Ed.

tech 1: lesson 1-18

EDUCATIONAL TECHNOLOGY
Objectives:
1. To define educational technology
2. To learn the difference of educational technology from technology
in education
3. To explain the relation of educational technology, instructional
technology integration and educational media to one another.

ABSTRACTION
     To understand the meaning of educational technology, it may
be good to begin with the meaning of technology. The word
“technology “ comes from the Greek word techne which means craft
or art.based on the  etymology of the word “technology”, the term
educational technology, therefore refers to the art or craft of
responding to our educational needs.
     Many people think that technology refers only to machines
such as computers, tv, videos, and the like. All these from part
of technology but educational technology is all these and more!
Technology is not just machines. It is a “planned, systematic
method of working to achieve planned outcomes – a process not a
product. Technology is the applied side of scientific
development. “ (Dale, 1969) technology refers to any valid and
reliable process or procedure that is derived from basic research
using the scientific metho.”
(http//en.wikipedia.org?/wiki/educational
-technology#perspectives _and_meaning) technology refers to “all
the ways people use their inventions and discoveries to satisfy
their needs and desires”. (the World Book Encyclopedia, Vol 19).
So, educational technology refers to how people use their
inventions and discoveries to satisfy their educational needs and
desires, i.e learning.
     Educational technology is a “complex, integrated process
involving  people, procedures, ideas and organization for
analyzing problems and devising, implementing, evaluating, and
managing solutions to those problems, involved in all aspects of
human learning” (Association for educational Communications and
Technology, 1977. The definition of educational technology, 1-16,
Washington DC: AECT)
     Educational technology “consist of the designs and
environments that engage learners …and reliable technique or
method for engaging learning such as cognitive strategies and
critical thinking skills” (David H. Jonassen, et al 19999).
     Educational technology is a theory about how problems in
human learning are identified and solved. ( David H. Jonassen,
Kyle L. Peck, Brent g. Wilson, 1999). As a theory, educational
technology has an “integrated set of principles that explain and
predict observed events.
     Educational technology is field involved in applying a
complex, integrated process to analyze and solve problems in
human learning (David H. Jonassen, et al 1999)
     Educational technology is a field study which is concerned
with the practice of using educational  methods and resources for
the ultimate goal of facilitating the learning process (Lucido
and Borabo 1997).
     Educational technology is a profession like teaching. It is
made up of organized effort to implement the theory, intellectual
 techniques, and practical application of educational technology
(David h. jonassen, et al 1999)
     From the definitions of educational technology given above,
we can say that the educational is a very broad term. It is the
application of scientific findings in our method.  Or procedure
of working in the field of education in order to effect learning.
     Technology in education is “ the application of technology
to any of those processes involved in operating the institutions
which house the educational enterprise. It includes the
application of technology to food. Health, finance, scheduling,
grade, reporting, and other processes which support education
within institutions”. (David H. Jonassen, et, al 1999).
     Instructional technology is a part of educational
technology. Technology integration means using “learning
technologies to introduce, reinforce, supplements and extend
skills.” (Williams, ed.2000).
     Educational media are channels or avenue or instruments of
communication. Examples are books, magazines, newspapers, radio,
television and internet. These media also serve educational
purposes.
     Which of the terms above are very much related to
educational technology? Which one is least related?

LESSON – II
TECHNOLOGY BOON OR BANE
Objective:
1. To interpret technology as boon or bane.

ABSTRACTION
     Technology is a blessing for man. With technology, there is
a lot that we can do which we could not  do then.  With cell
phones, webcam, you will be closer to someone miles and miles
away.  So far yet so close! That is your feeling when you talk
through a cell phone to a beloved one who is far away from home.
Just think of the many human lives saved because of the speedy 
notifications via cell phones. Just think of how your  teaching 
and learning have become more novel, stimulating, exciting and
engaging with the use of multimedia in the classroom. With your
tv, you can watch events as they happen all over the globe.
     However, when not used properly, technology becomes a
detriment to learning and development. It can destroy
relationships.  Think of the husband who is glued to tv unmindful
of his wife seeking his attention. This may eventually erode
marital relationship. Think of the student  who surfs the
internet for pornographic scenes. He will have trouble  with his
development. The abuse and misuse of the internet will have far
reaching unfavorable effects on his moral life. The teacher who
schedules class  tv viewing for the whole hour to free herself
from a one – hour teaching and so can engage in “tsismis” ,
likewise will not benefit  from technology. Neither will her
class truly benefit from the whole period of tv viewing.

In education, technology is bane when:

         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  an uncritical mind on the 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 our time in the
classroom or in our workplace texting
         We use overuse and abuse tv or film viewing as a strategy to
kill time.
Let’s go back  to the question asked  at the beginning of this
lesson. Is technology boon or bane to education? It depends on
how we use technology. If we use it to help our students and
teachers become caring, relating, thinking, reflecting,  and
analyzing and feelings beings, then it is boon, a blessing. But
if we abuse and misuse it and so contribute to ruin  and downfall
and those of other persons, it becomes a bane or a curse.

LESSON - III
ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING
Objective:
1. To identify the roles of educational technology in learning.
ABSTRACTION
     For the traditional point of view, technology serves as a
source and presenter of knowledge. It is assumed that “knowledge
is embedded in the technology (e.g the content presented by films
and tv programs or the teaching sequence in programmed
instruction) and the technology presents that knowledge to the
student (David H. Jonassen, et al,1999).
     Technology like computers is seen as a productivity tool.
The popularity of  word processing, databases, spreadsheets,
grapic programs and desktop publishing in the 1980’s points to
this productive role of educational technology.
     With the eruption of the INTERNET in the mid 90’s,
communications and multimedia have dominated the role of
technology in the classroom for the past few years.
     From the constructivists point of view, educational
technology serves as learning tools that learners learn with it.
It engages learners in “active, constructive, intentional,
authentic and cooperative learning. It provides opportunities for
technology and learner interaction for meaningful learning. In
this case, technology will not be mere delivery vehicle for
content. Rather it is used as facilitator of thinking and
knowledge construction.
     From a constructivist perspective, the following are roles
of technology in learning: (Jonassen, et al 1999).
         Technology as tools to knowledge construction:
o   For representing learners’ ideas, understanding and beliefs
o   For producing organized, multimedia knowledge bases by learners
         Technology as information vehicle for exploring knowledge to
support learning – by – constructing:
o   For accessing needed information
o   For comparing perspectives, beliefs and world views
         Technology as context to support learning – by – doing:
o   For representing and stimulating meaningful real – world
problems, situation and context
o   For representing beliefs, perspectives, arguments and stories of
others
o   For defining a safe, controllable problem space for student
thinking
         Technology as a social medium to support learning by conversing:
o   For collaborating with others
o   For discussing, arguing, and building consensus among members of
a community
o   For supporting discourse among knowledge – building communities
         Technology as an intellectual partner (Jonassen 1996) to support
learning – by – reflecting:
o   For helping learners to articulate and represent what they know
o   For reflecting on what they have learned and how they came to
know it
o   For supporting learners internal negotiations and meaning making
o   For constructing personal representations of meaning
o   For supporting mindful thinking
Whether used from the traditional or constructivist point of
view, when used effectively, research indicates that technology 
not only “increases students” learning, understanding and
achievement but also augments motivation to learn encourages
collaborative learning and supports  the development of critical 
thinking and problem – solving skills” (Shracter and Fagnano,
1999). Russel and Sorge (1999) also claims that the proper
implementation of technology in the classroom gives students more
“control of their own learning and.. tends to move classroom from
teacher – dominated environments to ones that are more learner –
centered. The use of technology in the classroom enables the
teacher to do differentiated instruction considering the
divergence of students‘ readiness level , interests, multiple
intelligences, and learning styles. Technology also helps
students  become lifelong learners.

LESSON - IV
SYSTEMATIC APPROACH TO TEACHING
Objectives:
1. To know what is systematic approach to teaching
2. To enumerate the elements of systematic approach in teaching

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

     The use of learning materials, equipments and facilities

necessities assigning the appropriate personnel to assist the
teacher and defining the role of any personnel involved in the
preparation, setting and returning of these learning resources. (
 in some school settings, there is a custodian/librarian who take
care of the learning resources  and technician who operate the
equipment while teacher facilitates). The effective use of
learning resources  is dependent on the expertise  of the
teacher, the motivation level or responsiveness, and the
involvement of the learners in the learning process. With the
instructional objective in mind, the teacher  implements planned
instruction with the use of the selected teaching method,
learning activities and learning materials with  the help of
other personnel whose role has been defined by the teacher.

     Will the  teacher use direct instruction or indirect

instruction? Will he/she  teach the deductive or the inductive
method? It depends on his/her instructional objective, nature of
the subject matter, readiness of students and the facilitating
skills of the teacher himself or herself.

     Examples  of learning activities that the teacher can choose

from, depending on his/her  instructional objective, nature of
the lesson content, readiness of the students, are reading,
writing, interviewing, reporting or doing presentation,
discussing, thinking, reflecting, dramatizing, visualizing,
creating, judging and evaluating,

     Some examples of learning resources for instructional  use

are textbooks, workbooks, programmed materials, computer,
television programs, video clips, flat pictures, slides and
transparencies, maps, charts, cartoons, posters, models, mock –
ups, flannel board materials, chalkboard, real objects and the
like.

