EDUCATION 6

EDUCATIONAL TECHNOLOGY

SUBMITTED BY :
JUDY ANNE G. OPLADO
CPTE BATCH 13 SECTION C

SUBMITTED TO :
MRS. ROSALINDA GUBAC
OUTPUT FOR PRELIM

LESSON 1 to LESSON 6
LESSON 1. MEANING OF EDUCATIONAL TECHNOLOGY
I. Objective
1. Define educational technology.
Answer:

Educational technology is a term used to describe a wide array of teaching-

and-learning–related software and hardware that's increasingly being used
in college and university classrooms. ... Educational technology refers to
technology that usually helps facilitate collaboration in an active learning
environment.
2. Explain how educational technology differs from technology in education.
Answer:
Educational Technology focuses on the use of computers, information
systems*, audiovisual equipment, and other media. ... Educational
Technology teaches through technology, instructing students in the use of a
relatively small set of tools developed by technology.
3. Discuss how educational technology, instructional technology and teaching
technology integration, educational media relate one another.
Answer:
Educational technologists often employ the term instructional media to represent
all of the devices that teachers and learners use to support learning. However,
for many educators the terms educational technology, instructional media, and
instructional technology are used interchangeably, and they are used so here.
II. Suggested Topics
1. Meaning of Educational Technology.
Reference Text : Educational Technology I by Brenda B. Corpuz PhD and Paz T.
Lucido PH.D. page 13-20.
III. Activities.
1. In two minutes, write down anything that comes to your mind, when you
hear the phrase Educational Technology. Analyze your answer.
Answer:
 When I hear the phrase Educational Technology, what comes in my mind is
the “modern technology”. This is a field study that will help the people to
solve the problems by using modern technology. This is not only focusing on
the use of computer and other high-tech gadgets but this is also a systematic
method of working (process) that desires good product or result.
2. If technology refers to “all the ways people use their interventions to satisfy
their needs and desires” then educational technology includes all educational
inventions-old and new to satisfy our human need to learn. Explain the
statement.

Answer:
Now a day’s people all around the world tried to invent using their brilliant
minds different things that will help satisfy the need and desires of all human
beings. This invention is already part of the technology. The invention does
not actually require to be new always but even those previously invented
were still part of the process and it is still being used and very useful most
especially in teaching students in the 21st century.
3. Read the meaning of Educational Technology (Abstractive)
a. Take note of different meaning of educational technology.
Answer:
Educational 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 arts 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 form part of technology but
technology is all these and more!
It is a “planned, systematic method of working to achieve planned outcomes
—a process not a product. Technology is that applied side of scientific
development. “(Dale,1969) technology also refers to any valid and reliable
process or procedure that is derived from basic research using the scientific
method. (http://en.wikipedia.org?
wiki/Educational_technology#Perspectives_and_meanig) technology refers
 to “all the ways people use their interventions and discoveries to satisfy their
educational needs and desires” (The World Book Encyclopedia, Vol. 19).
So, educational technology refers to how people use their interventions and
discoveries to satisfy their educational needs and desires, i.e., learning.
Educational Technology is “a complex, integrated process involving people,
procedures, ideas, devices, and organization for analyzing problems and
devising, implementing, evaluating and managing solutions to those
problems, involved in all aspects of human learning.” (Association for
Education Communications and Technology, 1997.
Educational technology “consists of the design and environments that engage
learners and reliable technique or method for engaging learning such as
cognitive learning strategies and critical thinking skills “(David H. Jonassen,
et al. 1999).
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 a 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
using educational methods and resources for the ultimate goals of facilitating
the learning process (Lucido and Borabo, 1997). As a field, it operated with
the total field of education.
Is a profession like teaching, it is made up of organized effort to implement
the theory, intellectual technique, and practical application of education
technology (David H. Jonassen, et al. 1999).
b. Technology in Education – is the application of technology to any process
involved in operating the institutions which house the educational enterprise.
c. Instructional Technology – is a part of educational technology. It refers to those
aspects of educational technology that “are concerned with instructions as
contrasted to designs and operations of educational institutions. Teaching in terms
of specific objective” Lucido and Borabo, 1997)
d. Technology Integration – means using “Learning technologies to introduce
reinforce, supplement and extend skills.” It is also a part and parcel of instructional
technology, which in turn is part of educational technology.
 e. Educational Media – are channels or avenues or instruments of communication.
Examples are books, magazines, newspapers, radio, television and internet.
Which of the term above are very much related to educational technology?
Answer:
The term educational technology, instructional technology, technology and
educational media are all related to each other because this are all tools in
order to make learning possible and effective. The most related are
instructional technology and technology integration because it is part of the
technology in education.
Which one is least related?
Answer:
The least related is the educational media. This educational media are those
physical or visible objects that are also very important in the learning
process.

IV. Application (This will serve as assessment)

A. Do this activity.
1. By using this graphic organizes (see page 17). Explain what educational
technology is?
Application.
 A complex integrated process
involving people, procedure, “Consist of the designs and
ideas, devices, and environments and engage
organization for analyzing learners and reliable
problems and devising, technique or method for
implementing, evaluating, engaging learning such as
and managing solutions to cognitive learning strategies
those problems, involved in and critical thinking skills.”
all aspects of human
learning.

Educational
Technology

Is a field study which is

concerned with the practice A theory about how
of using educational methods problems in human learning
and resources for the are identified and solved.
ultimate goal of facilitating
the learning process.

Is a field involved in applying

a complex, integrated
process to analyze and solve
problems in
2.

Learning technologies
Application to Food, health,
that
finances, reinforce,and etc.
scheduling
supplement and extend
skills
Books,
Magazines,
newspaper,
TV, etc.
3.

Educational Technology Technology

Application of theories in Education
to solve
Theory about human learning andin different field
problems
problems are solved.

4. Are the chalkboards and bulletin boards and other traditional learning equipment
also included in the term educational technology?
Answer:
Yes, the traditional learning equipment like chalkboards and bulletin board are also
included in the term educational technology because they are human invention
and/or discoveries that satisfy educational needs and helps the student to be
encourage in learning.
5. Individual Activity – Accomplish this learning bank.
 Deposit/s Dividend/s
(What I learned) (How I use what I learned in my life)
(I have learned the meaning of educational As a previous IT graduate and a
technology) Educational technology is a field future teacher, whatever things I
of study that investigates the process of have learned most especially
analyzing, designing, developing, software applications, I will
implementing, and evaluating the integrate it into subject areas
instructional environment and learning and I will share my knowledge to
materials to improve teaching and learning. my students so that they will be
aware of the good things
technology can help them.
The meaning of instructional technology – is I will use the technology to make
a specific technology field that deals with teaching and learning more
creating resources for learning. interactive, fresh, and engaging.
I will make sure that my
students will be able to
collaborate with their own
classmates using safe software
programs that will be helpful in
their learning.
(Meaning of Technology Integration) I will make sure to use more
Technology integration is the use of often chalkboards, bulletin
technology resources like computers, mobile boards and other traditional
devices like smartphones and tablets, digital learning equipment so that my
cameras, social media platforms, and students will not forget that it is
networks, software applications, the still good to learn the lessons
Internet, etc. in daily classroom practices, using them without the use of
and in the management of a school. the newly invented gadgets or
technology. In this way my
students will not be dependent
on those devices.
I have learned the examples of Educational
Media which are the books, magazines,
newspapers, radio, television, and internet.
I have also learned that the traditional
learning equipment such as chalkboards and
bulletin boards are also part of the
educational technology.

LESSON 2 – TECHNOLOGY BOON OR BANE

I. OBJECTIVES
1. Explain when technology is boon or bane.
Answer:
 Technology is a boon if it is our slave. It's when we let it become a master,
that it becomes a bane. ... When you say technology is dominating your life, in
a sense you are allowing it to do so. As a human being you have a brain, to
decide what's wrong, what's not, when to stop, and when to get off.
II. SUGGESTED TOPIC
1. Technology is a blessing for man.
Answer:
Technology is a blessing – but it can also be a curse. ... With the advent of
new technologies on a continual basis, giving people access to more
information at a faster rate than ever, society is reaching a point where there
is just too much stuff to absorb.
2. Technology is bane to education.
Reference Text: Education Technology I by Brenda B. Corpuz PhD and Paz T.
Lucido PhD (page 21-36)
Answer:
Technology is an enabler that needs to be leveraged to aid the learning
process and not something to be avoided. ... As Bill Gates once famously
said, “Technology is just a tool. Regarding getting the kids working together
and motivating them, the teacher is most important.”

III. ACTIVITIES (PAGE 21-36)

1. Read activity A.
2. Read activity B and give your reactions.
Answer:
Activity B talks about the advantage and disadvantages of high-tech gear to
communicate at home. For me technology has strong effect in the
communication in the family. The use of technology should be depending on
the situation if there is a need to use them or not. Let us say for example if
one of a household member is out or far from his family the technology like
videocall, messenger, and other social media apps is useful so the family
member who are left at home will be communicated or they will not miss
that much. But in the case that all the family members are just at home and
they just used technology to communicate with each other, for me that is not
essential. Family members should prioritize personal communication
without using devices.
 3. Study activity. C. Based on the readings you just did and the analysis of the
comic strips. Answer this question. Do you have any experience similar to what
you read?
Answer:
Yes, I have similar experience in what I have read and what I’ve seen in the
comic strip. Truly, technology has helped me easily communicate my family
members when we are far from each other. Through frequent watching of
comic videos through YouTube Kids, my nephew has learned a lot most
especially identifying objects, colors, shapes and numbers. My nephew has
already learned a lot of English words. One disadvantages of technology is
that family bonding affected.
B. ANALYSIS
1. What blessings did technology bring?
Answer:
For me the advent of new technologies gives people access to more
information at a faster way and this also gives people easy way to
communicate and send data and information.
2. What problems did technology likewise bring?
Answer:
The problems that technology brings to human beings are: Data privacy, fake
news etc. Social media and mobile devices may lead to psychological and
physical issues, such as eyestrain and difficulty focusing on important tasks.
They may also contribute to more serious health conditions, such as
depression.
3. Is technology good or bad?
Answer:
Some people make debates about technology are good or bad for us human
beings. For me, technology is neither good nor bad. It is depending on the
matter of how we use technology. It gives us a lot of advantages because it
helps make things easy for us however if it is used wrongly it can actually give
us worst outcome. Things that have contributed to making our lives better as
well as causing some negative effects but with the right regulations,
technologies could be used to significantly improve lives.
III. APPLICATION (ASSESSMENT)
1. Do activity A. Come up with your listing on how technology can be a blessing or a
curse to mankind. Feel free to give examples drawn from life, not only from inside
the classroom.

Technology as a Boon Technology as a Bane

Through technology, it makes life easier and Because of technology, many
comfortable, and we can do a lot of things people are becoming lazier
through technology. because they will just rely on the
things that technology can give.
Technology contributes to the quality of Technology can also cause some
teaching-learning process. people “dumb” since through
Internet it gives us all the
information in just one click and
that’s precise why we can end up
losing our retention power, and
the ability to think.
With cellphones, webcam, and other mobile Over exposure with technology
gadgets, you will be closer to someone miles even our children are exposed to
and miles away. things that we don’t
Since communication is faster there are many Technology can also create more
human lives saved because of speedy wars because of the social media
notifications via cellphones. flatforms and other messaging
apps.
Using multimedia, teaching and learning have The more gadgets, the more heat
become more novel, stimulating, exciting, is emitted, and that can result
fresh, and engaging inside the classroom. the ever overused two words
“Global Warming”.
Through watching television, we will be
aware of the current things and events
happening all around the world.

2. Explain activity B and answer questions from 1-3.

Each group must a quotation and together must explain its meaning.
 “Technology or perish” – John R. Pierce
Answer:
In this quote, John R. Pierce wants us to understand that technology
has given human beings comfort when it comes to source of career,
income, education, etc. if it is used properly, however, if technology is
abused or is not abused in a proper way, “perish” here means it can
 give multiple disadvantages like virus, scams, pornography, internet
and online gaming addiction and so many others.
 “All our technological process, our very civilization, is like the axe in the
hand of the pathological criminal.” -Albert Einstein
Answer:
In this quote Einstein, he compared technological process to an axe in
the hand of a pathological criminal. Technology of any kind, compared
to axes, is a power multiplier. Considering the characteristics of an axe
which is dual inclined plane that reduces the effort needed by the
wood chopper to split wood into parts by applying pressure. In this
view, an axe (technology) if not use properly in a specific purpose,
tendency would be, it will be applied to violence likely make them
both pathological and criminal.
 “If there is a technological advance without social advance, there is,
almost automatically, an increase in human misery.” -Micheal
Harrington
Answer:
This quote means that when we use advanced technology in teaching,
it must be coupled with advances in content delivery and absorption.
The use of technology in instruction must not compromise the content
of the lesson because there is a possibility that students are more
overwhelmed by the graphics and other visual aspect of technology
and may give little importance to the content. Technological and social
advance must go hand in hand for advancement and development of
every student.
3. Answer activity C
C. Can technology take the place of the teacher in the classroom?
Answer:
Technology cannot replace a physical teacher in a classroom because
technology is merely an augmentation to a teacher. Technology is an aid to
help and facilitate the learning process. A teacher acts as guide, mentor and
inspiration for the students which the technology cannot give.
4. Answer activity D.
D. You are a school head. For technology to serve its ultimate purpose of
improved learning, you involve your faculty in the formulation of guidelines on
the use of technology in the classroom. Simulate a faculty meeting and come
up with written guidelines.
Answer:
 If I will be a school head and will formulate written guidelines will strictly be
followed because this will be for the benefit of everyone.
The following are the list of guidelines for the use of technology inside the
classroom:
1. Make sure that the school staff and students should only visit
approved internet sites.
2. For security privacy, never give out your personal information.
3. Students should inform the teacher if they see something
uncomfortable or inappropriate with the applications they are using.
4. Students should not download anything without teacher permission.
5. For order and cleanliness, leave your workspace as you found it.
6. Use the printer or print documents only if you have permission.
7. Never change settings without permission to avoid computer
application problems.
8. Mobile gadgets such as cellphones, iPad, etc. should only be used if
there are important transactions or emergency and not during
classroom discussion.
9. Inform the teacher if you need to use the mobile devices for important
matters.
IV. Reading Summing up. Answer making the connections.
Computer Applications that can be applied by Teachers

Microsoft Word (MS WORD) Word processing helps teachers use

preparation time more efficiently by letting
them modify materials instead of creating
new ones.
MICROSOFT EXCEL (SPREADSHEET) The activities, such as, computing grades,
preparing lesson plans, creating graphs or
tables and many more can be carried out
effectively and efficiently by using excel
spreadsheets.
MICROSOFT POWERPOINT Appropriate use of power point
presentations can enhance the teaching
and learning experience for both staff and
students. It provides encouragement and
support to staff by facilitating the
structuring of a presentation in a
professional manner.
Windows Movie Editor This application can help in case there are
documents, videos and pictures that need
to be compiled or making video clips for
video presentations. It is easy to use and
support multiple formats including MP4,
 AVI, AVCHD and many more.
ADOBE PHOTOSHOP CS3 This graphic editing software can help
teachers or students to make graphic
presentation. Editing of pictures, making
charts for bulletin boards and other
purposes.
GOOGLE CHROME/INTERNET EXPLORER Through the different Search engine
OTHER SEARCH ENGINES applications, we can search information
right away. This is also where we access
different internet sites such as Gmail,
Ymail, YouTube, Facebook, etc.

LESSON 3 – THE ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING

I. OBJECTIVES
Discuss the roles of educational technology in learning.
Answer:
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". ...
 Russell and Sorge (1999) also claims that the proper implementation of
technology in the classroom gives students control of their own learning and .
. . tends to move classrooms 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
levels, interests, multiple intelligences and learning styles.
 Technology also helps students become lifelong learners.
II. SUGGESTED READINGS
1. Technology as source and Presentos of Knowledge.
2. Technology as Learning Tools that learners learn with.
Reference Text: Educational Technology by Brenda B . Corpuz, Ph.d and Paz T.
Lucido Ph. D. Page 29-35.
III. ACTIVITIES
1. Go back to your learning experience in school. Recall specific ways by which
the use of Education Technology helped you learn. Write your answer.
Answer:
During my elementary, high school and college years in school, the
educational technology such as chalkboards, bulletin boards, projector, white
screen, television, CD players, desktop or laptop computers may have helped
me learned a lot in school. Because of these devices, my teachers were able to
effectively explain the lessons, and this also helped our class discussion to be
lively, fresh, active, and engaging.
Read and analysis and answer discussion question.
Based on the experienced shared, which greater role did technology play in
your learning experienced: technology – as – teacher or technology – as –
partner in the learning process?
Answer:
After I read the analysis text, it discusses technology as 2 kinds: as teacher or
as partner in the learning process. But for me what is more emphasized in the
text is that the technology – as – partner in learning.
IV. APPLICATION/ASSESSMENT
A. Answer questions number.
1. Based on the roles of educational technology from the contructivist’s
perspective given above, identify under which role and process is illustrated
by each of the following:
Answer:
a. Technology as intellectual partner to support learning – by – reflecting.
b. Technology as tools to support knowledge construction.
c. Technology as a social medium to support learning by conversing.
d. Technology as information vehicles for exploring knowledge to support
learning – by – constructing.
e. Technology as context to support learning – by – doing.
2. Give at least 3 uses of functions of educational technology.
Categorize them either as technology as teacher (source of knowledge) or
technology as partner in learning (one that engages the student in thinking and in
the construction of knowledge and meaning).
Technology as a teacher Technology as a partner in
learning
Video presentation on the tourist spots in in Setting up an experiment
the country shown through video
presentation and requiring
the student to predict the
outcome of the experiment.
1. Our world is changing, and to prepare our 1 Interactive whiteboards,
children for this new world we need to . tablet PCs, projectors and a
change the way we educate them. host of other tools allow
teachers to present
information in ways that
prompt discussion and
collaboration.
2. Projected visuals are defined as media 2 Technology, in one form or
formats in which text and still images are . another, has always been
enlarged and displayed on an illuminated part of the teaching and
scree. learning environment. It is
part of the teacher’s
professional toolbox. In
other words, it is among the
resources that teachers use
to help facilitate student
learning.
3. Technology helps to arouse and sustain the 3 Technology helps to
interest and attention of the . increase the quality of
pupils/students to learn. learning while decreasing
the time spent.

