materials at the conclusion.

Questions to Evaluate Classroom Demonstration (Dale 1969)

• Was your demonstration adequately and skillfully prepared? Did you select demonstrable skills or ideas? Were the desired behavioral outcomes clear?
• Did you follow the step-by-step plan? Did you make use of additional material appropriate to your purposes- chalkboard, felt board, pictures, charts, diagrams, models, overhead transparencies, or slides?
• Was the demonstration itself correct? Was your explanation simple enough so that most of the students understood it easily?
• Did you keep checking to see that all your students were concentrating on what you were doing?
• Could every person see and hear? If a skill was demonstrated for imitation, was it presented from the physical point of view of the learner?
• Did you held students do their own generalizing?
• Did you take enough time to demonstrate the key points?
• Did you review and summarize the key points?
• Did your students participate in what you were doing by asking thoughtful questions at the appropriate time?
• Did your evaluation of student learning indicate that your demonstration achieved its purpose?

Actual Conduct of Demonstration

1. Get and sustain the interest of the audience
2. Keep the demonstration simple, focused and clear
3. Do not hurry nor drag out the demonstration
4. Check for understanding in the process of demonstration
5. Conclude with a summary
6. Hand out written material at the end of the demonstration

Lesson 9: Dramatized Experience

Dramatic - is something that is stirring, affecting, or moving.

Dramatic entrance - is something that catches and holds attention, and has emotional impacts.

Dramatized Experiences can be range from:

a. Formal Plays

   Depict life, character, culture, or a combination of the three. They offer excellent opportunities to portray vividly important ideas about life.

b. Pageants

   Are usually community dramas that are based on local history. An example is a historical pageant that traces the growth of a school.

c. Pantomime

    Is an art of conveying a story through bodily movements. The effects of pantomime to the audience depend on the movements of the actors.

d. Tableau

   A picture-like scene composed of people against a background

e. Role-playing

   An unrehearsed, unprepared, and spontaneous dramatization of a situation where assigned participants are absorbed by their own roles.

f. Puppets

   An inanimate object or representational figure animated or manipulated by an entertainer, who is called a Puppeteer. Puppets can present ideas with extreme simplicity.

Types of Puppets

Shadow puppet - flat, black, silhouette made from lightweight cardboard shown behind a screen.

Rod puppets - flat, cut figures tacked to a stick with one or more movable parts, and are operated below the stage through wires and rods.

Glove-and-finger puppets - make use of gloves which small costumed figures are attached

Marionettes - flexible, jointed puppets operated by strings or wires attached to a cross bar and maneuvered from directly above the stage.

Lesson 8: Contrived Experience

• Contrived experiences are the edited copies of reality and are used as substitutes for real things when it is not practical or possible to bring or do the real thing in the classroom. 
• They are designed to stimulate real life situations.

Examples:

1. Model

• A reproduction of a real thing in a small scale, or a large scale or exact size- but made of synthetic materials.
• It is a substitute for a real thing which may or may not operational –Brown, et. al, 1969

 

2. Mock up

• An arrangement of a real device or associated devices, displayed in such way that representation of reality is created
• A special model where the parts of a model are singled out, heightened and magnified in order to focus on that part or process under study.
• The best example of Mock up is Planetarium.

 

3. Specimen

• Any individual or item considered typically of a group, class, or whole.

 

4. Object

• May also include artifacts displayed in a museum or objective displayed in exhibits or preserved insect specimens in science.

 

5. Simulation

• A representation of a manageable real event in which the learner is an active participant engage in learning a behavior or in applying previously acquired skills or knowledge  -Orlich et. al, 1994

 

6. Game

Games are used in any of these purposes:

• To practice and/or to refine knowledge/skills already acquired
• To identify gaps and weaknesses in knowledge or skills
• To serve as a summation or review
• To develop new relationships among concepts and principles

Why do we make use of contrived experiences?