     After instruction, teacher evaluates the outcome of

instruction,. From the evaluation results, teacher comes to know
if the instructional objective was attained. If the instructional
objective was attained, teacher proceeds to the next lesson going
through the same cycle once more. If instructional objective was
not attained, then the teacher diagnoses what was not learned and
finds out why it was not learned in order to introduce a remedial
measure for improved student performance and attainment of
instructional objective. This way no learners will be left
behind.

LESSON - V
CONE OF EXPERIENCE
Objectives:
1. To define cone of experience
2. To enumerate the sensory aids in the cone of experience
3. To identify the implication to teaching
ABSTRACTION
     The cone of experience is a visual model, a pictorial device
that presents bands  of experience arranged according to degree
of abstraction  and not degree of difficulty. The further you go 
from the bottom of the cone, the more abstract the experience
becomes.
     Dale (1969) asserts that:
     The pattern of arrangement of the bands of experience is not
difficult but degree of abstraction – the amount of immediate
sensory  participation that is involved. A still photograph of a 
is not more difficult to understand than a dramatization of
Hamlet. It is simply in itself a less concrete teaching  material
than the dramatization (Dale, 1969)
     Dale further explains that “the individual bands of the cone
of  experience stand for experiences that are fluid, extensive,
and continually interact” (Dale, 1969). It should not be taken
literally in its simplified form. The different kinds of sensory
aid often overlap and sometimes blend into one another. Motion
pictures can be silent or they can combine sight and sound.
Students may merely view a demonstration  or  they may view  it
then participate in it.
     Does the cone of experience mean that all the teaching and
learning must  move systematically  from base to pinnacle, from
different purposeful experiences to  verbal symbols? Dale (1969)
categorically says:
     …No. we continually shuttle back and forth among various
kinds of experiences. Every day each of us acquires new concrete
experiences – through walking on the street, gardening,
dramatics and endless other means. Such learning by doing, such
pleasurable return to the concrete is natural throughout our
lives – and at every age level. On the other hand, both the
older child and the young pupil make abstractions every day and
may need help in doing this well.
     In our teaching then, we do not always begin with direct
experience at the base of the cone. Rather, we begin with the
kind of experience that is most appropriate to the needs and
abilities of particular learning situation. Then, of course we
vary this experience with many other types of learning
activities. (Dale, 1969).
     One kind of sensory experience is not necessarily more
educationally useful than another. Sensory experienced are mixed
and interrelated. When students listen to you as you give your
lecturette, they do not just have an auditory experience. They
also have visual experience in the sense that they are “reading”
your facial expressions and bodily gestures.
     We face some risk when we overemphasize the amount of direct
experience to learn a concept. Too much reliance on concrete
experience may actually obstruct the process of meaningful
generalization. The best will be striking a balance  between
concrete and abstract, direct participation and symbolic
expression for the learning that will continue throughout life.
     It is true that the older the person is, the more abstract
his concepts are likely to be. This can be attributed to
physical  maturation, more vivid experiences and sometimes
greater motivation for learning.  But an older student does not
live purely in his world of abstract ideas  just  as a child
does  not  only in the world of sensory experience . both old and
young shuttle in a world of the concrete and he abstract.
     What are these bands of experience  in Dale’s Cone of
experience? It is best to look back  at the cone itself. But let
us expound  on each of them starting with the most direct.
     Direct purposeful experiences – these are first hand
experiences which serves as the foundation of our learning.  We
build up our  reservoir of meaningful information and ideas
through seeing, hearing, touching, tasting and smelling. In the
context  of teaching – learning process, it is learning by doing.
If I want my student to learn how to focus on a compound light
microscope, I will let him focus one, of course, after I showed
him how.
     Contrived experience – in here, we make use of  a
representative models or mock – ups of reality for practical
reasons and so that we can make the real -life  accessible to the
students’ perceptions and understanding. For instance a mock – up
of Apollo,  the capsule for the exploration of the moon, enabled
the North American Aviation Co. to study the problem of lunar
flight.
     Remember how you will taught to tell time? Your teacher may
have use a mock – up, a clock whose hands you could  turn to set
the time you were instructed to set. Simulations such as playing,
“sari – sari” to teach  subtracting centavos from pesos is
another  example of contrived experiences.  Conducting election
of class and school officers by  simulating  how local and
national elections are conducted is one more example of contrived
experiences.
     Dramatized experiences – by dramatization,  we can
participate in a reconstructed experience, even though the
original  the original event is far removed from us in time. We
relieve the outbreak of the Philippine revolution by acting out
the role of characters in the drama.
     Demonstrations – it is a visualized explanation of an
important fact, idea or process by the use  of photographs,
drawings, films, displays or guided motions. It is showing how
things are done. A teacher  in Physical Education shows the class
how to dance tango.
     Study trips –these are excursions, educational trips, and
visits conducted to observe an event that is unavailable within
the classroom.
     Exhibits – these are displays to be seen by spectators. 
They may consists of working models arranged meaningfully or
photographs with modes,  charts, posters. Sometimes exhibits are
“ for your eyes only” . there are  some exhibits however, that
include sensory  experiences where spectators are allowed to
touch or manipulate models displayed.
     Televisions and motion pictures – televisions and motions
pictures can reconstruct the reality of the past so effectively
that we are made to feel we are there.  The unique value of the
messages communicated by fil and television lies in their feeling
of realism, their emphasis on persons and personality, their
organized presentation, and their ability to select, dramatized,
highlight, and clarify.
     Still pictures, recordings, radio  - these are visual and
auditory devices which may be 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 Liked to a
televise broadcast minus its visual dimension.
     Visual symbols – these 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), a scientific principle ( the principle of balance), a
formula (e=mc2)
      What are the implications of the Cone of Experience in the
teaching  - learning process?
1. We do not use only one medium of communication in isolation. 
Rather we use many instructional materials to help the learner
conceptualize his/her experience.
2. We avoid teaching directly at the symbolic level of thought
without adequate foundation of the concrete. Learners concept
will lack deep roots in direct experience.  Dale cautions us when
he said: “ these rootless experiences will not have the
generative power to produce  additional concepts and will not
enable the learner to deal with the new situations that he faces”
(Dale, 1969).
3. When teaching, we don’t get stuck in the concrete. Let us strive
to bring our students to the symbolic or abstract level to
develop their higher order thinking skills.
    

LESSON - VI
USING AND EVALUATING INSTRUCTIONAL MATERIALS
Objective:
1. To label guidelines that should be considered in the selection
and use of instructional materials.
ABSTRACTION
     One of the instructional materials used to attain
instructional objectives is fieldtrip.
It is not enough to bring the class  out for the fieldtrip and
make them observe anything or everything or use their
instructional materials for no preparation and clear reason at
all. Perhaps this is what happened to the field trip joined in by
Linus, that’s why he seems not able to cite something specific
that he learned from the field trip.
     For an effective use of instructional materials such as
field trip, there are guidelines that ought to observed, first of
all, in their selection and second, in their use.
Selections of Materials
     The following guide questions express standards to consider
in the selection of instructional materials:
         Does the material give a true picture of the ideas they present?
To avoid misconceptions, t 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 the 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
     You may have  selected your instructional material well.
This is no guarantee that the instructional material will be
effectively utilized. It is one thing to select a good
instructional material, it is another thing to use it well.
     P – prepare yourself
     P – prepare your student
     P – present the material
     F – follow – up
     To ensure the effective use of instructional material,
Hayden Smith and Thomas  Nagel, (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.
     Present the material. 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
or not.

LESSON - VII
DIRECT, PURPOSEFUL EXPERIENCES AND BEYOND
Objectives:
1. To  identify  guidelines should be consider in the selection  and
use of the instructional materials
2. To distinguish where should these direct purposeful experience
lead the learner for meaningful learning
ABSTRACTION
     Whatever skills or concept we have did not come out of the
blue. We spent hours doing the activity by ourselves in order to
acquire the skill. The same thing is through with the four 
(4)narrators above. They learned the skills by doing. The
Graduate School Professor  had to do the computer task herself to
learn the skill. The secretary learn from her mistake and
repeatedly doing the task correctly enabled her to master the
skill. The Grade IV pupil got a crystal clear concepts of the
size of the elephant and giraffe. For the Grade VI teacher, the
statistical concepts of positive and negative discrimination
indices became fully understood only after the actual experience
of item analysis. All these experiences point to the need to use,
whenever we can, direct, purposeful experiences in the teaching –
learning process.
     What are referred to as a direct, purposeful
experience? These are our concrete and firsthand  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 generalization that gives meaning and
order to our lives. (Dale. 1969). They are sensory experiences.
     These direct activities  may be preparing   meals , making a
piece of furniture, doing power point presentation, performing a
laboratory experiment, delivering a speech, or taking a trip.
     In contrast, indirect experiences are experiences of other
people that we observe, read or hear about. They are not our own
self – experiences but still experiences in the sense that we see
, read hear about them. They are not firsthand but rather
vicarious or indirect experiences .
     Climbing a mountain is a firsthand, direct experience.
Seeing it done on films or reading about it is vicarious,
substitute experience. It is clear, therefore, that we can
approach the world of reality directly through the senses and
indirectly with reduced sensory experience. For example, we can
bake black forest cake or see it done in the tv or read about it.
     Why are these direct experiences described to be
purposeful?  Purposeful because the experiences are not purely
mechanical.  They are not a matter of going through the motion.
These are not “mere sensory excitation”. They are experiences
that are internalized  in the sense that these experiences
involved the asking of questions that have significance in the
life of the person undergoing the direct experience.
     They are also described as purposeful because these
experiences are undergone in relation to a purpose, i.e.
learning. Why do we want our students to have a direct experience
in conducting an experiment in the laboratory? It is done in the
relation to a certain learning objective.
     Where should these direct , purposeful experience lead us
to? The title of this lesson “direct, Purposeful Experiences and
Beyond” implies that these direct experiences must not be the
period or the dead end. We must be brought to a higher plane. The
higher plane referred  to here is the level of generalization and
abstraction.
     That is why we speak of “hands – on, minds – on, and hearts
– on” approach. Out of the direct experience , thoughts or
meanings following reflection must flow or run the risk  of a
lesson consisting of activity after another activity enjoyed by
 the learners who cannot make connection with the activity
themselves.
     The Grade IV pupils zoo experience of the elephant  and
giraffe as given in the ACTIVITY phase of the lesson enables him
to understand clearly and visualize correctly an elephant and a
giraffe upon reading or hearing the words “elephant” and
“giraffe”. The  Cone of experience implies that we move from the
concrete to the abstract (and from the abstract to the concrete
as well.)  Direct experiences serves as the foundation of
concepts formation, generalization and abstraction. John Dewey
(1916) has made this fundamental point succinctly.
     An ounce of experience is better a ton of theory because it
is only in experience that any theory has vital and verifiable
significance. An experience, a very humble experience, is
capable of generating and carrying any amount of theory (or
intellectual content), but a theory apart from an experience
cannot be definitely grasped as a theory. It tends to become a
mere verbal formula, a set of catchwords  used to render thinking
or genuine theorizing unnecessary  and impossible.
     If direct, purposeful experiences or firsthand sensory
experiences make us learn concepts and skills.