1. The constructivist thinking is this: technology cannot teach students.

Rather, learners should use the technologies to teach themselves and others.
Do you agree with the constructivist?
Answer:
Yes, I agree with the constructivists view that a technology cannot teach
students in a way that technology is just a productive tool that helps in
learning and not a physical teacher who guides, motivates, and instructs
students what to do. Technology is meant to serve man and not to replace
man.
2. Is there anything pedagogically wrong with the traditional use of technology
as a presenter of knowledge like the teacher as a source of knowledge?
Answer:
For me, No I can’t say that there’s pedagogical issue with the use of the
traditional technology because it has been widely used by the teachers for
many decades even before the new inventions are used now a days.
Traditional technology allows teachers to present authentic information from
other perspectives and can improve collaboration to every student. Of course,
if teachers rely too much on technology without making pedagogical
considerations, it could really cause bad effect to the quality of his or her
teaching.
4. Why use technology in teaching? Answer this question based on what you
learned from this lesson. Present it in your own creative way, other merely
enumerating them.

Technology in Teaching
LESSON 4-SYSTEMATIC APPROACH TO TEACHING
I. OBJECTIVES
1. Explain what a systematic approach to teach.
The broad definition of educational technology encompasses systems or
designs of instruction. In this lesson, let’s discuss a symbol system or a
systematic approach to instruction.
As depicted in the chart, the focus of systematic instructional planning is the
student. Instruction begins with the definition of instructional objectives that
consider the students’ needs, interest, and readiness. On the basis of this
objective, the teacher selects the appropriate teaching methods to be used
and, in turn, based on the teaching method selected, the appropriate learning
experiences and appropriate materials, equipment and facilities will also be
selected.
The use of learning materials, equipment and facilities necessitates assigning
the personnel to assist the teacher and defining the role of any personnel
involved in the preparation, setting and returning of this learning resources.
(in some school settings, there is a custodian/ librarian who takes care of the
learning resources and / or technician who operates the equipment while
teacher facilitates.) the effective use of learning resources is dependent in the
expertise of the teacher, motivation of level or responsiveness, and the
involvement of the students in the learning process. With the instructional
objectives in mind, the teacher implements planned instructions with the use
of the selective teaching method, learning activities, and learning materials
with the help of other personnel whose role has been defined by the teacher.
Will the teacher use direct instruction or indirect instruction? Will he /she
teach using the deductive or inductive approach? It depends on his / her
instructional objectives, nature of the subject matter, and readiness of
student and the expertise of the teacher himself or herself.
Examples of learning activities that the teacher can choose from, depending
on his/her instructional objectives, nature of the lesson content, readiness of
the student 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, flat
pictures, slides and transparencies, maps, charts, cartoons, posters,
models, mockups, flannel, board materials, chalk boards, real
objects, and the like.
 After instructions, 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
objectives were not attained, then teacher diagnoses were not learned and
finds out why it was not learned to introduce a remedial measure for
improved student performance and attainment of instructional objectives.

2. Discuss the elements of a systematic approach to teaching.

Data collection also ensures that this method of teaching is effective and
results are measureable. To better understand the importance of systematic
instruction, let’s break it into steps:

Step 1: Define the instructional objective. It is wise to identify your

objective first and then break it down in to a single step or a chain of steps to
complete. You should also review students’ prior learning history,
preferences, or prerequisites skills that might assist in obtaining the skill.

Step 2: Choose an appropriate teaching/prompting strategy and

materials. This will allow students to complete the skills or steps in the
chain. If you know that a student is having difficulty with instruction in a
particular lesson, as an educator, you should find a way to teach or prompt
them through the process to eventually get to the instructional objective and
complete the skill on their own.

Ask yourself: What instructional strategy might support me in prompting or

teaching my student to complete this skill? You should also consider how you
will fade out teaching prompts over time and support your student so they
can become independent learners.

Step 3: Determine the data collection method. This will allow you to
evaluate how well your students are doing over instructional trials and
whether they are gaining independence over time. You should make sure
that the evaluation method is sensitive enough to pick up on how students
are progressing in becoming independent and performing the skills
necessary for their success.

Step 4: Implement the instructional strategy and collect data. This step
ensures that educators are implementing strategies designed for success and
 that, even though variations are inevitable, all individuals teaching the skill
are implementing them in a similar way. It is imperative that you also
determine an appropriate reinforcement strategy. So many students have a
negative experience when it comes to learning. You can make learning fun by
reinforcing the benefits of correct skill usage and support students along the
way. After that, you should aim to fade prompts and scale back until students
become independent.

Step 5: Evaluate your data. You should do this to find out whether the
strategy you are using to teach a skill is effective and whether there is an
increase in student comprehension or capability. If there is a positive trend,
then continue to implement the same instructional strategy. If the trend is flat
or variable (meaning it jumps up and down) you should reevaluate the data
to determine if the instructional method will be effective in the long term.

Step 6: Refine the process and make decisions based on data. You should
always take the results you are seeing in your data into consideration when
determining whether you should adjust your instructional strategies. If the
instructional objectives were attained, then determine the next step of your
instruction. If the instructional objective was not obtained, then you must
determine what you need to change, any additional materials required and if
there is an inconsistency in the implementation of the instructional strategy.
Occasionally, you might discover the instructional method you’re using needs
to be broken down into a simple step or that you need to teach a prerequisite
skill prior to teaching a learning objective.

Systematic instruction is a great way to show that any student can learn.
Educators are also responsible for breaking skills down to help students
learn, no matter their challenges. Discovering and utilizing the power of
systematic instruction can ensure that educators everywhere are helping
students at every grade and learning.

II. SUGGESTED READINGS

1. Systematic Approach to teaching
Reference text: Educational Technology I by Brenda B. Corpuz, Ph.D and Paz T.
Lucido Ph.D. Page 36-43
III. ACTIVITIES
 A. Study the chart on systematized instruction. Pay close attention to the parts.
Write at least four statements on the figure.

Answer:
1. In the figure the focus of systematic instructional planning is the student.
2. The Instruction begins with the definition of instructional objectives that
consider the students’ needs, interest, and readiness.
3. The second focus in the systematized instruction is choosing appropriate
methods where in it is the basis of the teacher to select the appropriate
teaching methods to be used.
4. Refine the process is the last step where in the instructional objective were
attained, teacher proceeds to the next lesson going through the same cycle
once more.

B. ANALYSIS
Guide question for discussion.
1. Who is at the center of the chart? What does the central location of the chart
mean?
Answer:
The center of the chart is the Learners or the students. The central location of
the chart means that is the focus of chart.
2. What are the steps of the Instructional process or the parts of a systematic
instruction?
Answer:
Step 1: Define Objectives
Step 2: Choose appropriate methods
Step 3: Choose appropriate experiences
Step 4: Select materials, equipment, and facilities
Step 5: Assign personnel roles
Step 6: Implement the Instruction
Step 7: Evaluate Outcomes
Step 8: Refine the process
3. What does each step means?
Answer:
The following are the definition of the steps in systematized instruction:
1. Define objectives – instruction begins with the definition of instructional
objectives that consider the students’ needs, interests, and readiness.
2. Choose appropriate methods – on the basis of these objectives the
teacher selects the appropriate teaching methods to be used.
3. Choose appropriate experiences – based on the teaching method
selected, the appropriate learning experiences, an appropriate material,
equipment, and facilities will also be selected.
4. Select materials, equipment, and facilities – the use of learning
materials, equipment, and facilities necessities assigning the personnel to
assist the teacher.
5. Assign personnel roles – defining the role of any personnel involved in
the preparation, setting, and returning of these learning resources would also
help in the learning process.
6. Implement the Instruction – with the instructional objectives in mind,
the teacher implements planned instructions with the use of the selective
teaching method, learning activities, and learning materials with the help of
other personnel whose role has been defined by the teacher.
 7. Evaluate Outcomes – after instructions, teachers evaluate the outcome of
instructions. From the evaluation results, teachers come to know if the
instructional objective was attained.
8. Refine the process – if the instructional objective was attained, teacher
proceeds to the next lesson going through the same cycle once more.
4. In what way does the chart show the systematic or systems approach to
instruction?
Answer:
The chart shows a systematic approach because it is a network of elements
and it is related to each other. The parts are different from each other but
each one is special in the sense that each performs a unique function for the
life and effectiveness of the instructional system.
Are the elements or phases of instruction independent of one another or they
relate to one another?
Answer:
The parts are independent but at the same time they relate to each other.
5. Can the arrows be made to point also to the learners?
Answer:
Yes, it can be because on the first place the main focus of this chart is the
Learners.
IV. APPLICATION ASSESSMENT
1. Answer number 1.
Test your understanding of a System Approach.
Put a before the item that characterizes a system approach to instruction and a
before the item that does NOT characterize a system approach.
1. The function of one part can be performed by another part of the system.
2. One element can be substituted by another element in the system.
3. There is interaction among parts of the system.
4. Elements are independent of each other.
5. There is interdependence of elements.
6. The phases of instruction are viewed in isolation.
2. Read and understand question number 2.
3. Make you own graphic presentation of the systematic approach to
instruction.
4. Read postscript – The Phases of a systematic Approach to Instruction.
5. Do individual activity-accomplish this learning bank.
Deposit Dividends
(Any insight drawn from the (How will I apply the insight?)
lesson?)
As a future teacher:
The learner is the focus of I should always consider the things
systematic instructional planning. that are good for my future students
since they are the center of the
teaching process.
The Instructional objectives If I will make lesson objectives for
including the learner’s need, my classroom discussion it must fit
interests, and readiness. in level of understanding and the
interest of my students.
The teacher must be the one selects The teaching materials that I will be
the appropriate teaching methods to using should be appropriate to the
be used, chooses the appropriate teaching method that will make my
learning experiences and class discussion educational, fun,
appropriate materials, equipment, interactive and engaging.
and facilities.
Expertise of the teacher includes theAs teacher I should make share be
motivation level of responsiveness, prepared and equipped with
involvement of the learners in the information before doing class
learning process results to a good discussions. Before the class, I need
outcome which concluded to its high to study different sources of
level of effectiveness. information so that my teaching will
be effective.
After instruction, teacher evaluates Teacher should make assessment to
the outcome of instruction. evaluate if the students have
understood the lesson or I need to
explain again the topic or use other
approach to make my students
understands the discussion.
 OUTPUT FOR PRELIM

PART 2 – LESSON 5 to 6

LESSON 5 – THE CORE OF EXPERIENCE

I. OBJECTIVES
1. Discuss the core of experience.
Dale’s Cone of Experience is a visual model that is composed of eleven (11) stages
starting from concrete experiences at the bottom of the cone then it becomes more
and more abstract as it reaches the peak of the cone. Also, according to Dale, the
arrangement in the cone is not based on its difficulty but rather based on
abstraction and on the number of senses involved. The experiences in each stage can
be mixed and are interrelated that fosters more meaningful learning.
According to one of the principles in the selection and use of teaching strategies, the
more senses that are involved in learning, the more and the better the learning will
be, but it does not mean that concrete experience is the only effective experience
that educators should use in transferring knowledge to the learner. Like what was
mentioned above, the experiences in each stage can be mixed and are interrelated
thus, a balance must be achieved between concrete and abstract experiences to cater
the and address all the need of the learner in all the domains of development and to
help each learner in their holistic development.
Moreover, the generalization about the Cone of Experience that was presented above
is not enough. We should try to go deeper in each of the component of the cone since
Educational Technology basically revolves around the Cone of Experience. By going
one-by-one, starting from concrete to abstract, we will understand more the
different components of the cone that will help us in grasping the real meaning of
educational technology.
To expand on each of the components, let us begin with the Direct Purposeful
Experiences. These are firsthand experiences which serve as the foundation of
learning. In this level, more senses are used to build up the knowledge. Also, in this
level, the learner learned by doing things by him/herself. Learning happens through
actual hands-on experiences. This level explains and proves one of the principles in
the selection and use of teaching strategies, the more senses that are involved in
learning, the more and the better the learning will be. This level also proves that
educational technology is not limited to the modern gadgets and software that are
commercially available nowadays. This shows that even the simple opportunity that
you give to each child could help them learn.
The next level would be the Contrived Experiences. In this level, representative
models and mock-ups of reality are being used to provide an experience that as
close as reality. This level is very practical, and it makes learning experience more
accessible to the learner. In this stage, it provides more concrete experiences, even if
not as concrete as direct experiences, that allows visualization that fosters better
understanding of the concept.
On the other hand, the next level would be the Dramatized experiences. In this level,
learners can participate in a reconstructed experience that could give them better
understanding of the event or of a concept. Through dramatized experiences,
learners become more familiar with the concept as they emerge themselves to the
“as-if” situation.
The next level would be the Demonstrations. It is a visualize explanation of
important fact, idea, or process using pictures, drawings, film and other types of
media in order to facilitate clear and effective learning. In this level, things are
shown based on how they are done.
Another level would be the Study Trips. This level extends the learning experience
through excursions and visits on the different places that are not available inside the
classroom. Through this level, the learning experience will not be limited to the
classroom setting but rather extended in a more complex environment.
The level of study trips is followed by exhibits. It is a somewhat a combination of
some of the first levels in the cone. Exhibits are combination of several mockups and
models. Most of the time, exhibits are experiences that is “for your eyes” only but
some exhibits include sensory experiences which could be related to direct
purposeful experiences. In this level, meanings ideas are presented to the learners in
a more abstract manner. This experience allows student to see the meaning and
relevance of things based on the different pictures and representations presented.
The next levels would be the level of television and motion pictures and sti8ll
pictures, recordings, and Radio. I decided to combine these two stages since it is
re3lated to one another. Because of the rapid development of the modern
technology, a lot of people believe that Educational technology is limited to these
stages. They are not aware that these sages are only a small portion of EdTech. For
television and motion pictures, it implies values and messages through television
and films. On the other hand, still pictures, recordings and radio are visual and
auditor4y devices that can be used by a learner/group of learners that could
enhance and extend learning experience.
Lastly, I also chose to combine the last two levels because they are used hand-in-
hand. The last two levels would be the Visual symbolic and Verbal symbolic. These
two levels are the most complex and abstract among all the components of the Cone
of Experience. In the visual symbolic level, charts, maps, graphs, and diagrams are
used for abstract representations. On the other hand, the verbal symbolic level does
not involve visual representation or clues to their meanings. Mostly, the things
involved in this level are words, ideas, principles, formula, and the likes.
After going through the different components of the Cone of Experience, it could be
said that in facilitating learning,
we can use variety of materials
and medium to maximize the
learning experience. One medium
is not enough thus if we can take
advantage of the other media.
There’s nothing wrong with
trying to combine several
medium for as long as it could
benefit the learners. Also,
through the levels provided by
 the Cone of Experience, it could be said that concrete experiences must be provided
first to support abstract learning. Lastly, staying on the concrete experiences is not
even ideal because through providing abstract experiences to the learner, the more
he/she will develop his/her higher order thinking skills which is important for more
complex way of thinking and for dealing with more complex life situations. Through
understanding each component of the Cone of Experience, it could be said that
Educational Technology is not limited to the modern gadgets that we have right now
but rather it is a broad concept that includes all the media that we can use to attain
balance as we facilitate effective and meaningful learning.

