Demonstration is showing how a thing is done and emphasizing of the salient merits, utility and efficiency of a concept, a method or a process or an attitude. A good demonstration is an audio-visual presentation.
Edgar Dale gives us three guiding principles to observe in using demonstration as a teaching-learning experience:
1. Establish rapport. Make yourself and your demonstration interesting to sustain your students' attention.
2. Avoid the COIK fallacy (Clear Only If Known). The teaching should assume that the students has zero or little knowledge about the topic being discussed. This means that every little detail should be discussed to make sure the lesson is understood.
3. Watch out for key points. Check out for points wherein an error would most likely be made. In that way the students would learn to watch out for these points to avoid error in the future.
Like everything else, demonstrations need planning. This include preparing the appropriate visuals to be used, setting our objectives, and rehearsing the demonstration itself.
In class, see to it that you get and sustain the interest of your students, keep it simple, focused and clear, do not hurry nor drag out the demonstration, check if your students understood the demonstration, conclude with a summary and hand out written materials at the conclusion.
A teaching should also see to it that he/she doesn't bind him/herself to a time limit wherein the objectives of the demonstration won't be achieved. It is better to learn a little a lot. Just like "Bahala'g ginagmay basta kanunay." Rushing defeats the purpose of the demonstration.
Sunday, December 5, 2010
LB#9: Teaching with Dramatized Experiences
"Did you watch Immortal last night?" "What's the latest about the Kimeral break-up?" You may have heard your friends of neighbors talk about teleseryes and showbiz news. The former are drama series shown on TV and the latter are real life drama of famous actors and actresses. Evidenced by the people talking about these things, the drama on TV and about actors interest them because it affects them and are moved by the drama. If you use drama in teaching, do you think it will have the same effect on our students?
Something dramatic is something that is stirring or affecting or moving. It has an emotional impact. This can be used in teaching to get our students attracted, interested and affected. If they are affected and moved, the lesson would most likely leave an impact on them and have better retention of what the lesson was about.
Examples of dramatized experience are plays, pageants, tableau, pantomime, puppets and role-playing. The last four are simple and practical. Plays and pageants require longer preparations, costly props and frequent practice.
The most commonly used dramatic experience in the classroom is role-playing. It is less time-consuming and it enhances the students' multiple intelligences. An example is dividing the class into groups. Assign each group to prepare a presentation of what goes on during a job interview of different kinds of jobs. Group discussion enhances their interpersonal intelligence in the planning stage. Performing the roles they are asked to play in enhances their kinesthetic intelligence. If a musical score is used to accompany the performance, musical intelligence is at work.
Something dramatic is something that is stirring or affecting or moving. It has an emotional impact. This can be used in teaching to get our students attracted, interested and affected. If they are affected and moved, the lesson would most likely leave an impact on them and have better retention of what the lesson was about.
Examples of dramatized experience are plays, pageants, tableau, pantomime, puppets and role-playing. The last four are simple and practical. Plays and pageants require longer preparations, costly props and frequent practice.
The most commonly used dramatic experience in the classroom is role-playing. It is less time-consuming and it enhances the students' multiple intelligences. An example is dividing the class into groups. Assign each group to prepare a presentation of what goes on during a job interview of different kinds of jobs. Group discussion enhances their interpersonal intelligence in the planning stage. Performing the roles they are asked to play in enhances their kinesthetic intelligence. If a musical score is used to accompany the performance, musical intelligence is at work.
Friday, December 3, 2010
LB#8: Teaching in Contrived Experiences
This lesson reminded me of science classes back in high school. Models of Atoms, DNA, Solar System and the Earth were shown to us to explain what the real thing actually looks like. They were either shrunk or enlarged to be visible to the class. This is the contrived experiences, the edited version of the direct experience.
Since we can't chop off a part of the earth to show our students its layers, a styro-model of the earth with a part chopped off is used instead.
And since we can't go to outer space to show how an eclipse occurs, we use a ping pong ball as the moon, a tennis ball as the earth, and a flashlight to represent the light from the sun. This is called a mock-up.
In science laboratories, we see a frog's internal organs in a bottle. This would help us in explaining the anatomy of a frog without actually slicing one open in front of the class. This is called a specimen. Other objects may be artifacts, which are usually seen in museums or exhibits.
A simulation is another kind of contrived experience. Take for example the school paper. Students are assigned as Editor-in-Chief, Contributors, Page Editors, Photographers, Circulation Managers, and the like. This is a simulation of a largescale newspaper is made. It is manageable, the students learn the actual process, and it represents the real thing.
Another kind is game. Games can be made up to check whether the learning objective was achieved.
