LESSON 10:DEMONSTRATION TEACHING

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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

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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

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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

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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

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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.

Lesson 5: Cone of Experience

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Dale’s Cone of Experience is a visual model that is composed of eleven (11) stages starting from concrete experiences at the bottom of the cone then it becomes more and more abstract as it reach the peak of the cone. Also, according to Dale, the arrangement in the cone is not based on its difficulty but rather based on abstraction and on the number of senses involved. The experiences in each stages can be mixed and are interrelated that fosters more meaningful learning.

Moreover, the generalization about the Cone of Experience that was presented above is not enough. Actually, we should try to go deeper in each of the component of the cone since Educational Technology basically revolves around the Cone of Experience. By going one-by-one, starting from concrete to abstract, we will understand more the different components of the cone that will help us in grasping the real meaning of educational technology.

Lesson 4: Systematic Approach

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                 As depicted in the chart, the focus of systematic instructional planning is the student. Instruction begins with the definition of instructional objectives that consider the students’ needs, interest, and readiness. On the basis of this objective, the teacher selects the appropriate teaching methods to be used and, in turn, based on the teaching method selected, the appropriate learning experiences and appropriate materials, equipment and facilities will also be selected.

The chart shows that each step in the system approaches to instruction are interrelated with each other. It is an orchestrated learning pattern with all parts harmoniously integrated into the whole. As a teacher, you must do each step in order to have a better learning process and the students or the learner must be your main focus.

                The phases or elements are connected to one another. If one element or one phase of the instructional process fails, the outcome which is the learning is adversely affected. The attainment of the learning objectives is dependent on the synergy of all elements and all the factors involved in the process.