2. Enumerate the sensory aids in the cone of experience.

The Cone of Experience by Edgar Dale is from abstract to experience which starts
form Direct Purposeful Experiences, followed by Contrived Experiences, Dramatized
Experiences, Demonstrations, Study trips, Exhibits, Educational Televisions, Motion
Pictures, Recordings, Radio, Still Pictures, Visual Symbols and Verbal Symbols.
3. Explain its implication to teaching.
We do not use only one medium of communication in isolation rather we use many
instructional materials to help the student conceptualize his experience. We avoid
teaching directly at the symbolic level of thought without adequate foundation of the
concrete. When teaching we should develop the students to use or enhance their
higher order thinking skills.
II. SUGGESTED READING
1. The Cone of Experience by Edgar Dale.
Reference Text: Educational Technology I by Brenda B. Corpuz PhD and Paz T.
Lucido Page 44-45
III. ACTIVITIES
A. Study the Cone of Experience on page 45 figure 3.
B. Analysis Number 1 to 12.
Discuss question.
1. What is the learning aids found in the Cone of Experience?
Answer:
The learning aids found in the cone of experiences are the use of
variety of medium in learning that are good. In order to have strong
 2. How are the experiences of reality arranged in the Cone of
Experience?
Answer:
The experience of reality is arranged in the coned of experience from
concrete, active actual to the least tangible one. The cone of
experiences is also arranged from more complex activities that
require the use of all the senses to the activities doesn’t require the
use of the senses.
3. Which way is closest to the real world?
Answer:
The part of the cone of experiences that is closest to the real world
was the first one in the bottom which is the direct purposeful
experiences.
4. Which way is farthest from the real world, in the sense more abstract?
Answer:
In the Cone of Experience, the farthest and the most abstract are at the
top of the cone which is the verbal because this requires sense to the
activity.
5. Is the basis of the arrangement of experiences difficulty of experience
or degree of abstraction (the amount of immediate sensory
participation involved?
Answer:
I think the cone of experience is arranged based on difficulty and
degree of idea or abstraction.
6. Do the bands of experience (e.g., direct expenses, contrived
experience, etc.?) Follow a rigid, inflexible pattern? Or is it more correct
to think that the bands experience in the Cone overlap and blend into
one another?
Answer:
No, the bands of experience do not follow a rigid and flexible pattern.
Yes, it is correct to think that bands of experience often overlap and
sometime blend into one another based on the different kind of
sensory aid used.
7. Does the Cone of experience device mean that all teaching and
learning must move systematically from base to pinnacle?
Answer:
No, as we have noted, young children start from using many simple
abstractions like verbal symbols. Perhaps this new and simple
abstraction can be mastered with less firsthand experience than you
might think necessary.
8. Is one kind of sensory experience more useful educationally than
another?
Answer:
One kind of sensory experience is not necessarily more educationally
useful than other sensory experiences are mixed and interrelated. Too
much reliance on concrete experience may obstruct the process of
meaningful generalization.
9. Can we overemphasize the amount of direct experience that is
required to learn a new concept?
Answer:
Yes, this is danger. Perhaps the new abstraction can be mastered with
less firsthand experience than you might think necessary.
10. Are the upper levels of the Cone for the older students and the lower
ones for the child?
Answer:
Instructional materials at all levels of the Cone can help us to extend
the web of relationships that concepts involve. Even the most
advanced student, therefore, can deepen his understanding of
concepts and his enjoyment of life by participating in experiences all
along our Cone. The Cone of Experience stands for activities that are
available, in varying degrees, to learners in all age groups.
11. The base of the Cone of Experience (direct purposeful experiences?
Is much wider than its apex (verbal symbol). Does this have any
educational significance/ any meaning that can you derive?
Answer:
The base of the Cone is bigger because it needs to be emphasized
because direct and purposeful experience is very important.
 12. What is the Cone of Experience?
Answer:
The Cone of Experience is a pictorial device use to explain the
interrelationships of the various types of audio-visual media, as well
as their individual “positions” in the learning process. The base of the
cone is the direct experience allows us to use all senses and the last
part which is in the tip is the verbal symbols involved only hearing.
Read Abstraction (page 47-50)
Read and understand Jerome S. Bruner’s Three-Tiered Model of Learning
(Figure 4)
Answer the question that follows (page 51-52)
Question: Are the implications of the Cone of Experience in the teaching—
learning process the same thing that is recommended by Bruner three-tiered
model of learning?
Answer:
Yes, the Cone of Experiences is similar to that of Bruner’s Model since it also
emphasizes on the incremental process of experiences which include
sequences of action or senses, illustrative and symbolic or abstractive. The
cone of experience is more specific experiences rather than the general.
Which learning aids in Edgar Dale’s Cone of Experience correspond/s to each
tier or level in Brunner’s model? Write your answer on the spaces provided.
Symbolic
Visual Symbols, Verbal Symbols

Iconic
Demonstrations, Study trip,
Exhibits, Educational
Television, Motion Pictures,
Recordings, Radio, and Still
Pictures

Enactive
Direct, Purposeful Experiences, Contrived Experiences, Dramatized Experiences

C. A math professor asked a math student specializing in Math why (a+b)2= a2+2ab+B2
She proceeds with:
Is this a concrete explanation of the equation>if not, what is a concrete
representation of the equation?
D. If you teach a lesson on the meaning of 1/2, 1/3 and ¼, how will you proceed if you
follow the pattern in dale’s Cone of Experience beginning with the concrete moving
towards the abstract.
E. Read Summing -Up (page 53)
Take note of the important points.
IV. ASSESSMENT
Answer question 1-4 on making connections.
1. After the lesson on the Cone of Experience. Can you now explain why the
teachers in Literature discourage us from reading only comics or illustrated
comic version of novels which can be read in the pocketbooks?
Answer:
Yes, because the teacher discourages reading comics or illustrated comics
version of novels for it only encompasses little senses. Reading pocketbooks
is encouraged because it involves both the abstract and concrete learning
experiences which awakens the higher-level thinking compared to comics
reading only.
2. How does the dictum in philosophy “there is nothing in mind that was not
first in the senses” “relate to what you learned from the Cone of Experience”?
Answer:
In the dictum in philosophy “there is nothing in mind that was not first in the
sense” means that learning starts from the awakening of our senses and good
thinking noted good concrete and iconic learning. In the theory about the
learning and experience the good experience produces good oral language
and produce high vocabulary. Through good comprehension this will results
to good learning outcome.
3. Alfred North Whitehead said “In the Garden of Eden, Adam saw the animals
before he named them. In the tradition system, children name the animals
 before they see them.” How would you relate this remark to the Cone of
Experience?
Answer:
In the tradition system, “children name the animals before they see them”
mean that in traditional school or system children are taught of
memorization and what to learn instead of how to learn. In the cone of
experience old school start must of the time in abstract rather than concrete
level first they started upside down.
4. When dale formulated the Cone of Experience. Computers were not yet part
educational or home setting, so they are not part of the Original Cone. The
computer technology actively engages the learner, who uses seeing, hearing
and physical activity the keyboard as well as range of mental skill. Where will
the computer be on the cone?
Answer:
The computer will be in the part for the continued experience or may be
place in any part of the cone depending in the use of the computers in the
teaching/learning process.
P.S. – Read PS Personal Postscript
The Core of Experience: A Reminder
LESSON 6 – USING AND EVALUATING INSTRUCTIONAL MATERIALS
I. OBJECTIVES
Explain the guidelines to be considered in the selection and use of
instructional materials.
Instructional materials should be appropriate for the age, emotional and social
development, and ability level of the students for whom the materials are
selected. c. Instructional materials should be diverse with respect to levels of
difficulty, reader appeal, and should present a variety of points of view.
II. SUGGESTED READINGS
1. Selection of materials.
2. The Proper Use of Materials.
Reference Text: Educational Technology I.
III. SUGGESTED ACTIVITIES
1. Ready and study the comic strips (Page 55)
 2. Analysis
Answer the guide questions number 1-2.
1. From the conversation, Linus said: “It as real field, and we saw it … we saw
that field. What senses were at work in the field trip?
Answer:
In the field trip the senses involved is the sense of sight, hearing, smelling,
and touch and many be testing.
2. Did the field trip accomplish something specific for Linus? Why do you say
so?
Answer:
I think field trip does not accomplish a specific learning to Linus for the 5
senss are awakened and used. But was not guided well the purpose of the
fieldtrip was not clear for them.
3. Read Abstraction
1. Selection of Materials
2. The proper use of materials
IV. APPLICATION (ASSESSMENT)
1. Observe your instructor/professor in college as he taught the class. Find out
which guidelines he used in the selection of instructional materials did he observe?
Not Observe? In his use of Instructional Material, write down evidence of:
Preparation of self:
 Teacher know the objective of her lesson
 She prepared a short performance evaluation
 She prepared models for the lesson
 She asked good question to derive to good generalization.
Preparation of student:
 Students are given rules and rubrics before the activity
 Teacher moved around the class during the activity
 Positive praises are heard most of the time
Preparation of materials
 Teacher should show how to manipulate models
  Teachers maximize the use of the models for the learning 5 minute
performance/creation of models and explanation were given by each child
about his/her output follow up
Follow up
 Do the materials give a true picture of the ideas they present? To avoid
misconceptions, it is always good to ask when the material was produced.
 Do the materials contribute meaningful content to the topic under study?
Does the material help you achieve the instructional objective?
 Is the material appropriate for the age, intelligence, and experience of the
learners?
 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 used to the maximum and to the
optimum is increased with a teacher’s guide.
 Can the materials in question help to make students better thinkers and
develop their critical faculties? With exposure to mass media, it is highly
important that we maintain and strengthen our rational powers.
 Is the material worth the time, expense and effort involved? A field trip, for
instance, requires much time, effort and money. Is it more effective than any
other less expensive and less demanding instructional material that can take
its place? Or is there a better substitute?
2. Accomplish this Learning Log (see page 60)
WHAT I LEARNED HOW TO APPLY/WHAT TO LEARNED
(DEPOSIT) (DIVIDE DIVIDENTS)
Instructional Materials should be As a teacher, we need to make sure that
selected that gives a true picture of the instructional materials that we will use
ideas it presents. to present to students should show the
actual picture or actual scenario.
The selected materials should follow Now a days, the teacher should use the
the curriculum. prepared curriculum for the
Department of Education or CHED so
that it will be aligned with the specific
level of the student.
Teachers encourages student to read Teachers can give assignment or project
pocketbooks rather than printed to students that will allow them to use
comics for the students to use their their imagination more often or their
higher order skills. higher order thinking skills.
OUTPUT FOR MIDTERM
 LESSON 7 to LESSON 13

LESSON 7 – DIRECT PURPOSEFUL EXPERIENCE AND BEYOND

I. OBJECTIVES
1. Discuss what to do direct purposeful experience refers to.
Answer:
"From the rich experiences that our senses bring, we construct the
ideas, the concepts, the generalizations that give meaning and order to
our lives." Direct experiences are firsthand experiences that serve as the
foundation of learning.
2. Explain for meaningful learning where these direct and purposeful
experience lead the learner.
Answer:
 Direct, purposeful experience refers to our concrete and firsthand
experiences that makes up the foundation of our learning.
These direct experiences must not be the period or the end. It must be
brought to the next level. The more you move on is the level of generalization
and abstraction you attain.
II. SUGGESTED READING
Direct Purposeful Experiences and Beyond
Reference Text: Educational Technology I By: Brenda B. Corpuz, Ph.D. and Paz
T. Lucido, Ph.D. Page 62-69
III. ACTIVITIES
A. Read the following testimonies and answer the following:
1. Do you have similar experience?
Answer:
I have similar experience with the one presented in the testimony because
that last time I had with accompany, I used to accept worked assigned to me
by the manager even though I am not into that educational field.
2. Think of a skill you have. How did you acquire it?
Answer:
For me the different skills that I have are adaptability, caring, common sense,
cooperation, curiosity, effort, flexibility, friendship, and I was able to acquire
it through personal experience at home, in school and in my previous work.
3. Think of a concept. How did you learn it?
Answer:
Concept on how to manage stress while studying and having a work.

Meditation
Leading a
Go for a walk balanced life

Take control of your Physical

environment STRESS Activities
 Be willing to Exercise
compromise regularly

Do something
you enjoy
everyday

For me, dealing with stress is very important most especially now that I am
studying at the same time working. It is important that we balance
everything through doing different activities like physical activities and other
outdoor activities by doing this it helps me meditate it helps me focused,
attention and eliminate the stream of jumbled thoughts that may be crowding
my mind that causes me stress.
B. ANALYSIS
1. How did the four narrators learn their respective skills/concepts? Analyze.
Answer:
For me the narrator learns their respective skills/concepts through their
personal experience and through extensive studies. We spent hours doing the
activity by ourselves to acquire the skill. The graduate school professor had
to do the computer tasks herself to learn the skill. The secretary learned from
her mistake and repeatedly doing the task correctly enable her to master the
skills.
C. READ ABSTRACTION
D. APPLICATION
Apply the concept of direct experiences to the courses/subjects in CPTE-First
Term.
Answer:
As a CPTE student, we were able to apply direct experience during the time
we need to answer and do the activities in our module as well as our final
demo type reporting wherein we need to act as live student teacher via video.
We encounter the direct, purposeful experience, we really apply and test our
learning, and it is more or best learning if we are able to learn it through face-
to-face class discussion from our teachers/professors.
E. MAKING CONNECTION
D. READ PERSONAL POST SCRIPTING
IV. ASSESSMENT
Explain the following statements
1. What are referred to as direct, purposeful experience?
Answer:
The Direct, purposeful are firsthand, sensory experiences that serves as the
foundation of our learning. They are not our own self-experiences but still
experiences in the sense that we see, read, and hear about them.
2. Why are these direct purposeful experiences described to the purposeful?
Answer:
The direct purposeful experience described to be purposeful because they
are experiences involve the asking of questions that have significance in the
life of the person undergoing the direct experience. It is done in relation to a
certain learning objective.
3. If direct purposeful experience or firsthand sensory experiences make as
learn concepts and skills effectively, what does this imply the teaching-
learning process?
Answer:
The direct purposeful experience will be applied in the teaching-learning
process through the following:
1. Let us give our students opportunities to learn by doing. Let us immerse
our students in the world of experience.
2. Let us make use of real things as instructional materials for as long as we
can.
3. Let us help our students develop the five senses to the full to heighten their
sensitivity to the world.
4. Let us guide our students so that they can draw meaning from their
firsthand experiences and elevate their level of thinking.
LESSON 8 – TEACHING WITH CONTRIVED EXPERIENCES
I. OBJECTIVES
1. Explain what are Contrived Experiences?
Answer:
 Contrived Experiences are edited copies of reality and are used as
substitutes for real things when it is not practical or not possible to bring or
do the real things in the classroom. It includes model, mockup, specimen,
objects, simulation, and games.

2. Describe the varied types of contrived experience.

Answer:
Contrived experiences are the second band of Edgar Dale's Cone of
Experience. These are "edited" copies of reality and are used as substitutes
for real things when it is not practical or not possible to bring or do the real
thing in the classroom.
Contrived Experiences are substitutes of real things when it is not feasible to
bring the real thing to bring the real thing to the class. These include models,
mockups, specimens, objects, simulations, and games.
3. Discuss why use contrives experiences.
Answer:
We make use of contrived experiences to overcome limitation of space and
time, to edit reality for us to be able to focus on parts or a process of a system
that we intend to study and to overcome difficulties of size and finally to
understand easily and effectively.
4. Describe the standards which can be used to evaluate contrived
experiences.
Answer:
Contrived experiences are edited copies of reality and are used as substitute
for real things when it is not practical or not possible to bring or do the real
thing in the classroom.
We have models, mockup, specimens and objectives or artifacts and
simulation. These are varied types of contrived experiences.
To overcome limitations of space and time. To edit reality for us to be able to
focus on parts or a process of a system that we intend to study. To overcome
difficulties of size. To understand the inaccessible. And to help the learners
understand abstraction.
The most important things to remember when we make use of contrived
experiences, if for one reason or another they could not replace the real
 things in size and color and we should at least cautions the user or the reader
by giving the scale.

II. SUGGESTED READING

Teaching with Contrived Experiences
Reference Text: Educational Technology by: Brenda B. Corpuz, Ph.D and Paz L.
Lucido, Ph.D Page 70-79.
III. ACTIVITIES
A. Activity Numbers
Do activities question that follow each activity.
1. An atom is invisible to the naked eye and so your science teacher in the
grades made use or a model which showed the neutrons, protons, and the
electrons. Visualize the model of and atom that he/she used. Or do you
remember it to be the project you submitted in science? Help each other
describe the model?
Answer:
Nowadays, we know that atoms are made up of a positively charged nucleus
in the center surrounded by negatively charged electrons. However, in the
past, before the structure of the atom was properly understood, scientists
came up with lots of different models or pictures to describe what atoms look
like.
2. When you studied the rotation of the earth on its axis and its revolution
around the sun, with which was planet earth represented? Was there no better
representation on the earth?
Answer:
No. Earth is best represented by a globe and there is no better representation
aside from the globe.
3. Recall the instructional materials that your teacher used to demonstrate the
revolution of the planets around the sun? Describe the material. Name it.
Answer:
To demonstrate revolution of the planets, my teacher used globe, Ping-pong
balls, sticks, Styrofoam, and a picture of a solar system.
4. A school wanted its students to learn the electrical process in action. So they
did election of the class officers and officers of the supreme student council in
a way similar to the way local and national elections are conducted in the
Philippines. Rules on qualifications of candidates, manner of campaign,
durations of campaign period, canvassing of votes are led down by the
COMELEC. There are also printed election ballots. What do you think of the
activity?
Answer:
Especially as students get into college, they will find that there are many
different roles and responsibilities that benefit from unique perspectives,
experiences, and interests. However, having certain skills, wants and
attributes can help students be successful in their leadership roles and enjoy
the experience.
5. A teacher once asked: how can you claim biology is the preserve in formalin.
Answer:
Containers are typically glass jars or bottles sealed with a closure. Types of
closures may vary within a collection and often include lids with gaskets.
Large specimens may require the use of open glass tanks. The most common
animals to be preserved in fluid are aquatic invertebrates (mollusks,
crustaceans, etc.), Herpetology (reptiles and amphibians), and Ichthyology
(fish).
B. Analysis
Answer the discussion questions numbers 1-7.
1. Did the material model of an atom, planetarium and the globe help you
visualized an atom? Understand better rotation of the planets on their axis
and their revolution around the sun? With a clearer picture of the earth?
Answer:
Yes
2. Do you think the school election would give the students a feeling of what it
means to conduct or participate in the classroom election process?
Answer:
Yes
3. Why is the atom depicted by a model? Is it not better if you see the real atom
itself?
Answer:
It is important to realize that a lot of what we know about the structure of
atoms has been developed over a long period of time. We can’t see it in our
naked eye so its best that it is depicted by a model.
4. Can you think of a better way of seeing planet earth other than the globe?
Why?
Answer:
No, Earth is best represented by a globe and there is no better representation
aside from the globe.
5. Is there a more interesting way of showing the rotation of the planet on their
axis and their revolution around the sun? Why?
Answer:
We have come to realize how thin and fragile atmosphere is, how finite our
resources are, and how interconnected we are with everyone else on the
planet. We can also let the students view a rotating planet in the Solar System
through video presentation via Wide screen projector.
6. What good do students get when they are made to participate in an election
process very similar to what takes place on democratic country like ours?
Wasn’t making the student observed the conduct of local and national election
process enough for them to learn about the elections? Why or Why not?
Answer:
Yes, students should observe and take part in running for position in the
Student Government council. This gives students an opportunity to develop
leadership by organizing and carrying out school activities and service
projects. In addition to planning events that contribute to school spirit and
community welfare, the student council is the voice of the student body.
7. Biology is real science of life of what you study are alive. Justly the use of
preserved specimens in biology.
Answer:
Collecting plant and animal specimens is essential for scientific studies and
conservation and does not, as some critics of the practice have suggested,
play a significant role in species extinctions.
C. Read Abstraction (Page 72-76)
D. Application
Answer numbers 1-5.
1. Present contrived and their various forms by means of graphic organizer/

2. Compare a model and a mockup the use of Venn diagram.

3. Illustrate with examples the five (5) reasons why we make use of models,
mockups, specimens, and objects given above.
a. Limitation of space and time

REAL MODEL

Instead of bringing the learners to the zoo which will cost a lot of money and time
consuming; we can use a model of elephant.
b. To “edit” reality for us to be able to focus on parts or process of a system
that we intend to study.