LESSON - VIII
TEACHING WITH CONTRIVED EXPERIENCES
Objectives:
1. To define contrived experiences
2. To distinguish varied types of contrived experiences
3. To know the advantage of using contrived experiences
4. To  determine standards that can be used to evaluate contrived
experiences
ABSTRACTION
     The model of the atom, the globe, the planetarium, the
simulated election process and the preserved specimen fall under
contrived experiences, the second band of experiences in Dale’s
Cone of Experiences.
     What are contrived experiences? These 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. These contrived experiences are designed to stimulate
to real – life situation.
     The atom, the planetarium are classified as models.
A model is a “reproduction of a real – thing in a small scale, or
large scale, or exact size, - but made of synthetic materials. It
is a substitute for a real thing which may or may not be
operational” (Brown, et al, 1969).
     The planetarium may also be considered a mock – up. A mock –
up is “an arrangement of a real device or associated devises,
displayed in such a way that representation of reality is
created. The mock – up may be simplified in order to emphasize
certain features. It may be an economical reproduction of a
complicated or costly device, to be observed for learning
process. Usually, it is prepared substitute for a real thing;
sometimes it is a giant arrangement” (Brown 1969). The
planetarium is an example of a mock – up, in the sense that the
order or the arrangement of the planet is shown and the real
processes of  the planet’s rotation on their axis and the
revolution of the planets around the sun are displayed. A mock –
 up is a special model where the parts  of the model are singled 
out , heightened and magnified in order to focus on that part of
the process  under study. The planetarium involves of model of
each of the planet and the sun but it focuses on the processes of
the planet’s rotation and revolution and so is also considered
a mock – up.
     The preserved specimen fall under  specimens and objects. A
specimen is any individual or item considered typical of a group,
class or whole. Objects may also include artifacts displayed in a
museum  or objects displayed in exhibits or preserved insects
specimen in science.
     The school election process describe above is a form
of simulation. Simulation is a “representation of  manageable
real event in which the learner is an active participant engaged 
in a learning behavior or in applying  previously acquired 
skills or knowledge” (Orlich, etv al, 1994). In addition to the
election of class and  school officers given above,  other
examples of these are fire and earthquake drills  which schools
usually conduct. Organizers of earthquake and fire drills create
a situation highly similar to the real situation when an
earthquake happens.
     Another instructional material included in contrived
experiences is game. Is there a difference between a game and a
simulation? Games are played to win while simulation need not
have a winner. Simulation seems to be more easily applied to the
study of issues rather than to processes.
     Why do we make use of contrived experiences? We use models,
mock – ups, specimen,  and objects to: 1. Overcome limitations of
space and time. 2. To “edit” reality for us to be able to focus
on parts or a process of a system that we intend to study, 3. To
overcome difficulty of size. 4. To understand the inaccessible ,
and 5. Help the learners understand abstractions.
     We use simulations and games to make our class interactive
and to develop the decision – making skills and knowledge
construction skills of our students. Orlich, et al (1994)
enumerates ten (10) general purposes of simulations and games in
education:
1. To develop changes in attitudes
2. To change specific behavior
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 affects one’s life but that one may
never assume
8. To motivate learners
9.  To develop analytical processes
10.    To sensitive individuals to another person’s life role.

In addition to the election processes describe above, what

are additional examples of simulation? A famous example is a
“bomb shelter” simulation.  “you are under attack. The bomb
shelter can accommodate only five (5) persons. There are eight
(8) of you in the group. Decide who must get in. other famous
example of simulation In school are play stores. One Grade II
teacher used play store to teach subtraction of numbers involving
amount of money . Another  example is an awareness – raising
 experience about common disabilities  for secondary  students.
Mark  J, Hallenbeck and Darlene McMaster (1991) had this
experience: students without disabilities simulated the
experiences of visual and hearing – impaired people and those
with physical disabilities on “simulation day”. They claimed that
students gained a new perspectives of the needs and feelings of
student with disability.
     In the English subject, David Sudol (1983) found that
literary concepts could be successfully taught by involving the
students by having them develop characters  and then develop a
plot. Sudol also suggested  that similarly, you could select some
classic quote, for example, the opening paragraph from A Tale of
Two Cities by Charles Dickens, “it was the worst of times” and
ask the students to stimulate a plot, a story line,  character
and location. Use the current year. How closely do you think the
students might parallel dickens? After the simulation, “A Tale of
Two Cities” could be read both for knowledge and for comparison
to the students outline.
Games
     Games are use for any of these purposes: 1. To practice and
or to refine knowledge/skills already acquired. 2. To identify
gaps or weaknesses in knowledge or skills. 3. To serve as a
summation or review, and 4. To develop new relationships among
concepts and principles.
If you want a class that is fully alive, think of how you can
integrate  native games in your lesson. Refer to Science and
Mathematics of Toys , a sourcebook for teachers, published and
printed by the Institute for Science and Mathematics Education
Development of the University of the Philippines.
     Here is the game that you can play at the beginning of the
year, the Human Intelligence Hunt. Armstrong (1994) suggests that
you use this when you are introducing Multiple Intelligences
theory at the beginning of the year. How is it played?
Each student receives a list of tasks like those below.  On your
signal, students take the task sheet along with a pen or pencil
and find other students in the room who can do the tasks listed.
There are three basic rules:
1. Students must actually perform the tasks listed, not simply say
they can do them.
2. Once a student performs a task  to the hunter’s satisfaction, he
or she should initial the blank space next to the appropriate
task on the hunter tasks sheet.
3. “Hunters”  can ask a  person to perform only one task; therefore,
to complete a hunt, a student must have nine (9) different sets
of initials.

LESSON - IX
TEACHING WITH DRAMATIZED EXPERIENCES
Objectives:
1. To contrast what do these dramatic experiences include
2. To organize their uses for effective teaching
 ABSTRACTION
     Something dramatic is something that is stirring or
affecting or moving.  A dramatic entrance is something that
catches or holds  our attention and has an emotional impact. If
our teaching is dramatic, our students get attracted, interested
and affected. If they are affected and move by what we taught, we
will most likely have an impact on them. So, why can’t we be
dramatic all the time?
     Dramatized experiences can range from the formal plays,
pageant lo less formal tableau, pantomime, puppets and role
playing.
     Plays depict life, character or culture or a combination of
all three. They offer excellent opportunities to portray vividly
important ideas about life. Pageants are usually community dramas
that are based on local history, presented by local actors. An
example is a historical pageant that traces the growth of a
school.  Play and pantomime require  much time for preparation
and so cannot be part of everyday classroom program.
     Pantomime and tableaux, when compared to a play and a
pageant are less demanding in terms of labor, time and
preparation. These are purely visual experiences. A pantomime is
the “art of conveying a story through bodily movements only
“(Webster’s  New Collegiate Dictionary). Its effect on the
audience depends on the movements of the actor. A tableau )a
French word which means picture) is a picture – like scene
composed of a people against a background. A tableau is often
used to celebrate Independence Day, Christmas, and United Day.
     Dale (1996) claims the puppets, unlike the regular stage
play, can present ideas with extreme simplicity – without
elaborate scenery or costume  - yet effectively.
     As an instructional device, the puppet show can involve the
entire group of students – as speakers of parts, manipulators  of
the figures, and makers of the puppet.
Types of Puppet
         SHADOW PUPPETS-flat black silhouette made from lightweight
cardboard and shown behind a screen.

         ROD PUPPETS -flat cut out figures tacked to a stick, with one or
more movable parts, and operated from below the stage level by
wire rods or slender sticks.

         HAND PUPPETS -the puppet’s head is operated by the forefinger of

the puppeteer, the little finger and thumb being used to animate
the puppet.