• Overcome limitations of space and time
• To edit reality for us to be able to focus on parts or process of a system that we intend to study.
• To overcome difficulties of size
• To understand the inaccessible
• Help the learners understand abstraction

Ten general purposes of simulations and games

1. to develop changes in attitudes
2. to change specific behaviors
3. to prepare participants for assuming new roles in the future
4. to help individuals understand their current roles
5. to increase the students’ ability to apply principles
6. to reduce complex problems or situations to manageable elements
7. to illustrate roles that may affect one’s life but that one may never assume
8. to motivate learners
9. to develop analytical processes
10. to sensitize individuals to another person’s life role

Lesson 7: Direct-Purposeful Experience

• Direct-purposeful experiences are our concrete and first hand 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 the sensory experiences.

Examples 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, hear about them. They are not firsthand but rather vicarious.

Why are these direct experiences described to be purposeful?

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

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

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

What does Direct Purposeful Experience imply to the Teaching-Learning Process?

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

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

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

• Let us guide our students so that they can draw meaning from the 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 learner?
• Is the physical condition of the material satisfactory? An example, is a photograph properly mounted?
• Is there a teacher’s guide to provide a briefing for effective use? The chance that the instructional material will be use to the maximum and to the optimum is increased  with a teacher’s guide
• Can the material in question help to make a student better thinkers and develop their critical faculties? With exposure to the mass media, it is highly important that we maintain and 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, expense 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 r instructional materials. You have a plan on how you will proceed, what question to ask, how  you will evaluate learning and how you will tie 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.

Prepare the Materials

• Under  the best possible conditions.  Many teachers are guilty of the R.O.G syndrome. This is means “running out if gas” which usually refers from poor planning. (Smith, 1972) using media and materials, especially if they are mechanical in nature, often requires rehearsal and a carefully planned performance. Wise are you if  you try the materials ahead of your class use to avoid a fiasco.

Follow - up

• Remember that you use instructional materials to achieve an objective, not to kill time nor to give yourself a break, neither to merely entertain the class. You use the instructional for the attainment of a lesson objective. Your use the instructional material is not the end in itself. It is a means to an end, the attainment of a learning objective. 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

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.
• No instructional material, no matter how superior, can take the place of an effective teacher.
• Instructional materials may be perceived to the labor saving device for the teachers. On the contrary, the teacher even works harder when she makes good use of instructional material.
• “You should have a good idea of your destination, both in the over-all purposes of education and in the everyday work of your teaching. If you do not know where you are going, you cannot properly choose a way to get there.”

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.Verbal 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

Systematic Organize

         Relating to or consisting of a systemic. 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).

Systematic Approach to Teaching to Teaching

        It is a network of elements or parts different from each other 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.

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. The focus of systematic instruction planning is the student.

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

Systematic Instruction

Define Objectives - instruction begins with the definition of instructional objectives that consider the students’ needs, interest and readiness.

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

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

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

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.

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.

Evaluate outcomes - after instructions, teacher evaluates the outcome of instruction.

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

EXAMPLES OF LEARNING ACTIVITIES

1. Reading

2. Writing

3. Interviewing

4. Reporting of doing Presentation

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.

• From the traditional Point Of View, technology serves as source and presenter of knowledge. (David H. Jonassen 1999)
• Technology like computer is seen as a productivity tool.
• With the eruption of the INTERNET in the mid 90s.
• From the contructivist Point of View, educational technology serves as a learning tool that learners learn with.

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

• Technology as tools to support knowledge construction:

For representing learners’ ideas, understanding and beliefs for organized, multimedia knowledge bases by learners. 

For producing organized, multimedia knowledge bases by learners

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

For accessing needed information

For comparing perspectives, beliefs and world view

• Technology as context to support learning-by-doing:

For representing and simulating meaning realworld problems, situations and context. 

For representing beliefs, perspectives, arguments, and stories of others. 