REAL MOCK UP

We can’t bring the learners outside the planet, but we can bring the planet inside the
classroom.
c. To overcome difficulties of size
REAL MODEL
 Cells (specimen) Cell Model

Learners can’t observe the cells with their naked eye, better to create a model of
the cells just like the earth; learners can’t go to outer space just to observe the
earth.
d. To understand the inaccessible.
REAL MODEL

We can’t bring the learners to the outer space to study the moon, but we can bring
the moon inside the classroom.
e. Help the learners understand abstraction

Government Election School Election

For the learners to understand more about election or certain activities of the
government, we can let them experience in school on what is happening in our
society or country.
 4. Go over the K to 12 curriculum guides. Identify objectives and topics which
can be taught with contrived experience-models, mockups, specimens, and
objects, simulation, and games.
MODELS:
Topic:
The Skeletal System
The Digestive System
The Moon
Ang Globo at ang Mundo
MOCKUP:
Topic:
How Earth Moves
The Earth’s Revolution

SPECIMEN & OBJECTS:

Topic:
The Reptile
The Amphibians
SIMULATION & GAMES:
Paksa:
Mga Karapatan ng bawat Bata
Layunin:
Naigagalang ang karapatan ng bawat Bata
Paksa:
Oplan Alis-Disease, Inilunsad
Layunin:
Natutulungan ang sarili sa pamamagitan ng pakikiisa sa mga
Hakbang ng paaralan
Paksa:
 Kawit-Daliri: Larong Pambatong Pinoy
Layunin:
Napapahalagahan ang mga katutubong laro sa bansa
Source: https://anniecelso.blogspot.com/2012/02/application-1.html
IV. ASSESSMENT (answer the following)
1. What are contrived experiences?
Answer:
The contrived experience is a substitute of real things when it is not feasible
to bring the real thing to the class. The most important thing to remember
when we make use of models and mockups are to make them as close as the
real represent. If for one reason or another they could replicate the real
things.
2. Why do we make use of contrived experiences?
Answer:
We make use of contrived experiences to overcome limitation of space and
time, to edit reality for us to be able to focus on parts or a process of a system
that we intend to study and to overcome difficulties of size and finally to
understand easily and effectively.
3. What are the purposes of games?
Answer:
The purposes of games are first to practice knowledge/skills already
acquired and second to identify gaps in knowledge or skills, third is to serve
as a summation or review and lastly to develop new relationships among
concepts and principles.
4. What are the guide questions in evaluating Contrived Experiences?
Answer:
The guide questions in evaluating Contrived Experience are:
1. Is the model or mockup necessary or you can make use of the
original?
2. Could some other device such as a photograph or chart portray the
idea more effectively?
3. Is the idea appropriate for the representation in a model? (Is too
elementary? Too complicated?)
LESSON 9 – TEACHING WITH DRAMATIZED EXPERIENCES
I. OBJECTIVES
1. Enumerate and describe these Dramatic Experiences.
Answer:
Some forms of dramatic experiences are play, pageant, pantomime,
tableau, puppets, and role- playing. The last four are the most used in the
classroom due to their simplicity and practicality.
2. Explain how these dramatized experiences be used for effective teaching.

Under these experiences are formal plays, pageants, tableau, pantomime,

puppets and role-playing. We may choose either one of them to make our
lesson alive and interesting. It can make students move and engage to the
activity wherein they may develop a collaborative learning by exchanging
ideas and teamwork will occur.
II. SUGGESTED READINGS
Teaching with Dramatized Experiences
Reference Text: Educational Technology I by Brenda B. Corpuz, Ph.D and Paz l.
Lucido, Ph.D. Page 80
III. ACTIVITIES
A. Activity
Answer question number 1 to 5
1. What do you understand by the phrase dramatic entrance?
Answer:
The phrase dramatic entrance means like in a drama and then there is a
sudden entrance with striking effect to put beauty in the presentation.
2. Do you remember ever being in a play? How sharply etched in your memory
is the role that you played? Do you think that your participation changes you in
the way?
Answer:
Yes. Every time I remember an event from the past, my brain networks
change in ways that can alter the later recall of the event. The next time I
 remember it, I might recall not the original event but what I’ve remembered
the previous time.
3. If you were never a participant in play, at least you must watch a play. Share
a play that you watched. Did the play affect you in the way? Anything you
remember about the play? Share.
Answer:
I was a participant of a play wherein I played the role of a Philippine Eagle
who was shot by a Forest Hunters.
4. For all the years you have been in school, what were forms of dramatized
experiences did you have in class? Any pantomime or role playing you did?
Answer:
The dramatized experience that I’ve tried in school are, role playing and
pageants.
5. As a child, did you ever watch a puppet shows? Share your experience.
Answer:
I remembered watching puppet shows when there are birthday parties and I
love it because it is fun and they’re a complete fantasy or true to real life.
B. Analysis
1. What are the best features of dramatic experiences?
Answer:
The best features of dramatic experience are the dramatized experiences that
range from the formal plays, pageants to less formal tableau, pantomime,
puppets, and role playing. Play depicts life, character, or culture or a
combination of all three. Pageants are usually community dramas that are
based on local history, presented by local actors. Tableau is a picture like
scene composed of people against a background. Pantomime is the art of
conveying story through bodily movements only. Puppets can present ideas
with extreme simplicity – without elaborate scenery or costume – yet
effective. 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.
2. Why are plays not often presented in schools?
Answer:
 Plays are not often presented in school because it depends in the policies of
every teacher or maybe it may take a lot of time to practice as well as
preparation for props and costumes.
C. Read abstraction
Give due attention to the different types of dramatized experiences.
D. Application
Answer number 1 only but read numbers 2 and 3.
1. So that the pantomime and tableau will not be merely visual presentations,
what can you add to enhance them?
Answer:
To enhance, we must put a twist. It would be nice if we add verbal
communication so that it will understand well by students/audiences but if
we add verbal communication to enhance them, it is not a pantomime and
tableau anymore.
E. Making Connections
IV. ASSESSMENT
A. Answer the following questions
1. Define the following dramatized experiences.
A. Plays – depict life, or culture or combination of all three. They offer
excellent opportunities to portray vividly important ideas about life.
B. Pageant – 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.
C. Pantomime – is the “art of conveying a story through bodily
movements only”. Its effect on the audience depends on the
movements of the actors.
D. Tableau – a group of models or motionless figures representing a
scene or from history; a tableau vivant.
2. Describe the different types of puppets.
A. Shadow puppets – are figures that are placed between a light and a
screen. Moving them creates the illusion of moving images on the
screen. An experienced puppeteer can make figures appear to walk,
 talk, fight, and dance. Shadow puppetry is a popular form of
entertainment in countries all over the world.
B. Rod puppets - is a figure operated from beneath by means of
wooden or metal rods. It is ubiquitous in many puppet traditions, but
the term was more generally employed in Europe only from the
middle of the 20th century. At its simplest the rod puppet is a basic
marotte or stick puppet operated with a single rod.
C. Hand puppets - generally consist of a hollow head and a fabric
costume attached at the base of the neck. This type of puppet is
controlled by a hand placed inside the costume: one or two fingers are
fed into the neck; the others are placed in each of the arms, providing
direct control of the puppet's movements.
D. Glove and finger puppets - is a variation of hand puppets. ... A
smaller variety, simple hand puppets often have no significant
manipulable parts at all. Finger puppets are not hand puppets as they
are used only on a finger.

E. Marionettes - a puppet worked from above by strings attached to

its limbs.
3. What is role playing? How is it done?
Answer:
Role-playing takes place between two or more people, who act out
roles to explore a particular scenario. ... You can also use role-play to
spark brainstorming sessions, to improve communication between
team members, and to see problems or situations from different
perspectives. This work can be done in cooperative groups and/or
students can maintain the persona of their role throughout the class
period. Students are more engaged as they try to respond to the
material from the perspective of their character.
B. Application
Answer number 1
1. “Less is more” If you have too many steps to include in a
demonstration, what should you do?
Answer:
 If I have too many steps to include in demonstration, to make it short
but concise, I will summarize it and make it simple so that
students/audiences will understand more what I am demonstrating
them.
C. Making Connection
Answer number 1-3
1. Do the skills you acquired from your membership in the performing
arts guild help you become dramatic in your lesson?
Answer:
Yes, it helps one to become a dramatic person. As posted on the Scots
College website talks about the holistic benefits of performing arts:
“The performing arts in education provides students with the
opportunity to engage the mind, the body and the emotions into a
collaborative and communal expression of all that it means to be
human – They discover their own voice, they grow in confidence …
they develop empathy and ethical insight into the contradictions and
paradoxes of the human condition.”
2. As a teacher throughout the day you are called upon to be an actor or
actress. In what way sense?
Answer:
One of great characteristics of teachers is that he or she is a great
performer in a sense of the word but not actors. Teachers are
storytellers and must “work” the audience in a similar way to an actor.
They do things and take action. They have a “teacher persona” but not
a character. There is no script. It is really quite different to acting but
also quite different to working alone in an office somewhere.
3. The word pageant is used also when we refer to Miss Universe
Pageants. Does the word “Pageant” have the same meaning as given in
the lesson?
Answer:
The word pageant is an elaborate show or parade of beauties that
usually depicts historical or religious events. Pageant is not only for
the beauty queens like Miss Universe but also any richly decorated
spectacle or ceremony could be one.
LESSON 10 – DEMONSTRATION IN TEACHING
I. OBJECTIVES
1. Explain what demonstration is?

A demo is what you give to show how something works. You might give a demo of
your fancy new espresso machine to your weekend guests, so they'll know how to
use it. Demo is short for demonstrate or demonstration. It can be a verb, as when a
tech company demo its new tablet or laptop.
2. Discuss how demonstration should be done to make it work.
For effective demonstrations:
1. Prepare ahead.
Everything should be ready to go before any presentation. Have complete
procedures written on separate sheets or cards for quick reference. Put all -
important information onto slides, transparencies, or your visual aids so you
can always read it to the audience without being obvious. (A word of caution,
however, do not cram a lot of information on a single slide, transparency, or
screen. Use large type such as 18 point and give the basic steps. You can fill in
details orally and visually, i.e., demonstrate it.)
2. Practice the demonstration.
Practice all demonstrations in advance to make sure you know what will
happen and to gain - confidence in performing the demo. Follow directions
and observe all safety precautions. Do not change the demonstration without
testing in advance. Quantity changes may affect the results.
3. Make the demonstration visible.
Use large apparatus and large quantities suitable to the room whenever
possible. Utilize the overhead projector, video, or digital camera to make
small demos larger. Use appropriate markings on containers, lighting,
backdrops, and raised platforms to provide visibility and contrast. Rotate lab
apparatus to keep labels from blocking the view of demo. Stand behind the
demo, do not block the view of the audience.
4. Present the demonstration to the audience.
Speak to your audience, not to the chalkboard or your visuals. Asking
questions or having a dialogue with audience members increases interaction.
Bring the audience’s attention to the reaction container. Do not tell the
audience what is going to happen, let them observe it and then tell you what
took place. (This should be a dialogue, not a monologue.)
5. Get the audience involved. Get volunteers to help with the demonstrations.
Try to pick the most appropriate member of the audience to help. (Young
children are often the best volunteers to work with.)
6. Encourage responses.
Ask questions and wait for answers. If necessary, ask individuals directly.
(Listen to and observe your audience, pick the person who is most amazed or
most disbelieving.) Ask the audience to explain what happened and why. Do
not ridicule anyone for a wrong answer. Try to guide them toward the desired
response. (Remember, this is a learning experience.)
7. Keep demonstration simple.
Avoid information overload. Too many unknowns, or “new” things detract
from the audience’s attention. Avoid a lot of intricate apparatus. Try to use as
little apparatus as possible. Keep it simple. Use common chemicals and
materials whenever possible to increase audience recognition. Break
complex demonstrations into simple parts.
8. Practice showmanship.
Show surprise at the results. Show dismay at demos that go particularly slow.
Presenting demonstrations is fun. Ham it up with props, costumes, funny
signs or slides, jokes, etc... If you are enjoying yourself, so is your audience. If
a demonstration does not work properly, do not make a big fuss over it. Go on
to the next demonstration. You can always repeat that demonstration another
day.
9. Explain the concept.
Science includes an explanation, magic does not. Work out the explanation
with the audience. Use analogies. Draw upon their knowledge. Do not avoid
technical terms, but do take the time to explain them. Make the explanation
appropriate to the level of your audience. Some classroom demonstrations
should not be explained until a later class to allow students time to ponder
what they observed.
10. Repeat the demonstration.
If possible, repeat the demonstration, or parts of it, to emphasize the
explanation or to make some part of it more apparent to the audience.
11. Practice safety.
Observe the ACS Guideline for Safety. Inspect all glassware and apparatus for
scratches, chips, cracks, etc. and replace any defective items. Utilize safety
shields. Provide goggles and other appropriate safety equipment for helpers.
Warn the audience of any bright light or flash, or any loud noise.
 12. Summarize.
Review the events of the demonstration and the explanation.

For effective activities:

1.Provide clear, simple directions.
Even if you hand out directions, have an outline of the procedure, printed in
large type, at the work station that the participants can follow. They tend not
to read everything when they are anxious to try an activity.
2. Use common materials.
As stated previously, common, or household, chemicals and materials
increase audience recognition and minimize fears of working with
“chemicals”. Safety information must still be included for all substances.
3. Minimize/simplify measuring.
Weighing materials takes time. Try to use equivalents of masses in teaspoons,
tablespoons, or other common volume measures. For liquids, use small
plastic beakers or cups with dark lines drawn at the proper volumes.
4. Minimize clean-up.
Use paper cups, popsicle stick stirrers, and other disposable-type materials
to minimize clean-up time. Cleaning up glassware and equipment can take
longer than performing the activity.
5. Demonstrate the procedure.
Do not shortcut the procedure when you demonstrate it, perform the
procedure exactly as the participants will perform it. Refer to the written
procedure. No matter how good your written directions are, the participants
will try to copy your demonstration as they observed it.
6. Explain/summarize the activity/lesson.
After completing the activity, take the time to explain or summarize what
took place. Have a discussion rather than a lecture.
II. SUGGESTION READING
Demonstration is Teaching
Reference Text: By Brenda B. Corpuz, Ph.D. and Paz l. Lucido, Ph.D. Page 89-95
III. ACTIVITIES
A. Activity
Read and do the activities
1. You are invited to a demonstration of a new product.
Answer:
In marketing, a product demonstration (or "demo" for short) is a
promotion where a product is demonstrated to potential customers.
The goal of such a demonstration is to introduce customers to the
product in hopes of getting them to purchase that item. It should
never be a tour of a product’s features and functions. Instead, it should
tell the costumer’s story, with the product playing a key role. For
example, suppose you’re demonstrating software product that helps
companies better control their inventory of parts.
2. You join activist in a demonstration or rally.
Answer:
Usually if there is an activist rally the following are observed:
o Marches, in which a parade demonstrate while moving along
set route.
o Rallies, in which people gather to listen to speakers or
musicians.
o Picketing, in which people surround an area (normally an
employer).
o Sit-ins, in which demonstrators occupy an area, sometimes for
a stated period by sometimes indefinitely, until they feel their
issue has been addressed, or they are otherwise convinced or
forced to leave.
o Nudity, in which they protest naked – here the antagonist may
give in before the demonstration happens to avoid
embarrassment.
3. A master teacher is asked to do demonstration teaching on a teaching
strategy.
Answer:
During the teaching demonstration of a master teacher, clear language
should be used so that pupils may understand the concept easily. The
pupils should be able to question teachers in order to remove their
difficulties.
B. Analysis
Answer discussion question numbers 1 and 2.
1. What elements are common in the three (3) instances of
demonstration?
Answer:
The three (3) instances of demonstrations are : audience , process of
speaking and lastly process of showing a product method or proofs.
2. How should these three do their demonstrations for them to achieve
their objectives (sell a product, get support, and be heard, teach the
audience how to use the teaching method effectively)?
Answer:
In all the three instances of demonstrations, 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.
C. Abstraction
Read the Abstraction and take not of the important points.

D. Application
Answer or do numbers 1-6.
1. “Less is more.” If you have too many steps to include in a
demonstration, what should you do?
Answer:
If I have too many steps to include in demonstration, I will summarize
it and make it simple so that students/audiences will understand
what I demonstrate to them.
Is it better to entertain questions as you go along, your demonstration
or postpone them till then end of demo to avoid disruption or possible
digression?
Answer:
It is better to postpone questions till the end of demo to avoid
disruption or possible digression. The person who demonstrated will
 confuse on how her/his demo will be step by step in order because
asking question to make him destructed.
2. Is it sufficient to look for puzzled faces in your audience to find out if
your demonstration is clear?
Answer:
It is not sufficient to look for puzzled faces in your audience to find out
if your demonstrations are clear because what is clear to you might
not clear to them the process.
3. Brown (1969) cites guide questions that can help us conduct effective
demonstrations. Find out if all these are covered in the steps given by
Dale (1969) in the ABSTRACTION phase of the lesson.
1. Can the students see and hear?
Answer:
This question is like Dale’s guiding question to evaluate the classroom
demonstrations “Could every person see and hear?”
2. Do you use chalkboard outlines or drawings?
Answer:
Summarize as you go along and provide a concluding summary. It is
also like Dale’s guiding question to evaluate the classroom
demonstration under “Did you follow the step-by-step plan?”
3. Do you define unfamiliar terms, parts, or processes?
Answer:
There is no similar phrase on Dale’s steps and Dale’s guiding question
to evaluate the classroom demonstration.