         LOVE-and-FINGER PUPPET-make use of old gloves to 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.
     What principles must be observed in choosing a puppet play for
teaching? Dale, (1996) quoting from the puppeteers of America
offers many suggestions, among which are the following:

         Do not  use puppets  for plays that can be done just as well or
better by other dramatic means.
         Puppet plays must be based on action rather than on words.
         Keep the plays short.
         Do not omit the possibilities of music and dancing as part of
the upper show.
         Adapt the puppet show to the age, background, and tastes of the
students.
Another from of dramatized experienced is a role – playing.
Role – playing Is an unrehearsed, unprepared and spontaneous
dramatization of a “let’s pretend” situation where assigned
participants are absorbed by their own roles in the situation
described by the teachers.
         How is Role – playing done? It can be done by describing a
situation which would create different viewpoints on an issue and
then asking the students to play the roles of the individuals
involved. 
         How did you, as actors, feel? Would you act/think that way in
real life?
         As observers, would you agree with agree with what the actors
said or did?
          Any lessons learned?

LESSON - X
DEMONSTRATION IN TEACHING
Objectives:
1. To define the word demonstration
2. To  discover  techniques and strategies in making  a
demonstration work
ABSTRACTION
     In the demonstration of a new product, the speaker shows the
product, tells all the  good thing about the product to promote
it in order  to convince the audience that the product is worth
buying.
     In the activists’ demonstration, the activists air their
grievances and publicly denounce the acts of a person or of an
institution, like the government, against whom they are
demonstrated.
     When a master teacher asked to demonstration in teaching on
a teaching strategy, she shows to the audience how to use a
teaching strategy effectively.
     In all three instances of demonstration, there is an
audience,  a process of speaking, and a process of showing a
product or a method or proofs to convince the audience to buy the
product, use the strategy or rally behind their cause.
     What the n is a demonstration? Webster’s International
Dictionary defines it as “a public showing emphasizing the
salient , merits, utility, efficiency, etc, of an article or
product..” in teaching it is showing how a thing is done and
 emphasizing  of the salient merits, utility and efficiency  of a
concept, a method or a process or an attitude.
     What guiding principles must we observe in using a
demonstration as a teaching – learning experience? Edgar Dale
(1969) gives at least three:
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 COLK fallacy (Clear Only If Known). What is this fallacy?
It 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 and detailed  in his demonstration  even
to a point of facing the risk of being repetitive.
3. Watch for key options. What are key options? Dale (1996) says “
they are the ones at which  an error is likely to be made, the
places at which many people stumble and where the knacks and
tricks of the trade are especially important”. The good
demonstrator recognizes [possible stumbling blocks to learners
and highlights them in some way. What are usually highlighted are
the “don’t’s” of a process or a strategy.
To ensure that the demonstration works, we ought to plan and
prepare very well before we conduct the demonstration. In
planning and preparing for demonstration, Brown (1969) suggests
methodical procedures by the following questions:
1. What are our objectives? How does your class stand with respect
to these objectives?  This is to determine entry knowledge and
skills of your students.
2. Is there a better way to achieve your ends?
3. If there is a more effective way to attain your purpose, then
replace the demonstration method the more effective one.
4. Do you have access to all necessary  materials and equipments 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 proposed
demonstration? Outline the steps and rehearse your demonstration.
6. Are the limits realistic?

You have planned and rehearsed your demonstration, your

materials and equipment  are ready, you have prepared your
students, then you can proceed to the demonstration itself. Dale
(1969) gives several points to observe:
1. Set the tone for good communication. Get and keep your audience’s
interest.
2. Keep your demonstration simple.
3. Do not wonder from the 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 the demonstration. Interesting things have never
dragged out.  They create their own tempo.
7. Summarize as you go along and provide a concluding summary. Use
the chalkboard, the over head projector, charts, diagram, power
 point and whatever other materials are appropriate to synthesize
your demonstration.
8. Hand out written materials at the conclusion.
What questions can you ask to evaluate your classroom
demonstration? Dale (1969) enumerates:
         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 materials appropriate to your purpose – 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
concentration 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 help 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 you evaluation of a student learning indicate that your
demonstration achieved its purpose?
LESSON - XI
MAKING THE MOST OF COMMUNITY RESOURCES AND FIELD TRIPS
Objectives:
1. To predict  procedures and criteria that must be observed  in
planning and conducting field trips
2. To  know the educational benefits derived from a field trip
3. To construct community resources  that can be utilized for
learning
ABSTRACTION
     The teachers’ comments given above indicate failure of the
field trips conducted. This is definitely  the consequence  of no
planning or if ever there was, planning was done poorly.
     What procedures must we follow to avoid the failed study
trips described above? Let’s plan. Planning a field trip includes
these steps: 1. Preliminary planning by the teacher, 2. Pre
planning with others going on the trip, and 3. Taking the field
trip itself and 4.  Post – field trip follow up activities.
     For preliminary by the teacher, Brown (1969) proposes the
following:
         Make preliminary contacts, a tour on final agreements with the
place to be visited.
         Make final arrangements with the school principal about the
details of the trip: time, schedule, transportation,
arrangements, finances and permission slips from parents.
         Make a tentative route plan, subject to later alteration based
on class planning and objectives.
         Try to work out mutually satisfactory arrangements with other
teachers if the trip will conflict  with their classes.
         Prepare preliminary lists of questions or other materials which
will be helpful in planning with the students.
Preplanning with students joining the trip
         Discuss the objective of the trip and write them down. The main
objective should be included in the permit slip given to parents
and should be consulted later when the trip is evaluated.
Sample Permit Slip
https://www.google.com.ph/search?
q=sample+field+trip+slip&source=lnms&tbm=isch&sa=X&ei=dg5qUqnAA8W
CiQfr5YGAAQ&ved=0CAcQ_AUoAQ&biw=1241&bih=606#facrc=_&imgdii=_&img
rc=r2Bc0jRHIFzmqM%3A%3B1YMCwxIukt5WsM%3Bhttp%253A%252F
%252Fimg.docstoccdn.com%252Fthumb%252Forig%252F31479891.png
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%252F31479891%252FField-Trip-Permission-Slip---PDF%3B1275%3B1650

         Prepare list of questions to send ahead to the guide of the

study trip.
         Define safety and behavior standards for the journey there and 
for the field trip site itself.
         Discuss and decide on ways to document the trip. Everyone is
expected to take notes.
         List specific object to be seen on their way to the site, on the
site of the field trip and on their way home from the site.
         Discuss appropriate dress. Comfortable shoes for walking are
important.
         Before the trip, use a variety of learning materials in order to
give each student a background for the trip.

Preplanning with Others Joining the Trip

     Other people accompanying the group need to be oriented on
the objectives, route, behavior, standards required of everyone
so they can help enforce these standards. These may be parents
who will assist the teachers and/ or school administrator staff.
Taking the Field Trip
         Distribute route map of places to be observed.
         Upon arriving at the destination, teacher should check the group
and introduce the guide.
         Special effort should be made to ensure that:
-          The trip keeps to the time schedule
-          The students have the opportunity to obtain answers to
questions
-          The group participates courteously in the entire trip
-          The guide sticks closely to the list of questions
Evaluating Field Trip
     These are questions we ask ourselves after the field trip to
evaluate the field trip we just had.
         Could the same benefits be achieved by other materials? Was it
worth the time, effort and perhaps extra money? Where there any
unexpected  problems which could be foreseen another time? Where
these due to guides, students, poor planning, or unexpected trip
conditions?
Where new interest  developed?
Should the trip be recommended to other classes?
Studying similar topics?

Educational Benefits Derived from a Field Trip

      Field trips can be fun and educational when they are well
executed. They offer us a number of educational  benefits:
1. The acquisition of lasting concepts  and change in attitudes are
rooted on concrete and rich experiences. Field trips are
opportunities  for rich and memorable experiences which are
fundamental to learning that lasts.
2. Field trip bring us the world beyond the classroom. The real –
world connection is more work but the benefits of broadening
teaching beyond textbooks far outweigh the little bit of time it
takes from a teacher’s schedule.
3. Field trips have a wide range of application. It is not meant
only for children. It is for adults also. It is not meant for the
social sciences subjects. It is for  all other subjects as well.
4. It can bring out a lot of realizations which may lead to changes
in attitudes and insights. The field trip “can nurture curiosity;
build a zest for new experience, and a sense of wonder”  Dale
(1969). Here are some realizations students had after joining a
field trip to the following places.
  A school for the blind: “I’m glad, I’m not blind. What can we do
to prevent blindness?
  An automobile factory: “ more and more factory work is automated.
How soon will we have three working days and four days of the
job? What will people do with their time?”
  A museum: “ there is so much to be known and I know so little”
Disadvantages of field Trips
     These educational benefits are compensate for the drawbacks
of field trips, some of which are: 1. It is costly, 2. It
involves logistics, 3. It is extravagant with time, 4. Contains
an element of uncertainty.
Community Resources
     A field trip may be a visit to a scenic spot or to a
historical place. What community resources can we use for
learning?
     These can be persons and places in the community. For
persons, let us not go too far. Let us begin with the parents of
our students. Many of them can be resource speaker in their
fields of expertise. A dentist may be invited to the children on
how they care for their teeth. A journalist may serve as a
resource paper on the part of the newspaper and how to write an
editorial. A dynamic teacher will find a way to have a record of
parents’ names, contact number, occupation, and other pertinent
data she needs.
     There are other people in the community who can be excellent
resource speaker. A senior citizen and a war veteran in the
community maybe invited to the class for an interview  on a topic
of which he is expert. Say for example, his memories of World War
II. A barangay captain may be asked on what the barangay intends
to do a curb the rampant alcoholism among the youth in the
community.
     As to places to visit, popular destinations are museum,
zoos, botanical gardens, historical places, places of exhibit,
scenic spots. Performance like a play, a concert, and a dance
presentations also form part of community resources.
     Public libraries and private libraries (some private
schools, colleges and universities allow outsiders to research 
in their libraries on special arrangements) can also be community
learning resources. Maybe classes are not bought to these
 libraries for a field trip but students can go there for research
and learning.