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

•  Technology 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. 

•  Technology 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 internal negotiations and meaning making. 

For constructing personal representations of meaning 

For supporting mindful thinking.

Lesson 2: Boon or Bane?

" Technology is in our hands. We can use it to build or to destroy."

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:

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

• Technology contributes much to the improvement of the teaching- learning process and to the humanization of life.

• With cellphones, web cams you will be closer to someone miles and miles a way.

• Many human lives saved because of speedy notifications via cell phones.

• Your teaching and learning can be more novel, stimulating, exciting engaging with the use of multimedia in the classroom. 

• With TV, you can watch events as they happen all over the globe.

The education Technology is bane when:

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

Examples: 

It can destroy relationships.

Erode marital relationship.

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

• The learner surfs the Internet for pornography.

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

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

• 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.

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

• Because of our cell phone, we spend most of time in the classroom or in workplace texting.

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

• 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 teacher for technology.

Lesson 1: Educational Technology

According to research, people tend to remember:

10% of what they read

20% of what they hear 

30% of what they see 

50% of what they hear and see 

70-90% of what they see, hear and experience 

Educational Technology

Is the application of technology in the educative process that takes place in education institution.

Technology in Education

Is the application of technology in operation of educative institution. 

Ex: ID System

Instructional Technology

Is refers to aspects of educational technology that are concerned with instructions.

Technology Integration

Is using learning technologies introduce, supplement and extra skills.

Benefits from using Educational Technology:

1. Increase the quality of learning and the degree of its mastery through the use of special effect of unique programming that are considered individualized, valid and assemble. 

2. Decrease the time spent in instruction for learners to achieved desired learning objectives. 

3. Increase efficiency of teachers. 

4. Reduce educational cost w/out 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 materials. 

3. Know the content of material. 

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

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 student for what they will see, hear and do as lessons unfold. 

9. Operate equipment needed for efficient use. 

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

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

Media

Are the means of implementing those materials.

Commonly used Media/Materials for Instruction

1. Prnt Media/Materials 

Considered to be the most dominant and primary means of communicating subject matter to students, 

Ex: Book 

Textbook 

Periodicals such as news paper, magazines, journals, handouts and manuals. 

2. Still Pictures and Graphics 

Useful means of expressing ideas; employ lines, patterns, color and shades to convey information. 

Ex: Pictures 

Graphics, such as maps, diagrams, charts/graphs, tables, posters and cartoons 

Visual display devices such as chalkboards, white board, magnetic board, bulletin board. 

Projection devices such as slides, and filmstrips, projector, opaque projections and overhead projector. 

3. Sound Recording and Radio 

• Phonograph  

• Audio Tapes 

• Compact Disc 

• Radio 

4. Film and Television 

5. Video Recording 

• Cables and Satellites 

• Camcorders 

6. Computer Based Learning (CBL) 

Enables the students to study almost anytime and convenient locations and with varying ability.  

7. The Web

General Principles/Criteria for DSelection of Instructional Materials

1. Appropriateness 

Materials must catch the general and specific objectives of the lesson; Must be appropriate to the:

• Difficulty of the concept 

• Vocabulary level of the students 

• Methods used in teaching 

• 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 from learning and stimulate. 

4. Organization and Balance 

Materials must be clearly, logically sequence. 

5. Cost and Effective/Economy 

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

6. Breadth

The scope of materials must suit in many different types of learners and learning process.

10 Commandments in Creating Learning Materials

1. Do not over crowd. 

2. Be consistent in format, layout and convention. 

3. Use appropriate typefaces, and point uses. 

4. Used bold, italics for emphasis, but do not over used them. 

5. Use titles, headings and sub-headings to clarify and guide. 

6. Use numbers to direct through sequences. 

7. Use graphics and illustration to reinforce ideas. 

8. Use symbol and icons as identifying marks. 

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

10. Produce the materials with technical excellence.