4. Do you note signs of confusions, disbelief, and inattention?

Answer:
Check to see that your demonstration is being understood.
5. Do you use “good showmanship”?
Answer:
 Set the tone of good communication.
6. Do you intersperse film, transparency or audio-visual materials?
Answer:
Summarize as you go along and provide a concluding summary. It is
also like Dale’s guiding question to evaluate the classroom
demonstration under “Did you follow the step-by-step plan?”
7. Do you move at a right pace?
Answer:
This guide question has no similarities on Dale (1969) steps. Dale
steps are too general.
8. Do you invite participation as appropriate?
Answer:
This question is like Dale’s guiding question to evaluate the classroom
demonstrations “Did your students participate in what you were
doing by asking thoughtful questions at the appropriate time?”
5. Evaluate the evaluation questions for demonstration. Can you add or delete
or merge some items? Improve on them.
Answer:
For me, the evaluation questions of Dale for demonstration are right but in
addition, it must be added with “Do you define unfamiliar terms, parts, or
processes?” and “Do you move at the right pace?” to emphasize more the
best, good and better demo next time you demonstrate other topics.
6. Why demonstration is called audio-visual explanation?
Answer:
Demonstration is called audio-visual explanation because it is both use audio
or verbal and visual presentation. It is not enough that the teacher talks. To
be effective, his/her demonstration must be accompanied by some visuals.
E. Read Summing Up
F. Making Connections
Answer numbers 1-3.
1. A demonstration is dramatic performance. Relate here the meaning
of dramatic as we discussed in Lesson 9 of this book.
 Answer:
Yes, it is dramatic performance. It is the process of explaining some
concept of giving information of your tone for them to have a better
understanding. One thing to be done during the demonstration itself is
that your demo understood while you are demonstrating.
2. One thing to be done during demonstration itself is to check to see
that your demo is being understood while are you demonstrating.
Connect this to your course on assessment of learning. If you do what is
suggested here, what type of evaluation are you engage in.
Answer:
Is complicated by the fact that educators use many different terms
when referring to the general concept, and the terms may or may not
be used synonymously from place to place. For example, the terms
capstone exhibition, culminating exhibition, learning exhibition,
exhibition of learning, performance exhibition, senior exhibition, or
student exhibition may be used, in addition to capstone, capstone
experience, capstone project, learning demonstration, performance
demonstration, and many others. Educators may also create any
number of homegrown terms for demonstrations of learning far too
many to catalog here.
3. To be able to sense if your audience understand what you are
demonstrating about, you must show kounin’s with its ness means that
you are fully aware of what is happening in your class. What does it
mean?
Answer:
This means that the teacher has a capacity to perceive the needs of
your students with accuracy and care. Teachers who use witness
notice the behavior of all students and respond quickly to unexpected
events. They pay close attention to students’ nonverbal and verbal
responses.
IV. ASSESSMENT
1. What guiding principles must be observe in using demonstration as a
teaching-learning experience?
Answer:
There are three (3) guiding principles that should be observed using
demonstration as a teaching-learning experience:
 o ESTABLISH RAPPORT, greet your audience. Make them feel at ease by
your warmth and sincerity. Stimulate interest by making your
demonstration and your self-interest. Sustain their attention.
o AVOID THE COIK FALLACY (CLEAR ONLY IF KNOWN) it is the
assumption that what is also clearly known to the expert
demonstrator is also clearly known to the person for whom the
message is intended.
o WATCH FOR KEY POINTS the good demonstrator recognizes possible
stumbling blocks to learners and highlights them in some way. What
are usually highlighted are the “don’ts” of a process or a strategy.

2. What are the methodical procedures suggested by Brown in planning and

preparing for demonstrations?
Answer:
The methodical procedures that Brown suggest in planning and preparing for
demonstration are the following:
o What are our objectives?
o How does your class stand with respect to this objective?
o Is there a better way to achieve your ends?
o Do you have access to all the necessary materials and equipment to
make the demonstration?
o Are you familiar with the sequence and content of the proposed
demonstration?
o Are the time limits realistic?

3. What points to be observe in demonstrating as suggested by Dale?

Answer:
As suggested by Dale, the following are the points that need to be observed
while demonstrating:
1. Set the tone for good communication. Get and keep your audience’s
interest.
2. Keep your demonstration simple.
3. Do not wander from the main ideas.
4. Check to see that your demonstration is being understood.
5. Do not hurry your demonstration. Asking questions to check
understanding a serve as a “brake”.
6. Do not drag out the demonstration.
7. Summarize as you go along and provide a concluding summary.
 8. Hand out written materials at the conclusion.
9. Questions to evaluate classroom demonstration.
o Was your demonstration adequately and skillfully prepared?
o Did you select demonstrable skills or ideas?
o Were the desired behavioral outcomes clear?
o Did you follow the step-by-step plan?
o Did you make use of additional materials appropriate to your
purposes—chalkboard, felt board, pictures, charts, diagrams,
models, overhead transparencies, or slides?
o Was the demonstration itself, correct?
o Was your explanation simple enough so that most of the
students understood it easily?
o Did you keep checking to see that all your students were
concentrating on what you are doing?
LESSON 11 – MAKING THE MOST IN COMMUNITY RESOURCES AND FIELD TRIPS
I. OBJECTIVES
1. Discuss the procedures and criteria to be observed in planning and
conducting field trips.
It must have a preliminary and preplanning by the teacher and with those
who'll going on the trip. And, taking the fieldtrip itself and post-field trip
follow up activities. Field trips will help reinforce classroom materials,
bringing lessons to life. School trips give students the opportunity to
visualise, experience and discuss information on a subject. Going on field
trips offers students a unique cultural learning experience.
Three Ways Field Trips Benefit Students
 Real World Learning. Every student comes from a unique
background. ...
 Cultural Growth. Providing students with a variety of enrichment
experiences through field trips help students develop not only
academically, but also culturally. ...
 Academic Growth.
2. Explain the educational benefits desired from a field trip.
Field trips offer a unique opportunity for students to create connections,
which will help them gain understanding and develop an enjoyment of
learning. Students on field trips sharpen their skills of observation and
perception by utilizing all their senses (Nabors et al., 2009).
3. Enumerate the Community Resources which can be utilized for learning.
 To put it simply, community resources include people, places, activities and
things. They could be businesses, organizations, public service institutions or
individuals in the community. Community resources can also be funded in a
variety of ways.
II. SUGGESTED READING
Making the Most of Community Resources and Field Trips
Reference Text: Brenda B. Corpuz, Ph. D and Paz l. Lucido, Ph. D. page 96-103.
III. ACTIVITY
A. Activity
Read the paragraph on page 96.
B. Analysis
1. Do the experiences above indicate realization of the objective set?
Answer:
I think they didn’t meet the objective because they just wandered from
the corner without doing specific task to verify or to observe and look
on the place.
2. What do you suggest improving in the field trips above?
Answer:
To improve their field trip, they should follow the steps in planning
field trips. They should have proper learning objectives or purpose as
their guide in their activities during the field trips.
C. Abstraction
Read carefully and take note of the important points (page 97-103).

D. Application
Do number 5-6.
5. There are so many details given above regarding preparing and
planning for field trip. You may not be able to see the trees because of
the forest. Can you reduce the details on preparing and planning for
field trips using a flow chart?

Research the event, cost, date, and

location of the field trip
 Submit a proposal and budget to your
club or approving body for approval

Complete the required paperwork.

1. Activity sheet
2. Non-instructional trip request
3. Purchase order request

Complete a travel agreement form and

give to your students before you leave.

6. Go over relevant virtual field trips of the various internet sites.

Evaluate them. Can they take place of actual field trips?
Answer:
It can’t replace also actual field trips because virtual field trips can’t
use all our senses but at least it also gives great information that the
students can bear in their minds.
E. Making Connection
1. Louis Pasteur once said: “In the field of observation, chance favors
only the prepared minds”. How does this quote relate to field trips?
Answer:
By this, he probably meant that your success rate will improve if you
mentally focus on the task at hand and prepare to be enlightened by
the results. So, in the field trip, the organizers should think of all the
details regarding the planed activity to avoid untoward incidents.
2. Some schools have made it’s a policy not to follow field trips of all
sorts. Can you think of some reason?
Answer:
The reason may be why schools avoid having field trips are:
 o It’s too scary. What if something happens?
o It’s too expensive.
o Its just an off-campus field day; no one learns anything.
o There aren’t enough chaperons.
o Its too far. More than a few hours’ drive is just too far. I couldn’t
get there fast enough if my child needed me.
o My child learns all that stuff in school and has fun there. She
doesn’t need to go anywhere else. I’ll keep her home that day
and will do something fun together.
o There could be a child has who needs medical needs that you
can’t possibly address while on a field trip.
IV. ASSESSMENT
1. What are the steps in making a field trip?
Answer:
The step-in planning field trip includes the following:
o Preliminary planning by teacher.
o Preplanning with others going on a trip.
o Taking the field trip itself.
o Post field trip follow up activities.

2. What are the things to be done in preliminary planning?

Answer:
For preliminary planning, the following should be proposed:
o Make preliminary contacts, a tour on final arrangements with the
place to be visited.
o Make final arrangement with the school principal about the details of
the trip: time, schedule. Transportation, arrangements, finances and
permission slips from the parents.
o Make tentative route plan, subject to later alteration based on the class
planning and objectives.
o Try to work out mutually satisfactory arrangements with other
teachers if the trip will conflict with their classes.
o Prepare preliminary list of questions or other materials which will be
helpful in planning with the students.
3. What are the educational benefits desired from a field trip?
Answer:
 The educational benefits derived from field trips are:
o The acquisition of lasting concepts and change in attitudes are rooted
on concrete and rich experience.
o Field trips bring us to the world beyond the classroom.
o Field trips have a wide range of application.
o It can bring about a lot of realizations which may lead to changes in
attitude and insights.
4. What are the disadvantages of field trips?
Answer:
The disadvantages of field trips are:
o It is costly
o It involves logistics
o It is extravagant with time
o It contains elements of uncertainty.

5. What are the community resources which we can use for learning?
Answer:
The community resources that can be used for learning are:
o Persons and places in the community.
o There are other people in the community who can be excellent
resource speakers.
o Beautiful places to visit like populations destinations such as
museums, zoos, botanical garden, historical places, places of exhibit
and scenic spots.
o Public libraries and private libraries.

LESSON 12 – THE POWER OF FILM, VIDEO AND TV IN THE CLASSROOM

I. OBJECTIVES
1. Explain why films, video and tv are powerful in the classroom.
The film, video and tv are powerful instructional tools. When they are used
appropriately and moderately, they can make the teaching – learning process more
concrete, lively, colorful, and interactive.
2. Discuss the educational benefits of the use of film, video, and TV in the
classroom.
The use of videos and audiovisual materials in the classroom enhances the creativity
and attention of students and leads to direct results in learning. When it comes to
getting students involved and participating in class activities, videos will
undoubtedly be a perfect tool.
3. Cite some disadvantages or limitations of the use of TV.
Watching too much television is not good for your health. Studies have shown that
there is a correlation between watching television and obesity. Excessive TV
watching (more than 3 hours a day) can also contribute to sleep difficulties,
behavior problems, lower grades, and other health issues.
4. Discuss the basic procedures which ought to be followed for effective use of
TV as a form of lesson enrichment.
For enrichment of the lesson with the use of tv, we must do the following:
1.Prepare the classroom.
- Darken the room.
- The students should not be seated too near nor too far. No student
should farther from the set than the number of feet that the picture
represents in inches.
Example:
24-inch set means no student farther than 24 feet from the set. (Dale,
1969)
2. Pre-viewing Activities
- Set goals and expectations.
- Link tv lesson with past lesson and/or with your students'
experiences for integration and relevance.
- Set the rules while viewing.
- Put the film in context. Give a brief background, if necessary.
- Point out the key points they need to focus on.
3. Viewing
- Don't interrupt viewing by inserting cautions and announcements
you forgot to give during the pre-reviewing stage.
- Just make sure sights and sounds are clear.
4. Post-viewing
 - To make them feel at ease begin asking the following question:
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?
- Go to the questions you raised at the pre-viewing stage. Engage the
students in the discussion of answers.
- Tackle questions raised by the students at the initial stage of the
post-viewing discussion.
- Ask what the students learned. Find out how they apply what they
learned.
- Summarize what was learned
II. SUGGESTED READING
The power of Film, Video and TV in the classroom
Reference Text: Educational Technology I by Brenda B. Corpuz, Ph.D. and Paz l.
Lucido, Ph.D, Page 104-111.
III. ACTIVITY
A. Read the following comments then reflect on your answer to the question
given below.
Answer questions numbers 1 to 3.
Question for Reflection:
1. What do the three situations above tell about the film, video, and TV?
Answer:
The appeal of visual media continues to make film, video, and TV as
educational tools which high potential impact. They are now
accessible and less burdensome to use. Let us take advantage of using
films, video, and TV in the classroom for a productive and more
meaningful way.
2. Can you remember another spectacular event that you watched in the
TV live?
Answer:
 Yes, I can remember watching a spectacular event like the Miss
Universe pageant where our candidate was Miss Catriona Gray who
won the crown.
3. Would you agree that the news version on the television was most
believable? Why?
Answer:
I would say when it comes to concept, the old and new version are just
the same, but the delivery and the presentation of the new version is
more believable because the effects are more likely the actual because
of the presence of the new technology.
B. Analysis
Answer the questions number 1 to 3.
1. What do the three items in the Activity phase reveal about the
capacity of the film, video, and TV?
Answer:
In the activity phase the capacity of film is either short or long
clippings intended to explain something visually, videos, on the other
hand are pretty much the same thing, but in most cases shows a story.
Television (TV) is the material/tool that is used to present both film
and video.
2. Passive spectator! That’s what we become when we view TV. How is
this overcome with the coming of the VCR?
Answer:
In the coming of VCR, the use of film in the classroom has become
more popular since the arrival of the videocassette recorder with its
relative economy and ease of operation and any time they would like
to view it will be available because it is already recorded.
3. Can you think of some limitations of the film, video, and TV?
Answer:
The limitations of the Television and film are one-way communication
device consequently, they encourage passivity. The small screen size
puts television at the disadvantage when compared with the possible
size of the projected motion pictures. Excessive TV viewing works
against the development of child ability to visualize and to be creative
and imaginative, skills that are needed in problem solving. There is
 much violence in TV. This is the irrefutable conclusion, “viewing
violence increases violence”.
C. Read Abstraction
Take note of the salient points of the lesson.
D. Application
Answer number 1 to 3.
1. How do you counteract one disadvantage of TV, film, and video-
development of passivity in the classroom?
Answer:
To counteract the disadvantage of film, tv and video, they need to be
used appropriately and moderately so they can make the teaching-
learning process more concrete, lively, colorful, and interactive.
2. Go over your K to 12 Curriculum guides. Find out which lesson plan
can be taught with the TV.
3. If Muhammad cannot go to the mountain, bring the mountain to
Muhammad.” Come up with the analogy to show the power of TV to
bring reality to the home or to the school. E.g., “If the class cannot go to
the sea, bring the sea to the class.”
Answer:
Teachers can view themselves while they teach with video cam and TV
they can view themselves while they teach after. This can be both
instructive and enjoyable. With sight and sounds and motion, TV is
much more enjoyable. Bring the world of reality to the home and to
the classroom through a “live” broadcast or as mediated to through
film or videotape. Not all of us can see life underneath the see. But
with TV, we can see life at the bottom of the sea right there on our Sala
or bedroom through discovery channel, make some programs
understandable and appealing to a wide variety of age and
educational levels.
E. Making Connections
Do numbers 1 to 4.
1. Some Filipinos want to be where the action is even if it would mean
risking their lives in the crossfire. Perhaps for curiosity’s sake? Or this
is not more an evidence of the decentering effect of violence in TV?
Answer:
It is a nature of Filipinos to be curios and that because of their
curiosity they would like to experience the actual scenario even
though it is very risky.
2. There are three types of TV teaching total TV teaching, TV as
complementary basic resource and TV is supplementary enrichment.
How are they different? Surf the internet.
Answer:
Television is the most potential instrumental in educating masses. For
a country like India which has vast and inaccessible areas different
climatic conditions, large and ever-growing population, formal and
non-formal education.
3. Here is a comparison of the effects of TV viewing and reading:
Answer:
TV requires little concentration; de focuses the mid, offers
electronically produced images and encourages passivity while
reading necessities concentration. Thought, focusing and the ability to
visualize.
What will you advise the parents of your students in a PTCA meeting if
they want their children to learn?
Answer:
Make your own family media use plan. Media should work for you and
within your family values and parenting style. When used thoughtfully and
appropriately, media can enhance daily life. But when used inappropriately or
without thought, media can displace many important activities such as face-
to-face interaction, family-time, outdoor-play, exercise, unplugged downtime,
and sleep. Make your plan at HealthyChildren.org/MediaUsePlan.
Treat media as you would any other environment in your child’s life. The
same parenting guidelines apply in both real and virtual environments. Set
limits, kids need and expect them. Know your children’s friend, both online
and off. Know what platforms, software, and apps your children are using,
what sites they are visiting on the web, and what they are doing online.
Set limits and encourage playtime. Media use, like all other activities,
should have reasonable limits. Unstructured and offline play stimulates
creativity. Make unplugged playtime a daily priority, especially for very young
children.
 Screen time shouldn’t always be alone time. Co-view, co-play and co-
engage with your children when they are using screens—it encourages social
interactions, bonding, and learning. Play a video game with your kids. It’s a
good way to demonstrate good sportsmanship and gaming etiquette. Watch a
show with them; you will have the opportunity to introduce and share your
own life experiences and perspectives—and guidance. Don’t just monitor
them online—interact with them, so you can understand what they are doing
and be a part of it.
Be a good role model. Teach and model kindness and good manners online.
Because children are great mimics, limit your own media use. In fact, you’ll be
more available for and connected with your children if you’re interacting,
hugging and playing with them rather than simply staring at a screen.
Know the value of face-to-face communication. Very young children learn
best through two way communication. Engaging in back-and-forth “talk time”
is critical for language development. Conversations can be face-to-face or, if
necessary, by video chat with a travelling parent or far away grandparent.
Research has shown that it’s that “back-and-forth conversation” that
improves language skills—much more so than “passive” listening or one-way
interaction with a screen.
Limit digital media. For your youngest family members. Avoid digital media
for toddlers younger than 18 to 24 months other then video chatting. For
children 18 to 24 months, watch digital media with them because they learn
from watching and talking with you. Limit screen use for preschool children
ages 2 to 5, to just 1 hour a day of high-quality programming. Co-viewing is
best when they just learned through a screen. So, if Ernie just taught the
letter D, you can reiterate this later when you are having dinner or spending
time with your child.
4. Surf the Internet for educational TV programs which you can use to
supplement your lessons. This can help you in the listing of materials for K to
12 standards and competencies.
IV. ASSESSMENT
1. What are the uses of video, film, and TV recording to Dale?
Answer:
As per Dale, when regards to the use of video, film, and TV recording, he said
“It always bothers me, because anybody knows that we learn from these
things (media). There’s no issue about that. Well, I supposed in any field, to
be respectable you must do a certain kind of research.
2. What are the limitations of film, video, and TV?
Answer:
The limitations of the Televisions and film are one-way communication
device consequently, they encourage passivity. The small screen size puts
television a disadvantage when compared with the possible size of the
projected motion pictures. Excessive TV viewing works again the
development of child ability to visualize and to be creative and imaginative,
skills that are needed in problem solving. There is much violence in TV. This
is the irrefutable conclusion, “viewing violence increases violence”.
3. What are the basic procedures in the use of TV as a supplementary
enrichment?
For enrichment of the lesson with the use of tv, we must do the following:
1.Prepare the classroom.
- Darken the room.
- The students should not be seated too near nor too far. No student
should farther from the set than the number of feet that the picture
represents in inches.
Example:
24-inch set means no student farther than 24 feet from the set. (Dale,
1969)
2. Pre-viewing Activities
- Set goals and expectations.
- Link tv lesson with past lesson and/or with your students'
experiences for integration and relevance.
- Set the rules while viewing.
- Put the film in context. Give a brief background, if necessary.
- Point out the key points they need to focus on.
3. Viewing
- Don't interrupt viewing by inserting cautions and announcements
you forgot to give during the pre-reviewing stage.
- Just make sure sights and sounds are clear.
4. Post-viewing
- To make them feel at ease begin asking the following question:
 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?
- Go to the questions you raised at the pre-viewing stage. Engage the
students in the discussion of answers.
- Tackle questions raised by the students at the initial stage of the
post-viewing discussion.
- Ask what the students learned. Find out how they apply what they
learned.
- Summarize what was learned
LESSON 13 – TEACHING WITH VISUAL SYMBOLS
I. OBJECTIVES
1. Discuss what instructional materials fall under visual symbols.
Visual symbols are representations of direct reality, which comes in the form of
signs and symbols. The following is a detailed discussion on the different kinds of
visual symbols, which are drawings, sketches, cartoons, comics or strip drawing,
diagrams, charts and graphs, maps, and posters.
Rules of Thumbs in Using Visuals
1. Visuals must be directly relevant to the audio content.
2. Redundancy between visuals and audio must be avoided. If words are displayed,
viewers must be given time to read it.
3. Visual displays should be big enough to be seen by the farthest pupil.
4. Visual displays must be attractive.
5. Visual displays must be aesthetically presented to maintain good taste.
Kinds of Visual Symbols
1. Cartoons
Cartoons tell stories metaphorically through pictures, which need no captions.
Symbolism conveys messages, less words more symbolism the better. The cartoon
presents a certain issue or concern which could be either for or against it.