LESSON - XII
THE POWER OF FILM, VIDEO AND TV IN THE CLASSROOM
Objectives:
1. To discover how powerful the film, video and tv in the classroom
2. To comprehend the educational benefits of the use of films, video
and tv in the classroom
3. To identify the disadvantages or limitations of the use of tv
4. To know  the procedures ought to be followed for effective use of
tv as a form of lesson enrichment
ABSTRACTION
The film, the video and the tv are indeed very powerful.  Dale
(1969) says, they can:
  Transmit a wide range of  audio – visual materials, including
still pictures, films, objects, specimens and dramas.
  Bring model of excellence to the viewer – we can see and hear the
excellent scientist like John Glenn, the excellent speakers and
Master teacher s who lecture and demonstrate a teaching method
for professional development of teachers.
  Bring the world of reality to the home and through the classroom
through  a “live” broadcast or as mediated through film or
videotape. – Not all of us have the opportunity to see   life
underneath the sea. But with tv, we are able to see life at the
bottom of the sea right there in our sala or bedroom through 
discovery Channel, for example.
  Make us see and hear for ourselves world events as they happen.
With a sense of helplessness, we witnessed the fire that engulfed
homes in San Diego, California in October 2007 as it happened
through tv. When the strong earthquake shook Baguio,  Agoo,
Dagupan and Nueva Ecija, Philippines on July 16, 1990, the
aftermath of the earthquake was shown live in tv.
  Be the most believable news source
  Make some programs understandable  and appealing to a wide variety
of age and educational levels. Literate and illiterate, young and
old – all benefit from the common experiences  that the tv
transmits.
  Become a greater  equalizer of educational opportunity because
programs can be presented over national and regional networks.
  Provide us with sounds and sights not easily available even to the
viewer of a real event through long shots, close ups, zooms
shots, magnification and spilt screen made possible by the t
camera – afraid of the mammoth crowd every time Baguio celebrates
the panagbenga  (Flower festival), I prefer to stay home and
watch it in tv. With the versatile camera, I can have more close
up  view than those watching it from session  Road.
  Can give opportunity to teachers to view themselves while they
teach for purposes of self – improvement  - teachers can’t view 
themselves while they teach but with video cam and  tv they can
view themselves while they teach after.
  Can be both instructive and enjoyable – with sights and sounds and
motion, tv is much more enjoyable.
While the film, video and tv can do so much, they have their own
limitation, too.
  Television and film are one way communication device.
Consequently, they encourage passivity. Today, however we talk
about and work on interactive classrooms for effective learning.
We are convinced that learning is an active process and so the
learner must be actively engaged.
  The small screen  size puts television at a disadvantage when
compared with the possible size of projected motion picture, for
example. With new technology, how is this remedied?
  Excessive tv viewing works against the development of the child’s
ability to visualize and to be creative and imaginative, skills
that are needed in problem solving. (http://www.
Publicschoolreview.com/articles/21)
  There is much violence in tv . this is the irrefutable conclusion.
“viewing violence increases violence”. (American Psychological
Association Youth Commission)

Basic Procedures in the Use of TV as a Supplementary Enrichment

For enrichment of the lesson with the use of tv, we have to do
the following:
  Prepare the classroom. ( If your school has a permanent viewing
room, the classroom preparatory work will be less for you)

-          Darken the room. Remember that complete darkness is not

advisable for tv viewing. Your students may need to take down
notes while viewing.

-          The students should not be seated too near nor too far from the
tv. No student should be farther from the seat than the number of
feet that the picture represents in inches. A 24 – inch set means
no student farther than 24 feet from the set. (Dale, 1969).

  Pre – viewing activities

-          Set goals and expectations. Why are you viewing the tv? What is
expected of you students? State clearly.

-          Link the tv lesson with past lesson and / or with your

students’ experiences for integration and relevance.

-          Set the rules while viewing. Will you allow them to take down
notes? Or are you providing them with notes afterwards?

-          Put the film in context. Give a brief background, if necessary.

-          Point out the key points they need to focus on. it helps if you
give them guide questions which become the foci or post – viewing
discussions. Omit this, if you are using an interactive video and
the resource speaker himself/herself gives the questions for
interactive discussion in the process of viewing.

  Viewing

-          Don’t interrupt viewing by inserting cautions and announcements

you forgot  to give during the previewing stage. It disrupts and
dampens interest.
-          Just make sure sights and sounds are clear. You were suppose to
have checked on these when you did your pre – viewing.

  Post – viewing

-          To make them feel  at ease begin by asking the following

questions:
1. What  do you like best in the film?
2. What part of the film makes you wonder? doubt?
3. Does the film remind you of something or someone?
4. What questions are you asking about the film? (Write them down.
You have not to end the class without answering them to make  
your students feel that everyone and everything matter. Nothing
or nobody is taken for granted.)

  Go to the questions you raised at the pre – viewing stage. Engage
the students  in the discussion of answers. Check for
understanding.

  Tackle questions raised by students at the initial stage of the

post – viewing discussion. Involve the rest of the class. If
questions cannot be answered, not even you can answer them,
motivate the class to do further reading on the topic and share
their answers the next meeting. You will not be exempted from the
assignment.

  Ask what the students learned. Find out how they can apply what
they learned. Several techniques can be used for this purpose. A
simple yet effective technique is the completion of unfinished
sentence. E. g. From this film I learned_________________. I can
apply the lesson I learned in/by _____.

  Summarize what was learned. You may include whatever transpired in

the class discussions in the summary but don’t forget to base
your summary on your lesson objectives.

