LESSON 10:DEMONSTRATION TEACHING

REFLECTION

Demonstration involves showing by reason or proof, explaining or making clear by use of examples or experiments. Put more simply, demonstration means to clearly show. In teaching through demonstration, students are set up to potentially conceptualize class material more effectively as shown in a study which specifically focuses on chemistry demonstrations presented by teachers. Demonstrations often occur when students have a hard time connecting theories to actual practice or when students are unable to understand application of theories.

LESSON 9: DRAMATIZED EXPERIENCES

REFLECTION

Dramatic experience requires us to be dramatic in our entrance into a classroom and in a lesson presentation. A dramatic entrance is something that catches and holds our attention and has an emotional impact. Something dramatic is something that is stirring or affecting or moving. If our teaching is dramatic, students may get attracted, interested and affected and may leave an impact on them. Dramatized experiences can range from the formal plays, pageant to less formal tableau, pantomime, puppets and role playing.

LESSON 8: CONTRIVED EXPERIENCE

REFLECTION

Contrived experiences are edited copies of reality and are used as substitute for real things when it is not practical or not possible to bring or do the real thing in the classroom.

We have models, mock up, specimens and objectives or artifacts and simulation. These are varied types of contrived experiences.

The most important things to remember when we make use of contrived experiences, if for one reason or another they could not replace the real things in size and color and we should at least cautions the user or the reader by giving the scale.

LESSON 7: DIRECT PURPOSEFUL EXPERIENCES AND BEYOND

REFLECTION

Direct experiences are first hand experiences that serve as the foundation of learning. The opposite of direct experiences are indirect or vicarious experiences

Direct experiences lead us to concept formation and abstraction. We should not end our lessons knowing only the concrete. We go beyond the concrete by reaching the level of abstract concepts.

LESSON 6: THE PROPER USE OF INSTRUCTIONAL MATERIAL

REFLECTION

The second guideline is the usage of instructional materials. After you have properly selected the material, you should as well effectively utilize it. According to Thomas Nagel, to ensure effective utilization of the instructional material, he advised us to abide by the acronym PPPF

Prepare yourself. It simply means that you should know your lesson objective and your expectation from the class after the session. There should be a planning ahead on how you're going to proceed the discussion and evaluate after.

Prepare your students. It implies setting class expectation and learning goals. This comes by throwing them guide questions and motivating them as a way of keeping them interested and engaged.

Present the material. It means you should rehearse first the materials you are going to use before presenting them to the class. This is important especially if the materials you are using are mechanical in nature, for example, power points and other multimedia presentations. This is to avoid what they call as R.O.G. Syndrome of Running out of Gas. This syndrome usually occurs due to lack of planning.

Follow Up. The main function of using instructional material is to achieve an objective and that is ultimately the learning of the students. Using this is not an end in itself but a means to an end so there is a need for follow up to know if you have attained your objective.

  The use of instructional material can be effective if it is properly selected depending on the topic and if it is properly used. It should be appropriate and satisfactory for the ultimate goal of facilitating learning.