It is a pictorial representation or caricature of a person, idea, situation, or issue that

is designed to influence public opinion. Therefore, cartoons must be presented in a
challenging manner. For better understanding they should be drawn around a single
idea.
Suggestion for the use of cartoons
a. Appropriateness to experience level. The age and the experience or maturity of
the target learners must be taken into consideration.
b. Simplicity – contains only the essential features. The cartoon must not contain so
many details.
c. Brevity of captions if ever but they may not be given any. Short and direct captions
are used when necessary, only.
d. Use of clear symbols. Use symbols that are conventional, like; the dove to mean
death; the turtle to mean slow or sluggishness and others.
e. Adequateness of size. The cartoon should be big enough to be seen and
appreciated.
Cartoons could be used for motivation, for follow-up activity and for evaluation
purposes.
2. Posters
A poster is combination of bold designs and color primarily intended to catch
attention on a significant fact, idea, or message. Simply stated, a poster is a picture
with appropriate caption.
Characteristics of a good poster
1. It must be bold and simple but dramatizes features.
2. It must be appropriate to the grade level and to the subject and purpose and
purposes.
3. It must have only limited text; few words are generally used, and key words are
made to standout by means of type size or position.
4. It must be attractive, pleasing to the eyes.
5. Design and color must be given consideration.
Composition, color, and technique are principal elements in effective poster
preparation. It requires a center of interest. Color provides meaning and expression
as well as beauty.
6. It must have elements of dynamism and shock.
Posters are best used for motivation and for creative experience as depicting ideas,
concepts, and generalizations to summarize a celebration or a unit.
3. Drawings and Sketches
These are crude and simple lines, which are effective in showing what needs to be
shown with sufficient clarity, to make the meaning vivid to learners or students.
They are drawings with no illusion of depth, but a smart teacher can use them in a
very effective way in explaining and showing ideas and concepts.
4. Diagrams
Diagrams are simplified drawings designed to show interrelationship primarily by
means of lines and symbols. They are used to explain rather than to represent. It is a
drawing that shows arrangement and relationship, as parts to a whole, relative
values, origins and developments, chronological flow, fluctuations, and distributions.
The diagram is used to condense visual summaries of facts; the ideas rely heavily on
symbolic means. However, it must be remembered that it is more effective if it has a
strong foundation because it works better for summarizing rather than introducing
a lesson. It can be used singly but it is better if it is used simultaneously with other
materials.
5. Charts
Charts are graphic or pictorial representations of a large mass of information or
show progression thru time and space of people or events, ideas and objects.
Kinds of charts and examples
1. Data chart – contains items of information pf all sorts especially quantitative data.
2. Pictorial chart – use relevant pictures to present data or information on
quantifiable data over a specific period or condition.
3. Schematic chart – shows a principle or a law as applied like that of refrigeration
4. Diagrammatic chart – verb chart is popular example
5. Multiple leaf chart – internal working parts of a machine.
6. Phantom view chart – shows hidden parts of a machine without obliterating the
outer parts.

7. Development or progress chart – profile of a place or a person.

8. Table chart – bus trips.
9. Time and tabular chart – presidents and their term of office.
10. Stream or tree chart – family tree.
11. Flow or organizational chart – school personnel chart, life cycle of a frog or the
water cycle.
6. Graphs
Graphs present quantitative data for easier analysis and interpretation. It shows
comparative relationship of data involved in size, trends, and growth. Graphs are
best used in developing and in summarizing a unit.
Kinds of graphs
1. Line graph – is the most accurate of all graphs used in plotting trends of
relationships between two series of data. It is used when there is a considerable
number of data to be plotted and if these data are continuous
2. Bar graphs – simplest of all graphs to read. They are represented either by vertical
or horizontal bars. The lengths of the bars represent an amount or percentage data.
It is best when number of values to be compared is small.
3. Circle or pie graph – the sections of which are used to represent component parts
of a whole. They always present total amounts, their parts or segments are
calculated in percentage or fractional parts of a whole.
4. Area or Solid graphs – use for the simplest quantitative comparison using
geometric shapes. It is used to compare two or three related totals.
5. Pictorial Statistics or pictograph – it makes use of related pictures in showing
quantitative data. Pictures give realism and interest, so it is widely used specially in
the elementary grades.
Principles of Pictography
1. Simplicity – picture used must be simple
2. Comparison of relationship must be strikingly seen.
3. Approximates rather than precise amounts are represented.
4. Pictorial symbols used must be self-explanatory rather than by the size.
7. Strip Drawing or Comic Strip
Strip drawings are recommended for their story value in adaptation of the classics.
They are affective in instruction not only because they are simple, clear, and easy to
read but because they deal with materials that has been made personal.
Comics is a form of cartooning in which the same cast of characters form a story in
sequence of closely related drawings, designed to entertain the readers. They are
usually enjoyed by elementary pupils as well as secondary students because of their
simplicity, attractiveness, color, and relevant plot. The uses of superheroes or fantasy
themes add interest to the learners. Thus, the use of the comic strip in facilitating
instruction must be used to the maximum.
Values derived from the strip drawings
1. Increase’s interest in the subject.
2. Individualizes and personalizes instruction for certain types of pupils.
3. Serves as a valuable practice in reading.
4. Widens reading interest.
Reasons for using comics strip
1. It is easy to read so it encourages reading.
2. It builds vocabulary.
3. It satisfies the collectors’ interest in acquiring copies.
4. It provides excitement.
5. It is inexpensive.
6. It satisfies the children’s idea of art.
8. Maps
Maps are usually shown on flat surface and are used to represent the surface of the
earth or some parts of it, showing the relative size and position according to scale or
projection and position represented.
Maps according to content
a. Physical map – also called relief maps, they are the best because of their three-
dimensional representation, which includes geographical outline of land and water.
Commercial or economic maps- also known as product or industrial map since they
show land area in relation to the economy.
b. Political map – shows national boundaries down to the smallest division

Maps according to form

a. Chalkboard outline map
b. Student outline maps
c. Projected maps
d. Wall maps (decorative maps)
e. Atlas – collection of maps
f. Sand table map
g. Pictorial maps
Standards in judging maps
1. Visibility – details are clearly seen and read
2. Detail – less detailed maps are better
3. Scale – marks are clear, dependable, and easily interpreted
4. Symbols – not too many to be remembered
5. Color – should be used as an aid to reading it
6. Accuracy – in terms of its specific purposes
7. Grade level relevance
8. Print – is legible or readable
9. Durability – can stand several uses
Purposes for which maps are being used
1. To enable students to understand both relative and exact position of political
units, land masses and political area.
2. To furnish information concerning areas, distances, directions, shapes, size, and
relationships
3. To provide orientation and means of visualizing large and remote areas
4. To clarify materials
5. To provide visual basis or comparison and contrast
6. To provide means of regional synthesis
7. To provide interest and stimulation to learn more about people, geographical
influences, and places
8. To enable students to trace movements, migration and distribution of people,
vegetation, animal life and culture
9. To serve as one method of study for recording purposes
10. To provide an ‘object test’ means for certain types of measurements
11. To furnish means of self-expression in unit and project study.

Points to remember in utilizing maps for teaching

1. Make sure that the pupils or students comprehend the purpose of the map
2. Promote or develop positive emotional attitude
3. Allow ample time for pupils’ first look
4. Make sure they understand map symbolism
2. Cite examples of each visual symbol.
Sketching cartoons is one example of cartoons. Here are the types of diagrams: three
diagram it is used to chart out increasing detail the various tasks that must be
accomplished to complete a project or specific objectives. Affinity diagram is used to
cluster complex and apparently unrelated data into natural and meaningful groups.
Fishbone diagram also called cause-and effect diagram.
The following are under the charts: Time chart, tree or stream chart, flow chart,
organizational chart, comparison, and contrast chart, pareto chat and Gantt chart.
The following are some examples of graph: Circle or pie graph, Bar graph,
Pictograph, line graph and graphic organizer. The kinds of maps are physical map,
relief map, commercial or economic map and political map.
3. Explain where these visual symbols can be integrated in the Instruction
process.
We can use cartoons as a springboard for a lesson or a concluding activity and it’s
depended also on your purpose. In a class you can give cartoons as their individual
study or project it by an opaque projector. Depending on the themes for the week or
the month, you can display these cartoons on the bulletin board.
Strip drawing is commonly called comic strip and we can use this in educational and
entertaining at the same time. This can serve also as a motivation and a starter of
your lesson and activity to the students so that they can express insights gained at
the conclusion of a lesson.
Diagrams are used to chart outs specific tasks that must be accomplished, to cluster
complex unrelated data into natural and meaningful groups. A chart is a
diagrammatic representation of relationships among individuals within an
organization.
4. Enumerate the guidelines to be followed when we read charts, graphs, and
maps.
Time chart is a tabular time that present data in ordinal sequence. Tree chart depicts
development, growth and change by beginning with a single course which spreads
out into many branches. Flow chart is showing a process form from beginning to end
or analyzing a process. Organizational chart shows how one part of the organization
relates to other parts of the organization. Comparison and contrast chart show the
similarities and differences between two things. Pareto chart is a bar chart
prioritized in descending order of magnitude or importance of left to right. Gantt
chat is n activity chart.
Circle or pie graph is recommended in showing parts of a whole, bar graph is used in
comparing the magnitude of similar items at different times or seeing relative sizes
of the pats of a whole. Pictograph makes use of picture symbols. Line graph displays
 information as a series of data point called markers connected by straight line
segments. Graphic organizer as an information organizer.
Physical map, its combines in a single projection data like altitude, temperature,
rainfall, precipitation, vegetation and soil. Relief map is three-dimensional
representation and show contours of the physical data of the earth or part of the
earth. Economic map shows the land areas in relation to economy. Political map, it
gives detailed information about country, provinces, cities and towns, roads and
highways. Oceans, rivers, and lakes are the main features of most political maps.
II. SUGGESTED TOPIC
Teaching with Visual Symbols
Reference Text: Educational Technology I by Brenda B. Corpuz, Ph.D. and Paz l.
Lucido, Ph.D. Page 112-134
III. ACTIVITIES
A. Activity
A. Read activity on page 112. Analyze what it means.
B. Analyze
What does figures 10 and 11 means?
Answer:
Figure 10 shows the Happiness Data wherein based on a research
finding, it shows the result that there is a decline of data from
respondents 35 to 33 percent twice as rich but not happy.
Figure 11 shows the distribution of self-esteem scores among Anglo-
Canadians, and distributions of self-esteem scores among Japanese
who live outside of Japan.
Which was easier to understand? The words or the graphs?
Answer:
For me, I understand easily with graphs or visual than words. Our
brains are designed to process information visually. We can see a
pattern much more easily than a list of numbers. Pictures are easier
for our brains to comprehend than words. The picture superiority
effect ensures we remember graphical information more readily than
anything that we read.
C. Abstraction
Read about:
1. Drawings 4. Diagrams 7. Maps
2. Cartoons 5. Charts
3. Diagrams 6. Graphs
D. Application
Do exercise 1-3
1. Pictures, slides, handouts, videos, mockups, model’s computer
projections and computer presentations are visuals but they visual
symbols?
Answer:
Yes, Visual symbols include drawings, cartoons, strip drawings,
diagrams, formulas, charts, graphs, maps, globes because it
encourages students to make associations between pieces of
information, soak up chunks of course content quickly, and function as
a memory aid.
2. Summarize this lesson by means of a diagram.

3. Construct a ten-item true-false on map reading. Provide the key to

correction.
TRUE OR FALSE ANSWER KEY
1. A preposition is always followed
TRUE, if by "noun" we include noun
by a "noun". groups, pronouns, proper nouns etc.
2. Phrasal verbs always consist of
FALSE "I can't put up with people
two words. who are always right. I just can't get
on with them."
3. The past tense of "must" is FALSE Must has no past tense.
"musted". "I had to go to hospital yesterday."
 4. The verb "to think" is never used FALSE "I was thinking about what
in continuous tenses. you said. I think you're right."
5. Questions always use an auxiliary FALSE "Am I right or am I right?"
verb.
6. "Used to doing" and "used to do"FALSE "When I came to France, I was
mean approximately the same not used to driving on the right, but
thing. I soon got used to it. I am also used
to driving on the left because I used
to live in England."
7. The word "people" is always FALSE "The Germans and the French
uncountable. are two great peoples."
8. The shortest possible sentence FALSE "Think!"
contains a subject, a verb, and an
object.
9. The main verb and the direct TRUE "He drives his car fast."
object are not normally separated.
10. The auxiliary verb "to do" is FALSE "I do apologize for being
never used in the present simple right."
affirmative.

E. Summing-Up
Read and understand
IV. ASSESSMENT
A. Define or describe the following symbols and where to use them.
1. Drawings – To avoid confusion, it is good that are drawing correctly
represents the real thing.
2. Cartoons – This is another useful visual symbol that can bring novelty to
our teaching.
3. Strip Drawings – This is commonly called comics and comic strips.
4. Diagrams and types of diagrams. Give Examples. – The diagram is “any
line drawing that shows arrangement and relations as parts to the whole,
relative values, origins, and development, chronological fluctuations,
distribution, etc.
An Affinity Diagram is a tool
that gathers large amounts
of language data (ideas,
opinions, issues) and
organizes them into
groupings based on their
natural relationships.

A tree diagram is a new

management planning tool
that depicts the hierarchy of
tasks and subtasks needed to
complete and objective.

A fishbone diagram is a
visualization tool for
categorizing the potential
causes of a problem. This tool
is used to identify a
problem's root causes. ... A
fishbone diagram is useful in
product development and
troubleshooting processes,
typically used to focus a
conversation on a problem.

5. Charts and examples – it is a diagrammatic representation of

relationships among individuals within an organization.
Time Chart
a chart indicating the
standard times of certain
parts of the world
corresponding to a given
time at a specific place.
Tree or stream chart -
depicts 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 coverage into a
single channel.
Flow Chart – is a visual way
of charting or showing a
process from beginning to
end.

Organizational Chart –
shows how one part of the
organization related to other
parts of the organization.

Comparison and contrast

chart – used to show
similarities and difference
between two things (people,
places, events, ideas etc.)

Pareto Chart – is a type of a

bar chart, prioritized in
descending order of
magnitude or importance
from left to right.

Gantt Chart – is an activity

time chart.
6. Graphs and examples – graphs can be defined as a pictorial
representation or a diagram that represents data or values in an organized
manner. The points on the graph often represent the relationship between
two or more things.