LESSON - XIII
TEACHING WITH VISUAL SYMBOLS
Objectives:
1. To identify the instructional materials fall under this category
2. To categorize examples of each visual symbols
3. To construct visual symbols where they can be integrated in the
instructional process
4. To modify guidelines that must be followed when reading charts,
graphs, and maps
ABSTRACTION
Your experience of the words and the graphs convinces you that
a graph is easier to understand than the words of a paragraph. A
graph is “worth a thousand words.” a graph and any visual symbol
for that matter such as drawings, cartoons, strip drawings,
diagrams and maps are worth a thousand words. They are more clearly
understood than mere words. Let us learn more about each of them
and find out where they can be used in our lessons.
A. Drawings
A drawing may not be real thing but better to have a concrete
visual aids than nothing. To avoid confusion, it is good that our
drawing correctly represents the real thing. One essential skills
that a teacher ought to possess at order to be understood is
drawing. It helps you a lot if you are capable of doing simple
freehand sketching. You will find out that as you lecture, you need
to illustrate on the chalkboard. So, better start learning how to
draw. The only way to learn it is to do the sketching yourself and
devote some time to it. There is nothing so difficult that is not
made easy when we spend at least forty hours learning and mastering
it.
B. Cartoons
Another useful visual symbols that can bring novelty to our
teaching is the cartoon. A first-rate cartoon tells its story
metaphorically. The perfect cartoon needs no caption. The less the
artist depends on words, the more effective the symbolism. The
symbolism conveys the message.
Sources of cartoons
You can easily collect cartoons for instruction. They appear
often in newspapers and magazines. In class, you can give it to
individual students for individual study or project it by an opaque
projector. Depending on themes for the week of the month, you can
display these cartoons on the bulletin board. One creative teacher
arranged for a “ cartoon of the month” and displayed and changed
her display every end of the month.
Where to use cartoons in instruction
you can also use this as a springboard for a lesson or a concluding
activity. It depends on your purpose.
K to 12 curriculum standards and competencies
go back to the K to 12 curriculum guide. Which can be taught with
the use of a cartoon? Come up with a cartoon for a particular
lesson.
C.Strip drawing
These are commonly called comics or comic strip. Dale (1969)
asserts that a more accurate term is strip drawings. Make use of
strip that are educational and entertaining at the same time.
Where to use strip drawing in instruction
these can serve as motivation and a starter of your lesson. It can
also be given as an activity for students to express insightss
gained at the conclusion of a lesson.
Source of strip drawing
you can obtain strip drawings from newspapers, magazines and books
K to 12 curriculum standards and competencies
identify a competency where a strip drawing is appropriate. Look
for an appropriate strip drawing or make one.
D. diagram
What is a diagram? It is “ any line drawing that shows
arrangement and relations as of parts to the whole, relative
values, origins and development, chronological fluctuations,
distribution etc.” (Dale, 1969)
If you can draw stick figures, you can easily draw the diagrams
that you need as you go along. To emphasize the key points in your
diagram, make use of color whether you use the chalkboard of the
OHP and transparenicies.
types of a diagram
 Find out what these other diagrams are. You may nedd them as you
teach and as you go about you other teaching-related tasks.
         Affinity diagram- used to cluster complex apparently unrelated data
into natural and meaningful groups.
         Tre diagram- used to chart out, in increasing detail, the various
tasks that must be accomplished to complete a project or achieve a
specific objective.
         Fishbone diagram- it is also called cause and effect diagram.it is
a structured form of brainstorming that graphically shows the
relationship of possible cause and sub -causes directly related to
an identified effect / problem. It is most commonly used to analyze
work-related problems.
E. Chart
A chart is a diagrammatical representation of relationships
among individuals within an organization. We can have a: 1.) time
chart, 2.) tree or stream chart, 3.) flow chart, 4.) organizational
chart, 5.) comparison and contrasts chart, 6.) pareto chart and 7.)
run chart or trend chart.
Examples of chart
         Time chart- is a tabular time chart that presents data in ordinal
sequence.
         Tree or stream chart- depects development, growth and change by
beginning with a single course (the trunk) which spreads out into
many branches; or by beginning with the many tributaries which then
converge into a single channel.
         Flow chart- is a visual way of charting or showing a process from
beginning to end. It is a means of analyzing a process. By
outlining every step in a process, you can begin to find
ineffeciencies or problems. (Latta, 1994)
         Organizational chart- shows how one part of the organizational
relates to other parts of the organizationa.
         Comparison and contrasts- used to show similarities and differences
between two things (people, places, events, ideas, etc.)·
         Pareto chart- is a type of bar chart, priorritized in descending
order of magnitude or importance from left to right. It shows at a
glance which factors are occuting most.
         Gannt chart- is an acivity time chart.
K to 12 standards and competencies
Find out which of these charts are appropriate for any lesson in
the K to 12 curriculum guide or for any teaching related tasks.
F. graphs
These are several types of graphs. They are :1.) circle or pie
graph, 2.) bar graph, 3.) pictorial graph and 4.) line graph.
         Pie or cicle graph- recommended for showing parts of whole.
         Bar graph- used in comparing the magintude of similar items at
different ties or seeing relative sizes of the parts of a whole.
         Pictorial graph- makes use of picture symbols.
         Graphic organizers- you met several graphic organizers in your
subject, principles of teaching.
K to 12 standards and competencies
In which lessons can you use each of these graphs?
G. Maps
A maps is a “representation of the surface of the earth or some
part of it...” (Dale 1969)
kinds of map
         physical map- combines in a single projection data like altitude,
temperature, rainfalll, precipitation, vegetation, and soil.
         Relief map- has three dimensional representations and shows
contours of the physical data of the earth or part of the earth.
         Commercial or economic map- also called product or industrial map
since they show land areas in relation to the economy.
         Political map- gives detailed information about country, provinces,
cities and towns and roads ang highways. Oceans, rivers and lake
are the main features of most political maps.
Map language
         Scale- shows how much of the actual earth's surface is presented by
a given measurement on a map. The scale musr be shown so that the
map reader can use the distances and areas shown on the map in
measuring or figuring out the real distance and areas on the
earth's surface. On some maps, scale is shown graphically. In
others the scale is expressed in words and figure.e.g. 1 inch – 15
statute miles. 3
         Symbols- usually a map has a legend that explains what each symbols
means. Some symbols represent highways, railroads, mountains, lake
and plains.
         Color- the different colors of the map are parts of the map
language.
         Geographic grids- the entire system of these grid lines. These grid
lines are called meridians and parallels. A meridians is a north to
south pole line. Parallels are lines drawn around a globe with all
points along each line with an equal distance from the pole.
Longitude is the distance in degree of any place east or west of
the prime meridians. Latitude is the distance in degrees of any
place north and south of the equator.
Map reading test
Here is a map reading test. Test your self. Don't you worry,
if you don't perform well at first. After further reading about
maps, take the test again. Do it until you get a perfect score. If
you work hard at it, you will not be hard up presenting or teaching
your students about maps later.
A map-reading test
A number of studies have been made of the ability of pupils to
read maps and, in general, the findings are disappointing. Many
students have not mastered simple map-reading skills before they
leave junior high school. Further, studies show that geographical
errors common to pupils are also common among teachers. Encircle
the T if the statement is correct and F if the statement is wrong
(adapted from audiovisual methods in teaching, by Edgar dale,
(1969)
lines of longitude are parallel to each other. T F · on a
globe all lines of latitude meet at the poles. T F · a degree of
longitude ranges from 68.4 to 69.4 miles. T F · longitude is
usually measured from greenwich, England. T F · latitude is
measured from the equator. T F · the latitude of the poles isa 90
degrees. T F · the hours of daylight in summer and winter are
related to longitude. T F · places at low latitudes usually have
warm climates. T F · time belts are directly related to longitude.
T F · the latitude of a place indicates its distance from the
equator. T F · the highest latitudes are around the poles. T F · a
place not on the equator must be either north or south of it. T F ·
lines of longitude bisect the earth. T F · latitude means angular
distance north or south of the equator. T F · longitude 0 degree
defines an exact place on the earth. T F · lines if latitude are
parallel to the equator. T F · latitude 90 degree north define an
exact place on the earth. T F · any place not on the Greenwich
Meridian is either east or west of it. T F · a place of 40 degree
 latitudes is about 1,000.3,000,5,0000,8,000 miles from the T F
equator · a line of longitude is also called a meridian. T F · the
longitude of a place gives a rough indication of its climate T F ·
a line of latitude is referred to as a parallel. T F
understand the maps, graphs and charts
What should you to do be successful in reading maps, charts and
graphs? The following steps will be help of you:
         Read the titles and subtitles. They will often tell you the purpose
of the graphic materials and may provide a clue to its main idea.
         Read the key, and / or the legend, and the scale of miles whenever
any of these is present. (these items ordinarily appear on
maps.) ·read the information shown along the side and the bottom of
graphs and chart and tables, if any. This will help you understand
what quantities or qualities are being presented or what
comparisons are being made. On maps, notice how the different parts
of the map are related to each other.
         Determine your purpose for reading the map, chart, table or graph.

LESSON - XIV
MAXIMIZING THE USE OF OVERHEAD PROJECTOR AND THE CHALKBOARD
Objective:
1. To produce techniques which could help maximize the use of the
overhead projector and the chalkboard
ABSTRACTION
Except in extremely deprived classrooms, every classroom has a
chalkboard. In fact, a school may have no computer, radio, tv, etc.
but it will always have a chalkboard. so why not make optimum use
of what we have, the chalkboard? The following practices of
dedicated professional teachers may help us in the effective use of
the chalkboard:
         Write clearly and legibly on the board. Take note that there are
children in the last rows.
         It helps if you have a hard copy of your chalkboard diagram or out
line. That helps you to visualize the diagram or outline you like
to appear on the chalkboard. That clean diagram and organized
outline must match what you do on the chalkboard.
         Don't crowd your notes on the board. By overcrowding your board
work, your students may fail to see the key ideas. They may not see
the trees because of the forest. 3
         Make use of colored chalk to highly the key points. Color will also
make your board more appealing. I witnessed one good teacher who
had no other visual aid except herself, the chalkboard and her
colored chalks.
         Do not turn your back to your class while you write on the
chalkboard. Write side view as you talk. Don't lose your eye
contact with your class.
         For the sake of order and clarity, start to write from the left
side of the board going right.
         If you teach the grades and you think the lines on the chalkboard
are needed for writing exercise, then provide the lines for your
board.
         Look at your board work from all corners of the room to test if
pupils from all sides of the room can read your board work.
         If there is glare on the chalkboard at certain times of the day, a
curtain on the window may solve the problem.
         If you need to replace your chalkboard or if you are having a new
classroom with new chalkboard suggest to the carpenter to mount the
chalkboard a little concave from left to right to avoid glare for
the pupil's benefit.
         If you need to have a board work in advance or that need to be
saved for tomorrow's use (say a quiz or a sophisticated diagram),
write “ place save” and cover the same with a curtain.
         Make full use of the chalkboard. It may be a traditional
educational technology but it serves its purpose very well when
used correctly.
Here are some more chalkboard techniques, from James W. Bown
(1969).
Chalkboard
A. Sharpen your chalk to get good line quality.
 B. Stand with your elbow high. Move along as you write.
C. Use dots as “aiming points.” this keeps writing level.
D. Make all writing or printing between 2 and 4 inches high for
legibility.
E. When using colored chalk, use soft chalk so that it can be
erased easily.
The over head projector (OHP)
There are other kinds of projectors like opaque projector and
slide projector. The overhead projector seems more available in
schools. It has a lot of advantages. Brown (1969) cites the
following:
         The projector itself is simple to operate..
         The overhead projector is used in the front of the room by the
instructor, who has complete control of the sequence, timing and
manipulation of his material.
         Facing his class and observing student reactions, the instructor
can guide his audience, control its attention, and regulate the
flow of information in the presentation.
         The projected image behind the instructor can be as large as
necessary for all in the audience to see; it is clear and bright,
even in fairly well-lighted rooms.
         Since the transparency, as it is placed on the projector, is seen
by the instructor exactly as students see it on the screen, he may
point, write, or otherwise make indications upon it to facilitate
communication.
         The stage (projection surface) of the projector is large (10 by 10
inches), thus allowing the teacher to write information with ease
or to show prepared transparencies. His/her work appears
immediately on the screen.
         It is especially easy fro teachers and students to create their own
materials for use in the overhead projector.
         There is an increasing number of high-quality commercial
transparencies.
Let's learn how to use it properly so we also maximize its use in
the classroom. Brown (1969) gives us several techniques:
Overhead Projection Techniques
 Among the outstanding attributes of overhead projection are
the many techniques that can be used to present information and
control the sequence of a presentation. As you plan your own
transparencies, keep in mind these figures of overhead projection:
         You can show pictures and diagram, using a pointer on the
transparency to direct attention to a detail. The silhouette of you
pointer will show in motion on the screen.
         You can use felt pen or wax-based pencil to add details or to make
points on the transparency during projection. The marks of water-
based pens and pencil can be removed with a soft cloth so that the
transparency can be reused.
         You can control the rate of presenting information by covering a
transparency with a sheet of paper or cardboard (opaque material)
and then exposing data as you are ready to discuss each point. This
is known as the progressive disclosure technique.
         You can superimpose additional transparency sheets as overlays on a
base transparency so as to separate processes and complex ideas
into elements and present them in step-by-step order.
         You can show three-dimensional objects from the stage of the
projector-- in silhouette if the object is opaque, or in color if
an object is made of transparent color plastic.
         You can move overlays back and forth cross the base in order to
rearrange elements of diagrams or problems.
         For special purposes you can stimulate motion on parts of a
transparency by using the effects of polarized light. To do this,
set a plaroid glass spinner over the projector lens and attach a
special plastic element of parts of the transparency for which
motion is desired.
         You can simultaneously project on an adjacent screen other visual
materials, usually slides or motion pictures, which illustrate or
apply the generalizations shown on a transparency.
Other reminds on the effective use of the OHP are:
         Stand off to one side of the OHP while you face the students.
         Don't talk to the screen. Face the students when you talk, no the
screen.
         Place the OHP to your right, if you are right handed, and to your
left, if you are left handed.
         Place the OHP on a table low enough so that it does not block you
or the screen.
         Have the top of the screen titled forward towards the OHP to
prevent the “keystobe effect” (where the top of the screen is
larger than the bottom).
         Avoid the mistake of including too much detail on each image. A
simple layout makes an effective slide. If an audience needs to be
give details, provide handouts to be studied later.
         Avoid large tables of figures. Come up with graphic presentation.
         Don't read the text on your slide. Your audience can read.
         Avoid too much text. Rely sparingly on printed text. Come up with
more graphs, charts,diagrams or pictures.
         Your presentation must be readable from afar. Simple use of color
can add effective emphasis..
We can learn from the experiences from other, Brown (1969)
enumerates effective practices. Let's learn from them.
         In primary grades, simple objects like keys, leaves, and cutout
paper shapes can be placed directly on the projector to stimulate
children's imagination and encourage discussion.
         In English composition lessons, student themes or writing exercises
can be reproduced on film by means of the heat or photocopy
process. The teacher and students can analyze the writing for style
and grammar as each example is projected.
         In arithmetic, blank sheets of acetate and grease pencils can be
given to selected students. Have them prepare solutions to homework
problems so the class may evaluate and discuss their results.
         In geometry and trigonometry, two- and three-dimensional diagrams
can be built up gradually with carefully prepared transparencies
involving color and separate overlays. Geometric theorems and
complicated problems can be separated into single components and
presented systematically. In other mathematical and technical
subjects, plastics objects like some rulers and composes can be
shown to a group and discussed.
         In physical educational and team training, plays and game
procedures may be analyzes through the use of plastic or opaque
moving symbols on a transparency which shows the court or field
design.
         In homeroom activities, the secretary can use a cellophane role
(accompanying most projectors) or blank acetate sheets in write
nominations, lists, motion for consideration, and important
discussion points for all to see and react to.
         In primary reading class, a picture-transfer transparency can be
made from a magazine picture. Project this transparency and task
t6he class to identify major items shown. Then place a clear piece
of acetate over the picture and, with a felt pen, write the name of
each item identified. Later remove the picture and discuss the
words that remain on the screen.
         In art classes, a teacher can sketch on clear plastic with a felt
pen. The entire class sees the results. Similarly, transparent
watercolors, colored plastic shapes, finger paint, inks, or grease
pencil may be used.
         In science, iron filings dusted on a clear plastic sheet over a
permanent magnet can be projected clearly to illustrate lines of
force. Leaves, with chlorophyll removed, can be projected to show
veins and the general leaf pattern. Clear glass petri dish can be
placed on the projection platform and used to show chemical
reactions when changing colors reveal interactions of translucent
fluids.
         In social studies, all types of maps can be enlarged after accurate
but easy preparation. Overlays show key facts about particular
regions.
In many classes, testing and evaluation materials can be used
with a large group. Test items written on slides can be projected
for the entire class. the “progressive disclosure” technique
mentioned previously can be achieve by (1) placing a sheet of paper
over the transparency and moving it down to expose succeeding lines
of type, (2) attaching strips of opaque paper to the slides of the
mask in order to cover potions of the transparency image, and the
flipping the strips back to expose image, (3) placing over the
transparency an opaque sheet containing a cutout slit which exposes
lines or copy are in sequential order as it is moved down or across
the copy.
The overlaying technique to do progressive disclosure is
illustrated below.
         Prepare a master drawing for each separate part.
         ·After making a sketch of the content of the transparency, decide
which parts will be the base and which will be used for each
overlay.
         In two corners on each master, make register marks that match marks
previously put on the sketch. This will ensure proper registration
of each overlay.
         Prepare the transparency from each master. ·Mount each transparent
sheet: base under the frame, and overlays on the top sides. Use the
register marks for proper alignment.

LESSON - XV
 PROJECT – BASED LEARNING AND MULTIMEDIA
 Objectives:
1.  To define project-based multimedia learning
2.  To enumerate the elements of project-based multimedia learning
3.  To know the of use project-based multimedia learning
4.  To evaluate the disadvantages of the use of project-based learning
and multimedia learning

ABSTRACTION
A class that effectively employs project-based multimedia
learning is highly animated and actively engaged. Together with
other students, every student is absorbed in a task in line with
the goals and objectives made clear at the start. Time has wings.
Time flies so fast that students don’t feel its passing. Teacher
does not just stay in front of the class lecturing. She monitors
students as they work. Students consult her for guidance and
comments. She does not impose her will on students. With her
guidance, she allows students to make decisions for themselves.
She has more time for those students in need of greater help and
attention. By going around, she can sense if students are on the
right track and if the goals and expectations set at the start
are not set aside but remain to be the governing factor behind
every activity. The students’ intellectual power are very much
challenged as they read research for basic information and as
they analyze and organize from their computer courses and
creativity and imagination are demanded when the students produce
multimedia presentation by using multimedia produced by others. A
question that may be asked as this point is: won’t the content be
sacrificed? I don’t think so. This project-based multimedia
learning is most of all anchored on the core curriculum. This
means that project-based multimedia learning addresses the basic
knowledge and skills all students are expected to acquire as laid
down in the content and performance standards and competencies of
the k to 12 basic education curriculums. Let us know more about
project-based multimedia learning in the paragraphs that follow:
Project-based multimedia learning is a teaching method in which
students “acquire new knowledge and skills in the course of
designing, planning and producing multimedia product.” (Simkins,
et al, 2002.) The name project-based multimedia learning implies
 the use of multimedia and the learning activity includes a
project.
Dimensions of Project-Based Multimedia Learning has seven key
dimensions
         Core curriculum
         Real-world connection,
         Extended time frame
         Student decision making
         Collaboration
         Assessment
         Multimedia.
 Simkins (2002) explains each of them briefly:
         Core Curriculum. At the foundation of any unit of this type is a
clear setoff learning goal drawn from whatever curriculum or set
of standards in use. We use the term core to emphasize that
project-based multimedia leaning should address the basic
knowledge and skills all students are expected to acquire, and
should not simply be an enrichment or extra-credit activity for a
special few. Often, these project lend themselves well to
multidisciplinary or cross-curricular approaches.
         Real- word connection. The project seeks to connect student”
work in school with the wider world in which students live. It is
critical that the students-not only the teacher-perceive what is
real about the project. The content chosen, the types of
activities and the types of products must be real in life.
          Extended time frame. A good project is not a one-shot lesson.
It extends over a significant period of time. The actual length
of a project may vary with the age of the students and the nature
of the project. One project may take days or weeks. Others may
take a month or two. It is important that students are given
enough time to enable them come up with a substantial final
product from which they can derive pride and a clear sense of
accomplishment.
          Student decision making. In a protect-based multimedia
learning, students have a say. But it is clear to them that the
teacher is in charge and so the students understand that there
are decisions which only the teacher can make, Student, however,
are given considerable leeway n determining what substantive
content would be included in their projects as well as process
for producing them.
         Collaboration. Protect-based multimedia learning demands
collaboration. Collaboration is working together jointly to
accomplish a common intellectual purpose in a manner superior to
what might have been accomplished working alone. Students may
work in pairs or a team as many as five or six. Whole class
collaboration are also possible. The goal is for each student
involved to make a separate contribution to the final work and
for the whole class accomplish greater things than what each
individual student can accomplish all alone.
         Assessment. There are tree (3) assessment concerns in protect-
based multimedia learning, namely: 1) activities or developing
expectations; 2) activities for improving the media products; and
3) activities for compiling and disseminating evidences of
learning. Students must be clarified on what is expected of them
and on how they will be assessed. In project-based multimedia
learning, they are expected to show evidence that they gained
 content information, became better team members, could solve
problems and could make choices (for instance on what new
information they would show in their presentation). Students are
also expected to assess their own media products so they can
improve on them.
         Multimedia. In multimedia projects, students do not learn simply
by “using” multimedia produced by others; they learn by creating
it themselves. The development of such programs as HyperStudio,
Kid Pix, and Netscape Composer has made it possible for students
of all ages to become the authors of multimedia content. As
students design and research their projects, instead gathering
only of written notes, they also gather-and create-pictures,
video clips, recordings and other media objects that will later
serve as the raw material for their final product. The black
plague project was exemplary in terms of the seven (7) dimensions
given in the foregoing paragraphs. It addressed the standard set
by the Department of Education trough the K to 12 Basic Education
Curriculum in social studies, and science. The real world
connection to the AIDS Epidemic made the project relevant to
students. The project extended over many weeks, and students were
allowed to choose perspectives and make decisions about the
design and interface for their presentations. Students
collaborated in small groups to research and implement each
perspective in the presentation. Assessment was on-going and
multifaceted. Students’ presentations included in the variety of
media: text, original art work, scanned images and animations.
(Adapted from Simkins, 2002) Why use project-based multimedia
Learning? Because it is “value added” to your teaching. It is
powerful motivator as proven in the classes of Teacher Nachielle
and teacher Nicole described earlier in this lesson. It actively
engages students in the learning task. Students are likewise
engaged in the production of multimedia presentation. What can be
some limitations of the use of project-based multimedia learning
strategy? One limitation that we see in the need for the extended
period of time. You need time to orient the students on what bare
expected of them, guidelines, goals and objectives of the
project, and more so for the students together and organize their
data, work on their presentations and the like. this strategy
requires technical skills on your part of your students.
Remember, they will be using a combination of several media,
which includes, of course, the computer, if the basic computer
courses did not teach them these skills demanded by this
strategy, there will be a problem. To address this problem, some
days need to be devoted to learning the technology. This can be
another limitation. A third limitation can be the tendency to
lose track of the goals and objectives of your lesson because the
technology aspect has gotten the limelight. You may get so
occupied learning the multimedia presentation that your lesson
objectives get derailed and your project ends up as mere
technology lesson. So, you have to be sure that the technology
aspect of your lesson does not eclipse the academic content which
is the core of your lesson and therefore is most important.
 LESSON XVI