7. Kinds of maps – is a symbolic representation

of selected characteristics of a place, usually
drawn on a flat surface.
 General reference
 Thematic maps
 Topographic Maps
 Cadastral Maps and Plans
 Navigation Charts
 Series Maps
 OUTPUT FOR FINAL

LESSON 14 to LESSON 18
 LESSON 14 – MINIMIZING THE USE OF THE OVERHEAD PROJECTOR AND THE
CHECKBOARD
I. OBJECTIVES
Discuss the techniques to be used to maximize the use of overhead projector
and chalkboard.
Nowadays, technology has been widely used. In teaching, most schools use modern
technology in teaching. But it cannot be denied that there are places especially in
remote and rural areas who are not using much of technology maybe because of lack
of supply or electricity. Nevertheless, they make use of alternatives in teaching and
this is where the chalkboard and the OHP or overhead projector are used.
Almost every classroom has a chalkboard. It may not have computers, radio, or tv,
etc. but it will always have a chalkboard. If this is the only means that teachers can
use, so it is very essential that it will be used for its maximum capacity.
Here are some practices which may help in the effective use of chalkboard:
o write clearly and legibly on the board.
o it helps if you have a hard copy of your chalkboard diagram or outline.
o don't crowd your notes on the board.
o make use of colored chalk to highlight key points.
o do not turn your back to your class while you write on the chalkboard.
o start to write from left to right of the chalkboard.
o if you need to have a board work in advance or that need to be saved for
tomorrow's use, write "Please Save"
James Brown also suggested the following techniques for chalkboards:
 o sharpen your chalk to get a good line quality.
o stand with your elbow high. Move along as you write.
o use dots as " aiming points".
o make all writing or printing between 2 and 4 inches high for legibility.
o when using colored chalk, use soft chalk so that it can be erased easily.

The OHP or the Overhead Projector is more available in schools than computers and
it also has a lot of advantages. There are many techniques than can be used in
presenting the information and the sequencing of these information during the
presentation.
II. SUGGESTED TOPIC
Maximizing the use of the Overhead Projector and the Chalkboard.
Reference Text: Brenda B. Corpuz, Ph.D. and Paz l. Lucido, Ph.D. Page 137-146.
III. ACTIVITIES
A. Activity
Read the activities number 1 to 2.
1. Recall where you first experience with the OHP. If you have none,
share a funny experience you saw.
2. One comment of a student written in the evaluation of a history
professor at the end of the semester was “He never used the board
throughout the semester”.
Answer:
For me the student was able to do that comment maybe because their
History professor may have used the OHP often that’s why he/she
doesn’t need to write anything in the chalkboard because it is
immediately displayed in the big screen.
B. Analysis
Answer number 1 to 4.
1. Any lesson or insight drawn from above experiences?
Answer:
For me the lesson or insight that I have drawn from the experience of
the student is that a teacher has this diverse kind of styles or manners
of teaching which enable the students to either understand it or not.
 2. Can you give your hypothesis why the history professor never used
chalkboard from the semester?
Answer:
My hypothesis about the history professor, that he/she may have used
OHP often that’s why he/she don’t need to write anything in the
chalkboard because it is immediately displayed in the big screen.
3. If a chalkboard is the only equipment available in a classroom for you
to become visual in your presentation, how can you maximize it use for
the sake of learning?
Answer:
If chalkboard is the only equipment available in the classroom,
teachers can maximize it for the sake of learning by presenting more
formally prepared lessons or informal sessions that students can
understand and follow more topics. The teacher should use the
chalkboard to write the important information and ideas that are clear
from facts to concepts, from cognitive to affective learning. He/She can
also use various color chalk or pen to draw on the chalkboard to
develop the topic, show part or build association.
4. What other errors are committed by teachers or users of OHP?
Answer:
The common error that the teachers commit while using OHP are the
following:
o There are teachers who seem like talking to the screen.
o If teacher is a right-handed, place the OHP to the right if left-
handed place the OHP to the left.
o Screen should be tilted forward on top of the screen to avoid
keystone effects.
o Avoid large table of figures.
o Avoid too much text.
o Presentation must be readable from a far.
o Don’t read the text on your slide because the audience can
read it.
C. Abstraction
Read about:
1. The Chalkboard (Chalkboard Techniques)
 2. The Overhead Projector (OHP) (Overhead Projector Techniques)
D. Summing–Up
E. Making Connections
Do/Answer Numbers 1 to 3.
1. We always hear the word “blackboard” when we seen is green
chalkboard in the classroom. Can you find out why?
Answer:
It is called blackboard because the characteristic feature of any
classroom is the blackboard on which text is written and drawings are
made with the help of calcium sulphate chalk. These boards are
typically made of sheets of dark grey or black slate stone. In recent
years, green colored boards have largely replaced blackboards.
Studies reveal that green color relaxes the eyes and prevents fatigue.
Furthermore, the human eye is highly sensitive to the green color, and
for this reason, the use of green boards has extensively increased.
2. Which color is more user-friendly, the blackboard or the green board?
Answer:
For me the more user-friendly is the green board because it relaxes
the eyes and prevents from fatigue.
3. These chalkboards are slowly being replaces by a magnetic white
board. Can you tell why?
Answer:
The chalkboards are slowly replaced with magnetic white board
because magnetic white boards are easy to use, and you can easily
stick things to it for temporary display. Also, dry erase markers leave
much less of a visible trace after being erased, and they tend to erase
cleanly rather than smudging all over the board.
4. If you don’t have the commercial transparency for the OHP, can you
improve your transparency?
Answer:
Yes, we can still improve the transparency even if we use a non-
commercial transparency for the OHP through using simple objects
like keys, leaves, output paper shapes, to simulate children’s
imagination. Blank sheets of acetate and grease pencils, maps, clear
 plastics and other materials can be used to be projected to the large
crowd.
IV. ASSESSMENT
1. Practices which can help in the affective use of the chalkboard.
o Write clearly and legibly on the board. Take note that there are children in
the last rows.
o 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.
o 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
o 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.
o 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.
o For the sake of order and clarity, start to write from the left side of the board
going right.
o 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.
o 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.
o If there is glare on the chalkboard at certain times of the day, a curtain on the
window may solve the problem.
o 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.
o 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.
o Make full use of the chalkboard. It may be a traditional educational
technology, but it serves its purpose very well when used correctly.

2. Chalkboard Techniques.
o Sharpen your chalk to get good line quality.
o Stand with your elbow high. Move along as you write.
o Use dots as “aiming points.” this keeps writing level.
o Make all writing or printing between 2 and 4 inches high for legibility.
 o When using colored chalk, use soft chalk so that it can be erased
easily.

3. Advantages of Overhead Projector.

o Face to face contact with the audience, eye contact if possible.
o Can pick up verbal and nonverbal.
o Projector located in front of room and near speaker for easy access.
o Effective in a fully lighted room; audience can follow handouts or take notes.
o Presentation can use again and again.
o Highlighting important points with transparency pen.
o It shows motions such as pictures, videos, audios, etc.
o We can focus the audience when presenting the presentation.
o It is better than chalkboard.
o In OHP, file can easy store and transport, i.e., share.
o OHP uses LCD, DVD show the presentation.

4. Techniques in the use of overhead projector.

o Show pictures and diagrams, using pointer on the transparency to direct
attention to a detail.
o Use felt pen or wax-based pencil to add details during projection.
o Place additional transparency sheets as overlays on base transparency
separate process and complex ideas into elements and present them in step-
by-step order.
o Show three dimensional objects from the stage of the projector.
o Move over lays back and forth to rearrange elements of diagrams.
o Simulate motion on parts of the transparency by using polaroid glass to
polarized light.
o Simultaneously project on adjacent screen other visual materials usually
slides motion or pictures.
o Stand off the side of the side of the OHP while you face the students.
o Face the students when you talk not the screen.
o Place the OHP to your right if you are right-handed and left if you are left-
handed.
o Place the OHP on the table low enough so that it does not block you or the
screen.
o Tilt the top of the screen towards OHP to prevent keystone effect.
o Avoid mistake of including too much detail on each image.
o Avoid large tables of figures. Come up with graphic presentation.

5. Effective practices in the use of overhead projector.

 o Primary grades – simple objects (i.e., keys, leaves, cut out paper shapes) can
be placed directly on the projector primary grades English composition
lessons.
o English Composition – students’ themes or writing exercises can be
reproduced on film by means of the heat or photocopy process.
o Geometry and Trigonometry – two- and three-dimensional diagrams can
be built up gradually with carefully prepared transparencies involving color
and separate overlays.
o Arithmetic – blank sheets of acetate and grease pencils can be given to
selected students.
o Homeroom Activities – the secretary can use a cellophane roll
(accompanying most projectors) or blank acetate sheets.
o PE and Team Training – Plays and game procedures may be analyzed using
plastic or opaque moving symbols on the transparency.
o Art Class – a teacher can sketch on clear plastic with a felt pen.
o Primary Reading Class – a picture transfer transparency can be made from
a magazine picture.
o Social Studies – All types of maps can be enlarged after accurate but easy
preparation. Overlays show key facts about regions.
o Science – iron fillings dusted on a clear plastic sheet over a permanent
magnet can be projected clearly to illustrate lines of force.
o Placing a sheet of paper over the transparency and moving it down to expose
succeeding lines of type. Attaching strips of opaque paper to the aides of the
mask.
o Placing over the transparency on opaque sheets containing a cutout slit.

LESSON 15 – PROJECT-BASED LEARNING AND MULTIMEDIA: WHAT IT IS?

I. OBJECTIVES
1. Explain what project-based multimedia learning is.
o Project-based learning is not a new educational method.
o The use of multimedia is a dynamic new form of communication.
o The merging of project-based learning and multimedia represents an
extraordinary teaching strategy that we call project-based multimedia
learning.
o Guidelines for Implementing and developing your own units based on this
strategy.
By project-based learning – we mean a teaching method in which students acquire
new knowledge and skills while designing, planning, and producing some product or
performance.
By multimedia – we mean the integration of media objects such as text, graphics,
video, animation, and sound to represent and convey information.
Project-based multimedia learning – is a method of teaching in which students
acquire new knowledge and skills while designing, planning, and producing a
multimedia product. Dimensions of Project-Based Multimedia Learning Project
Core Curriculum
At the foundation of any unit of this type is a clear set of learning goals drawn from
whatever curriculum or set of standards is in use.
Real-World Connection
Project-based multimedia learning strives to be real. It seeks to connect students’
work in school with the wider world in which students live.
Extended Time Frame
A good project is not a one-shot lesson; it extends over a significant period of time. It
may be days, weeks, or months.
The actual length of a project may vary with the age of the students and the nature
of the project.
Students Decision Making – students have an opinion.
Divide them into “Teacher” and “Students” based on clear rationale (decisions).
The teacher can allow students to determine what substantive content would be
included in their projects.
Students can make decisions about the form and content to their final products, as
well as the process for producing them.
Collaboration – we define collaboration as 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 in teams of as many as
five or six. Whole-class collaborations are also possible.
Assessment – regardless of the teaching method used, data must be gathered on
what students have learned.
When using project-based multimedia learning, teachers face additional assessment
challenges because multimedia products by themselves do not represent a full
picture of student learning.
 Assessments have Three Difference Roles in the Project-based Multimedia Context.
 Activities for developing expectations.
 Activities for improving the media products; and
 Activities for compiling and disseminating evidence of learning.
Multimedia – as students design and research their projects, instead of gathering
only 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.
Why Use Project-Based Multimedia Learning?
Identifying, organizing, planning, and allocating time, money, materials, and
workers.
Negotiating, exercising leadership, working with diversity, teaching others new
skills, serving clients and customers, and participating as a team member.
Selecting technology, applying technology to a task, and maintaining and
troubleshooting technology.
Teaching the New Basic Skills, Richard Murname and Frank Levy (1996) describe
three sets of skills that students need to be competitive for today’s job.
Hard Skills (math, reading, and problem-solving mastered at a higher level than
previously expected of high school graduates);
Soft Skills (for example, the ability to work in a group and to make effective oral and
written presentations); and the ability to use a personal computer to carry out
routine tasks (for example, word processing, data management, and creating
multimedia presentation).
2. Discuss the elements of multimedia learning.
Elements of Multimedia are Text, Images and graphics, Audio, Video, and Animation.
Texts, images, and graphics are three elements static (do not move) whereas the other
three elements: audio, video and animations are moving objects or dynamic object within
a multimedia application.

3. State the reason why project-based multimedia learning.

Project-based multimedia learning is a method of teaching in which students
acquire new knowledge and skills in the course of designing, planning, and
producing a multimedia product. ... It is critical that the students-not only the
teacher-perceive what is REAL about the project. PBL prepares students to accept
and meet challenges in the real world, mirroring what professionals do every day.
Instead of short-term memorization strategies, project-based learning provides an
 opportunity for students to engage deeply with the target content, bringing about a
focus on long-term retention.
4. Enumerates the disadvantages of the use of project–based learning and
multimedia projects.
There is a need for an extended period time
 Requires technical skills on the part of the teacher and the students
 There is a tendency to lose the tract of the goal and objectives of your lesson.

II. SUGGESTED READING

Project-based learning and Multimedia: What it is?
Reference Text: Educational Technology 1. By Brenda B. Corpuz, Ph.D. and Paz
l. Lucido, Ph.D. Page 149 to 157.
III. ACTIVITIES
A. Read the stories A and B Answer discussion question number 1 to 3.
1. What adjectives or adverbs can describe the two classes?
Answer:
For me, I can describe the two classes through adjectives-imaginative, and for
adverb-cheerfully.
2. Would you like to be in such classes? Why?
Answer:
Yes, I would love to be in these two classes because the teachers are using
different forms or learning styles that inspire and enhance the students’
inner critical thinking-skills and it actively engages the students in the
learning tasks.
3. Why were the classes so alive? Which could have contributed to the creation
of a highly animated class?
Answer:
For me, the reason that the classes were so alive because the students easily
understand and catch-up the lessons because their teacher used different
forms or techniques in teaching.
B. Analysis
Answer the questions. Support your answer (page 51)
1. Did the class have clear goals?
 Answer:
Yes, the two classes have the same goal which is to teach their students by
doing activities that helped the students to easily understand the lessons
with real-world connections.

2. Was the students work in school connected to the real world in which the
students live?
Answer:
Yes, the students work hand in hand in order to do their different activities
that can be related to the real-world scenario.
3. Was the class projecting a one-shot lesson or did it extend over a significant
period of time?
Answer:
The class was able to maximize the time without extending the time for other
class session.
4. Was the teacher clearly in charge of the class?
Answer:
Yes, the teacher is clearly in-charge of the whole class because she clearly
monitored each of the activity that her students are doing.
5. Did the teacher give leeway to the students to make decisions withing
reasonable limit?
Answer:
Yes, the teachers gave enough time to students, enough to have a certain
verdict about the lesson discussed.
6. Did the students work collaboratively?
Answer:
Yes, the students work collaboratively because they were able to come up
with a good outcome in their different activities.
C. Abstraction
-Project-based multimedia learning
-Dimensions of Project-Based Multimedia Learning
 -Limitations of the use of Project-based multimedia learning strategy
D. Application
Do number 1 activity.
1. In your health lesson, you want your student to get to know more about
diabetes. What is it all about, its causes, remedies, cure and prevention,
number of Filipinos afflicted by diabetes, government programs meant to
address the problem of diabetes. This is a topic most appropriate for a project-
based multimedia learning strategy.
Answer:
In this activity the students should be given the chance to come up with their
project-based multimedia work and let them to be creative and do their own
strategy how they can come up with a good output considering the 3
assessment concerns with their project.
E. Summing–Up
F. Making the Connection
Do activities 1 to 3.
1. What principles of teaching discussed in the subject on Principles of
Teaching are very much illustrated by project-based multimedia learning?
Answer:
The principles of teaching illustrated in the project-based multimedia
learning is that project-based multimedia learning is a teaching method
in which students acquire knowledge and skills while designing, planning,
and producing multimedia product. Most of all it 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 minimum competencies of the basic education curriculum.
2. Recall the psychological theories of learning and cognitive processes that
you learned in the subject “facilitating learning”. Is there any connection
between project-based multimedia learning and these theories and processes?
Answer:
Yes, there is a connection between project-based multimedia and theories
and processes because these theories and processes in a sense that students
do not learn simply by “using” multimedia produced by others; they learn by
creating it themselves. As students design and research their projects, instead
of gathering only written notes, they also gather-and create pictures, video
 clips, recordings, and other media objects that will later serve as the raw
materials for their final product because in a “facilitating learning” general
approach that views learning as an active mental process of acquiring,
remembering, and using knowledge. Knowledge guides new learning and
knowledge is the outcome of learning.
3. Does project-based multimedia learning support authentic assessment in
the form of products and performances?
Answer:
Yes, the project-based multimedia learning supports the authentic
assessment because as the curriculum content in project-based learning is
authentic it resembles the real-world setting therefore the evaluation for
students’ work turns into authentic assessment which also measures their
performance.
IV. ASSESSMENT
1. Dimensions of the project-based multimedia learning.
The dimensions of the project-based multimedia learning are the following:
o Core curriculum
o Real-world connections
o Extended time frame
o Student decision making
o Collaboration
o Assessment
o Multimedia