     USING THE PROJECT – BASED MULTIMEDIA AS A TEACHING –

LEARNING STRATEGY

Objective:
1. To know the steps involved in the use of project-based
multimedia learning strategy.
ABSTRACTION

Goals and objectives are always the starting points of

planning. When we plan a multimedia learning project as a
teaching stat clarifying our goals and objectives.  From the list
of objectives and content found in the K to 12 Curriculum Guide,
we select which one will lend themselves to a project –base
multimedia learning strategy. Since this strategy requires much
time we have to spend as seen against time available or face
failure and disappointment afterwards.
          Another  important thing is to determine the resources
available from library materials, community resources both
material and human, Internet, news media – since this project
calls for multimedia. To trim down time devote to a multimedia
project, Simkins et al (200) suggest the following:
         Use technology students already know.
         Use time outside of class wherever possible. Assign skills
practices as homework.
         Use “special” classes (like art or music) as extra time.
         Let students compose text and select and prepare graphics and
sounds as they plan. Consider the possibility of yours students
doing original researches themselves.
         Let us make clear to our students our policy on decision making
and collaboration for smooth working relations.
         Finally, we must  have a plan on how we are going to evaluate
learning.
     So you have decided on the objectives and content with which
to use the project-based multimedia strategy and have determined
resources available. What are you going to do next. Simkins et al
(200) suggest the following:

BEFORE THE PROJECT STARTS

1.  Create project description and milestones. Put in a nutshell

what your project is all about. Describe your project in forty
(40) words or less. Include your instructional goals and
objectives. Include the project components students will be
responsible for and their due date. B writing a brief abstract of
your project, you have a full grasp of the essence of your
project and that your focus will not get derailed.

A milestone may look like this:

Stane Estimated Time

Before the project starts 2 weeks
Introducing the project 1-2 days
 Learning the technology  1-3 days
Preliminary research and planning 3 days- 3 weeks
Concept design and story 3-5 days
boarding
First draft production 1-3 weeks
Assessing, testing, and 1-3 weeks
finalizing presentation
Concluding activities 1-3 weeks
Total class time 5-13 weeks
                                                  Figure
30. Overview of a Typical Project

2. Work with real –world connection. If you have people

outside the classroom involved as clients or assessors
(evaluators) work with them to make an appropriate schedule and
include their ideas for activities.
3. Prepare resources. Seek the assistance of your librarian or
school media

LESSON - XVII
ASSESSMENT IN A CONSTRUCTIVIST, TECHNOLOGY – SUPPORTED LEARNING
Objective:   
1. To identify  which form of assessment fits a constructivist
technology – supported learning environment
ABSTRACTION
From the conversation we gather that some students:
o   Memorizing very much for the test. Fit their style of test
preparation to the kind of test and
o   Study only for passing score and a passing grade

`The question we raise are:  “Is it really bad to memorize

for the test?”  and  “ Is it not good to study  for  score and
for a grade? The answer to both questions is a NO. it is not bad
to memorize  for the test. Examines even take in Memory Plus 
food supplement to increase their power to memorize. Neither is
it bad  to study for scores and grade, however, we should go
beyond memorizing for tests and we should not study only for a
passing score and a passing grade.
In a constructivist classroom, learning transcend
memorization of facts. It is putting these isolated facts
together, from concepts and making meaning out of them. It is
connecting the integration of these facts and concepts to daily
life. It is seeing the relevance of these facts and concepts to
what we value and treasure in life. If that is what learning is
from the eyes of the constructivists, then definitely, the pure
memorization (sometimes without understanding done for a mere
recall test does not jibe with such belief.
What then is the assessment practice that will be congruent
with the constructivist’s thinking? It is a higher level form of
assessment that will require the display of the basic skills of
writing and speaking, computing and the more complex  skills of
 applying  concepts learned, analyzing, critiquing and evaluating,
integrating and creating and the social skills of working with
call for alternative  forms of assessments. The traditional paper
– and – pencil  test will prove to be inadequate to measure basic
skills and social skills.
Authentic assessment is most appropriate for the
constructivist classroom. ( You will learn more about authentic
assessment in your two subjects on assessment.) authentic
assessments measures  collective abilities, written and oral
expression skills, analytical skills, manipulative skills, (like
computer skills) integration, creativity, and ability to work
collaboratively.
In authentic assessment, students perform real – world
tasks, thus the word “authentic”.  It is an assessment  of a
process or a product. That is why authentic assessment  includes
performance or product assessment. The performance is a reliable 
measure of skills learned and the product is a proof of the
acquisition of skills. These performance and product are
assessed. Again the mere paper – and – pencil test cannot
evaluate these. So what do we need? We need to observe  and
evaluate and, to do it more objectively, with the aid of
the scoring rubric. ( You will be taught how to make a scoring in
rubric in your assessment courses.) for now it may be sufficient 
to see a sample of a scoring rubric to get an idea of what it is
about and to see its place in assessment.

LESSON – XVIII

ROLES AND FUCTIONS OF AN EDUCATIONAL MEDIA CENTER

Objectives:
1. To define educational media center
2. To  enumerate the roles and functions an educational media
center  perform to serve the teaching – learning process
3.  To predict the element that the EMC must have for it to
effectively function as one

ABSTRACTION
     An EMC is a facility designed for  the housing and
utilization of all educational media within the school. It is a
basic requirement for a school to render quality service. It is
not independent of the school.  Rather, like any part of the
human body, it is a unit in the school that cooperates with one
another  units or departments that help the school fulfill its
mission and realize its  vision by living up to the school’s
philosophy and aims. It serves a myriad of roles, among which
are: 1. Center of resources, 2. Laboratory for learning, 3. Agent
of teaching, 4. Service agency, 5. Coordinating agency, 6.
Recreational reading center , and 7. A stepping stone to other
resources of the community.
     An EMC renders various kinds of services. It services boil
down to improving the teaching – learning process by making it
more  interactive, collaborative, interesting and authentic.
     What must an EMC have to be a functional EMC?
     The evaluation questions for  a functional EMC (Lucido &
Borabo, 1997) give the following elements.
1. The institutional media services
o   Is the administration committed  to a media program?
o   Is the program of media services administered by a media
specialist through media center?
o   Is the center operating  at the same level  as other major
institutional services of the school?
o   Are they clearly defined policies, procedures, and plans for
short, medium and long term coverage?
o   Is the center provided with appropriate facilities, finances (a
regular budget) and staff (both technical  and clerical)?
o   Is the center capable of giving media and / or educational media
technology advises/assistance to the faculty?
2. Media and instruction
o   Are the faculty encouraged to use media as an integral part of
instruction?
o   Are classrooms equipped and/or adapted for the best possible use
of educational media?
o   Is the media ce nter accessible to all classrooms and lecture/
conference room?
o   Is there educational media technology information dissemination?
o   Is there proper cooperation between faculty and using media for
instructions?
o   In particular, are  faculty members assisted by the media center
staff in analyzing teaching needs and in designing, selecting and
using educational media to meet these needs?
o   Is there an adequate storage, filing and retrieval/borrowing
system for instructional hardware and software/materials?
o   Is the center capable of technical operations relating to
technical assistance, equipment repair and cleaning continuous
upgrading of facilities?
o   Is there a capability for production of graphics, audio visual
and other media materials for instruction?
         Classroom facilities
o   Are classroom designed for and provided with essential facilities
foe effective use of educational media?
o   Specifically, are classrooms equipped for full light control,
electrical outlets, appropriate ventilation and media operations
space?
o   Are classrooms equipped with a bulletin board, chalkboard
projection screen, maps, rails, etc. for instruction using media?
         Media program
o   Are there clear-cut administration policies on the media program?
o   Is there an adequate source/system of funding?
o   Is there appropriate hiring of media center supervisions,
creating and technical personnel ,consultant and clerical staff?