2. Limitations of the use of project-based multimedia learning strategy.

The limitations of the use of project-based multimedia learning strategy are:
o They need for an extended period of time.
o You need to orient the students on what they are expected, guidelines,
goals, and objectives of the project, and more so for the students to
gather and organize their data, work on the presentation and the like.
o The tendency to lose track of the goals and objectives of your lesson
because the technology aspect has gotten the timeline.
o You may get so occupied learning the multimedia presentation that
your lesson objective gets detailed, and your project ends up as mere
technology lesson.
 LESSON 16 – USING THE PROJECT-BASED LEARNING MULTIMEDIA AS A TEACHING-
LEARNING STRATEGY
I. OBJECTIVES
Explain the steps involve in the use of project-based multimedia learning
strategy.
The various phases of the project include before the project starts, introduction of
the project, learning the technology, preliminary research and planning, concept
design and storyboarding, first draft production, assessing, testing, and finalizing
presentations and concluding activities.
II. SUGGESTED READING
Using the Project-Based Learning Multimedia as a Teaching-Learning Strategy
III. LEARNING ACTIVITIES
A. Activity
Do the activity individually. Follow the instruction.
The steps that I need to undertake in initial planning for a school year ad are
the following:
o Go over the plan for content of the school year and project.
o Estimate how much time needs to spend-compared to how much time
available.
o Make a clear and explicit parameters and procedures that must be
observed in the decision-making.
o Set a collaborative working arrangement to enable students and other
staff to share their knowledge and skills to build strengths.
o Determine what resources you will need and what are available and
the cost of the other expenses.
B. Analysis
Compare your list of steps to the following steps (see page 160-162)
Guide Questions for Discussions
How do your steps compare to the steps given by the experts? Rate
yourself as planners. Are you excellent, very good, etc?
Answer:
I can rate myself GOOD because as an event planner sometimes
problems may be along the way where we don’t expect that’s why we
cannot make it perfect.
C. Abstraction
Observe the following.
1. Before the projects starts
2. Introducing the Project (one or two days)
3. Learning the Technology (one to three days)
4. Preliminary Research and Planning (3 days to 3 weeks), Depending
on the Project Size.
5. Concept, Design and Story Boarding (3 to 5 days)
6. Answering, Testing, and Finalizing Presentation (1 to 3 weeks)
7. Concluding Activities (1 to 3 days)
D. Application
Do activity (Page 189)
1. Do a multimedia presentation of project-based multimedia learning
to a group of Education students enrolled in Principles of Teaching or to
a group of teachers for faculty development for them to know what
project-based multimedia learning is, its main features, advantages and
disadvantages, and a concrete example to illustrate it.
Answer:
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 to all the students are
expected to acquire as laid down in the minimum competencies of the
basic education curriculum. When using a project-based multimedia
learning, teachers face additional assessment challenges because
multimedia products by themselves do not represents a full picture of
a student learning. In multimedia projects, students do not learn by
using multimedia being produced by others; they learn by creating it
themselves. Project-based multimedia learning is value added to your
teaching. It is kind of a powerful motivation. Avoid the tendency to
lose track of your lesson objectives because the technology aspects
have gotten the limelight. Project-based multimedia learning does not
only involve use of multimedia of learning. The students end up with
multimedia products to show what they have learned. So they are not
only learners of an academic content, but at the same time authors of
a multimedia product at the end of the learning process. The goals and
 the objectives of the project are based on the core curriculum as laid
down in the curricular standards and are made crystal clear to
students at the beginning of the project.
2. At the conclusion of the project, evaluate the process you went
through then discuss lessons learned.
Answer:
If I will evaluate the process in the discussed about EMC, I have
learned that it is important to set learning goals from whatever
curriculum or set of standards we use. We use the term core to
emphasize that project-based multimedia learning because it
addresses the basic knowledge and skills students are expected to
acquire. Project-based multimedia learning attempts to be real and it
seeks to connect students’ work with real life application.
E. Summing-Up
Study Figure 31. Steps on the Process of Multimedia Creations
IV. ASSESSMENT
Briefly describe the different steps in making a multimedia project. (Refer to
page 164-169)
Answer:
The steps in making multimedia project starts in:
o Initiating a multimedia project. Every project needs to start
somewhere. We work with clients to discuss three important elements
for every project: Vision, budget, and the timeline.
o Pre-production of your project. You can’t just jump right into a
project and expect that you’ll be ready. The pre-production step allows
us to prepare for a project and lay the groundwork for production.
Here’s a list of some of the things we need to do in order to be ready.
 Decide on shot purpose and style
 Plan and prepare the set design
 Hire talent and decide on wardrobe
 Set a production timeline
 Create a shot list, determine final details for asset delivery
o Production of your multimedia project. After plenty of planning
and information gathering, it’s time to make the proverbial magic
happen.
o Project post-production. Here’s always more work to do after a
shoot day. Once we have all our assets, we have a specific step for
 post-production. This phase is critical for success and can take as
much time or more than the production step, so it’s critical that
everyone know how much time may need to be invested in the
process.
o End of Project. Even at the end of a project, the project isn’t over.
Whether or not there were any changes throughout the project, we
review finalized assets with the client to make sure that they’re up to
their standards. Since changes to the project and budget can happen,
our team frequently communicates with you so that you are updated
with the progress of the project. This way you know what to expect
and won’t be surprised by unforeseen changes or differences in the
cost.

LESSON 17 – ASSESSMENT IN A CONTRUCTIVIST, TECHNOLOGY-SUPPORTED

LEARNING
I. OBJECTIVE
Determine the form of assessments fits a constructivist technology-supported
learning.
Authentic Assessment is most appropriate for the constructivist classroom.
Authentic assessment measures collective abilities, written and oral expression
skills, analytical skills, manipulative skills, (like computer skills) integration,
creativity, and ability to work collaboratively.
II. SUGGESTED READING
Assessment in a Constructivist Technology-Supported Learning.
Reference Text: Educational Technology I By. Brenda B. Corpuz, Ph.D. and Paz l.
Lucido, Ph.D. Page 172-181.
III. ACTIVITY
A. Activity
Read and analyze the cartoons below then reflect on the questions.
1. Do you also memorize when you prepare for tests?
Answer:
For me, If I will prepare for a test, I don’t do memorization but I am
more on familiarizing and understanding the lesson so that I will be
able to recall it easily.
2. Do you like it?
 Answer:
Yes, I like it because for me that’s how I learn.
3. Why do you have to memorize?
Answer:
For me, we memorize because we want to challenge our brain and
trains to remember.
4. Would you still memorize even if teacher’s style of testing changes?
Answer:
For me, knowing that my teacher will have a sudden change of her
assessment tools or styles I’d rather not to memorize. I will familiarize
and understand the ideas in my mind so that whatever style my
teacher will be using I will still have an answer.
B. Analysis
1. What assessment practices were expressed in the conversation?
Answer:
In the conversation, the kind of assessment practice expressed is the
authentic assessment.
2. Do your favor such practices? Why or why not?
Answer:
For me, it is just fine as long as the students will be able to understand.
C. Abstraction
Read the selection and take note of important concepts (pg.173).
D. Summing-Up
(Read and Comprehend)
E. Making the Connection
1. In your Principles of Teaching, you learned that “learning is a
personal process” then what mode of assessment is most appropriate?
Answer:
In the principles of teaching the appropriate assessment should be
formative assessment because this mode of assessment has a wide
variety of methods that teachers use to conduct in process evaluations
 of student comprehension, learning needs, and academic progress
during a lesson, unit, or course. This also provides ongoing feedback
that can be used by instructors to improve their teaching and by
students to improve their learning.
2. Do out of context drill items learned in Principles of Teaching have a
place in Constructivist assessment?
Answer:
Yes, they are connected.
3. For assessment of higher-order thinking skills, which is more sound
to do-give the graphic organizers that students use or allow them to
research on the graphic organizers to use or ask them to create their
own organizers?
Answer:
To use HOTS for students, it would be best if we allow them to create
their own graphic organizers for them to explain their output.
4. Which visual symbols (e.g., graphics) in Lesson 13 can be used for
assessment purposes in a constructivist technology-supported
classroom?
Answer:
The visual symbols that are used in the constructivist technology are
charts and diagrams.
IV. ASSESSMENT
Explain the following.
1. Authentic Assessment is must appropriate for the constructivist classroom.
Answer:
Yes, the authentic assessment is must appropriate for constructivist
classroom because it measure learning which has meaning for the learner
beyond a particular class addressing the skills and abilities needed to
perform real-world tasks.
2. Performance-based assessment or product assessment.
Answer:
Performance-based assessment is a measure of assessment based on
authentic tasks such as activities, exercises, or problems that require
 students to show what they can do. Some performance tasks are designed to
have students demonstrate their understanding by applying their knowledge
to a particular situation while the process-oriented performance-based
assessment is concerned with the actual task performance rather than the
output of an activity.
3. How then should we evaluate learning?
Answer:
To evaluate the learning of the students as teachers we should obtain
frequent feedback on your teaching. It is important to get regular insight on
student learning. We should also solicit student opinion during the term and
assess a course at the end of the term.
LESSON 18 – ROLES AND FUNCTIONS OF AN EDUCATIONAL MEDIA CENTER
I. OBJECTIVES
1. Describe what an educational media is?
Educational media refers to channels of communication that carry messages with an
instructional purpose. They are usually utilized for the sole purpose of learning and
teaching (WebCrawler, 2013).
2. Explain the roles and functions of an educational media center perform to
serve the teaching-learning process.
It functions as a visual instrument as well as a basic requirement for quality
education by enriching all parts of the school's educational process. It reflects and
supports the philosophy of the school. It involves in the teaching and learning
process. It is a source center.
 An EMC is a facility of a school system tasked to acquire, maintain, care and
promote the full effective use of educational media.
 It houses both old and new technologies meant to learning more efficient and
effective.
 It facilitates and ensure the optimum use of all instructional media.
3. Enumerates the elements as Educational Media Center have for it to
effectively function as one.
It functions as a visual instrument as well as a basic requirement for quality education by
enriching all parts of the school's educational process. It reflects and supports the
philosophy of the school. It involves in the teaching and learning process. It is a source
center.

II. The Roles and Functions of an Educational Media Center.

 Reference Text: The Educational Technology 1 By Brenda B. Corpuz, Ph.D. and
Paz l. Lucido, Ph.D. Page 183-191.
III. ACTIVITIES
A. Activity
Read the excerpt on pages 182-183-186
Discussion questions
1. What do you see as the best features of the Educational Media Center?
Answer:
The best features of the Educational Media Center are the following:
o Consultant service to improve instruction, learning and use of
educational media resources and facilities.
o Upgrade instructional standards using educational media
resources, information on new educational development.
o Creation/production of instructional materials to suit the
special needs of teacher and student.
o Upgraded research through media support to individual
investigation and exploration.
o Multimedia facilities with areas made available to students,
teachers, and the media staff.
o Educational media equipment made available for classroom
use to students and teachers.
2. How different is the Educational Media Center from the Educational
Media Center that LCC have?
Answer:
The EMC is a facility of a school system that tasked to acquire,
maintain, care, and promote the full effective use of an educational
media. In the case of La Consolacion College (LCC) I can’t really tell
because I guess it is pretty much the same because LCC also holds the
same type platform and also has the same mission and vision.
B. Analysis
Answer the Guide Questions for discussions.
1. Based on what you read, what is educational media center?
Answer:
 The Educational Media Center is a facility designed for the housing
and utilization of all educational media within the school. It is a basic
requirement for 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 other units or departments that help the
school fulfill its mission and realize its vision by living up to the
school’s philosophy and aims.
2. Do you agree that EMC is not only a vital instrument of quality
education but also a requirement of quality education?
Answer:
Yes, the Educational Media Center is a vital instrument because it is a
basic requirement for quality education by enriching all parts of the
school’s educational process using technology.
3. Is an EMC an independently entity in the sense that it has its own
philosophy and aims distinct from the school?
Answer:
It is not independent entity of the school. Rather, it is a unit in the
school that cooperates with other units or departments that help the
school fulfill its mission and realize its vision by living up to the
school’s philosophy and aims.
4. Is an EMC devoted only to acquisition and distribution of educational
media?
Answer:
No, because an EMC has a lot of functions and it is a vital instrument
as well as a basic requirement for quality education by enriching all
parts of the school’s educational process. It is learning laboratory,
teaching, service, and a coordinating agency. It is also a center for
recreational reading, viewing, and listening.
5. What roles and functions does an educational media center perform
to serve the teaching-learning process?
 In what sense is an EMC a:
o A vital instrument as well as a basic requirement for
quality education by enriching all parts of the school’s
educational process.
 Resource center?
 o In it, different forms of communication and their
accompanying technology organized and housed for
easy accessibility and use.
 Learning laboratory?
o It provides materials which will enrich and implement
the curriculum; it encourages individual exploration
and inquiry; it provides materials and facilities for
research and self-directed learning.
 Teaching agency?
o It teaches students how to find information; it
stimulates new interests; it encourages students to use
a variety of media; it keeps teachers informed about
new materials and welcomes their suggestions for
purchase.
 Coordinating agency?
o It serves as central depository for various forms of
media; it encourages the use of those which can be used
by individual students and teachers as well as for small
group or class needs; it is one place in the school where
anyone may come at any time.
 Recreational reading center?
o It provides variety of recreational materials to fulfill the
current needs of the range of interest and abilities for
the abilities for the students; it provides assistance to
students in the selection of these materials; it provides
facilities for individual, and group uses; it is concerned
about the reluctant readers as well as the habitual one;
it uses variety of promotional techniques to encourage
use of material for recreational purposes.
 A steppingstone to other community resource centers?
o It introduces the students the resources available in
other community resource centers. It encourages their
use in adult life. It encourages the personal ownership
of books and other media.
6. Based on Ateneo’s experience, what service does an EMC offer?
Answer:
The Katigbak Educational Media Center in Ateneo offers services such
as:
1. Orientation
All new teachers are given an orientation on the EMC, its program,
role in the total Ateneo academic organization, services, facilities,
guidelines, and procedures during their in-service program. Hands-on
training on the use of the different equipment is part of the new
teacher's program. The students are also given an orientation on their
first Media Instruction Program (MIP) class.

2. Selection of print and non-print materials

The librarians continually select and acquire print and non-print
materials that suit the needs, interest and special abilities of the
students and teachers. Teachers, middle supervisors, and the
administration are encouraged to take active part in the selection
process.

3. Organization of print and non-print materials

A technical librarian organizes all the purchased print and non-print
materials for easy retrieval. The Resource Organizer, the computerized
system of library organization by the G-Soft Solutions is already in use
to facilitate effective and efficient organization and retrieval
procedures, as well as the other tools such as the Dewey Decimal
Classification System and the C.A. Cutter’s Three-Figure Author Table.

4. Circulation of print and non-print materials

The EMC lends out various types of materials to students and
teachers. To make it serve efficiently, at the same time maximize the
use of its resources, the EMC has prepared some guidelines that were
discussed and approved by the Committee on Educational Media
Resources and Services, a standing committee of the school chaired by
the AHAA.

5. Reference
The EMC attends to request such as bibliographic information from
the card catalog, search through books, periodicals, pamphlets,
documents, and non-print materials. A logbook of question asked is
available at the circulation counter. The logbook also serves as a data
for the librarians in their selection, purchase, organization, and
publicity of materials. There are computers with Internet facilities
that help facilitate this service.

6. Bibliographic Service

There are listings of materials and periodical articles to publicize the

new materials and periodical articles in the EMC.

7. Media Instruction Program

 The Media Instruction Program (MIP) aims to teach students to be
skillful and discriminating users of print and non-print media. It is
designed to develop/the habit of inquiry and stimulate the growth and
development of the young mind in independent thinking. It also aims
to develop appreciation for the different forms of media. MIP is given
to all classes from Prep to Gr. 7 at least seven times a year.

8. Class Supervised Research

It is a scheduled program of activity particularly in Science and Social Studies.
It refers to the class periods allotted to these subjects where the students are
brought to the EMC to do the research for a particular topic.

9. Grade Level newspaper

Each grade level is given a subscription to a newspaper of their choice. It is a
service rendered to ensure that the faculty is updated daily on the current
events locally and internationally.

10. Mags-on-Wheels
Selected professional and general interest journals are routed in the different
grade levels and service areas. The service is given to maximize the different
subscriptions for professional and personal growth of the school community.

11. Photocopying Service

A self-service photocopying machine is available for the faculty to Xerox
materials needed. Students may also request photocopying of library
materials. A corresponding amount is charged.

12. Video and Sound Production

Simple productions for class instruction, program and schoolwide
presentations are put together in the Audio-Visual area.

13. Multi-media Services

Different non-print media-materials are acquired. Teachers are encouraged
to maximize use of their materials. The procedures for reservation and usage
is teacher-friendly.

7. What must an EMC possess in order to function effectively as one?

Answer:
For an EMC to be functional it must have the following elements:
 The Institution 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?
 Media and Instruction
o Is 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 center accessible to all classrooms and
lecture/conference rooms?
o Is there educational media technology information
dissemination?
o Is there cooperation between faculty and the professional
media staff in the planning, developing, 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 in
technical assistance, equipment repair and cleaning,
continuous upgrading facilities?
o Is there a capability for production of graphics, audio, visual,
and other media materials for instruction?
 Classroom facilities
o Are classrooms designed for and provided with essential
facilities for effective use of educational media?
o Specifically, are classrooms equipped for full light control,
electrical outlets, appropriate ventilation, and media
operations space?
o Is classroom equipped with a bulletin board, chalkboard,
protection screen, map rails, etc., for instruction using media?
 Media Programs
C. Abstraction
Read pages 188-189.
D. Application
Do/Answer numbers 1 to 2.
1. Come up with a metaphor or a simile on the following roles of an EMC.
Explain your metaphor or simile in a sentence or two.
 Answer:
Metaphor – an educational media center is a passport to quality
education. Educational Media Center provides teacher and students
easy access for information research.
2. Use any of the bands of experiences instructional materials, except
WORDS or VERBAL symbols in Dale’s Cone of Experience to
present/illustrate the services rendered by an EMC.
Answer:
To illustrate the services rendered by an EMC is demonstrations and
motion pictures.
E. Summing-Up
Read and internalize.
IV. ASSESSMENT
1. What is an Educational Media Center?
Answer:
A facility designed for the housing and utilization of all educational media
within the school. It is more than a collection of instructional materials
because it incorporates a systematic plan or program in the proper use and
delivery of effective instruction.
2. What must an Educational Media Center have to be a functional Educational
Media Center?
Answer:
An educational Media Center, to be functional must have the following
elements:
o The Institutional media services
o Media and Instruction
o Classroom facilities
o Media Program