Contrived experiences may be a substitute of the real thing. But what's important is that the learning objective is achieved in a fun, interactive way. Retention is better when the learner experiences what he needs to learn.
Since we can't chop off a part of the earth to show our students its layers, a styro-model of the earth with a part chopped off is used instead.
And since we can't go to outer space to show how an eclipse occurs, we use a ping pong ball as the moon, a tennis ball as the earth, and a flashlight to represent the light from the sun. This is called a mock-up.
In science laboratories, we see a frog's internal organs in a bottle. This would help us in explaining the anatomy of a frog without actually slicing one open in front of the class. This is called a specimen. Other objects may be artifacts, which are usually seen in museums or exhibits.
A simulation is another kind of contrived experience. Take for example the school paper. Students are assigned as Editor-in-Chief, Contributors, Page Editors, Photographers, Circulation Managers, and the like. This is a simulation of a largescale newspaper is made. It is manageable, the students learn the actual process, and it represents the real thing.
Another kind is game. Games can be made up to check whether the learning objective was achieved.
Contrived experiences may be a substitute of the real thing. But what's important is that the learning objective is achieved in a fun, interactive way. Retention is better when the learner experiences what he needs to learn.
LB#7: Direct, Purposeful Experiences and Beyond
Direct and purposeful experiences are those experienced firsthand. These are sensory experience. Our senses were directly involved in the experience and internalized. The experience made us want to ask questions and learn more.
For example, I want my students to learn how a pizza is made for their culinary class. I'd take them to a pizza parlor's kitchen and let them experience firsthand how a pizza is made.
Indirect experiences are those we hear and read about or see on TV. But nevertheless, they are still an experience through what we see or hear or read.
For instance, my students would like to learn how a rocketship is made. I would show them a documentary on the making of a rocketship. It is less expensive than taking them to a factory who makes rocketships..
For example, I want my students to learn how a pizza is made for their culinary class. I'd take them to a pizza parlor's kitchen and let them experience firsthand how a pizza is made.
Indirect experiences are those we hear and read about or see on TV. But nevertheless, they are still an experience through what we see or hear or read.
For instance, my students would like to learn how a rocketship is made. I would show them a documentary on the making of a rocketship. It is less expensive than taking them to a factory who makes rocketships..
LB#6: Using and Evaluating Instructional Materials
This chapter has taught me how to select and use the different instructional materials in order to achieve my desired learning objectives. There are standards to consider in the selection of instructional materials. These should:
- give a true picture of the ideas they present.
- contribute meaningful content to the topic under study
- be appropriate for the age, intelligence, and experience of the learners
- be in a good and satisfactory condition
- help to make students better thinkers and develop their critical faculties
- be worth the time, expense and effort
After evaluating what kind of instructional materials to use, there are steps in using the materials properly to achieve our goal.
- Prepare yourself - You have the material, you plan on how you will deliver your lesson to your students.
- Prepare your students - Set class expectations and learning goals.
- Present the material - In presenting the material, you should check whether it is in its best possible condition. Try using it before presenting it to class to make sure it won't fail you, or worse, embarrass you.
- Follow-up - Presenting the material doesn't end the process of learning. It's a cycle. Do a follow-up quiz to check whether the students got the lesson.
Just like in reporting in front of a class, teaching needs preparation. I would have to be prepared before I give the lesson to my students. I should be able to answer their questions and doubts about the lesson. The materials I use should be able to assist me in helping the students understand the lesson better. All these and more to consider in order to attain the learning objective set in the lesson plan.
- give a true picture of the ideas they present.
- contribute meaningful content to the topic under study
- be appropriate for the age, intelligence, and experience of the learners
- be in a good and satisfactory condition
- help to make students better thinkers and develop their critical faculties
- be worth the time, expense and effort
After evaluating what kind of instructional materials to use, there are steps in using the materials properly to achieve our goal.
- Prepare yourself - You have the material, you plan on how you will deliver your lesson to your students.
- Prepare your students - Set class expectations and learning goals.
- Present the material - In presenting the material, you should check whether it is in its best possible condition. Try using it before presenting it to class to make sure it won't fail you, or worse, embarrass you.
- Follow-up - Presenting the material doesn't end the process of learning. It's a cycle. Do a follow-up quiz to check whether the students got the lesson.
Just like in reporting in front of a class, teaching needs preparation. I would have to be prepared before I give the lesson to my students. I should be able to answer their questions and doubts about the lesson. The materials I use should be able to assist me in helping the students understand the lesson better. All these and more to consider in order to attain the learning objective set in the lesson plan.
Thursday, December 2, 2010
LB#5: The Cone of Experience
A visual model, a pictorial device that presents bands of experience arranged according to degree of abstraction (the amount of immediate sensory participation that is involved) and not degree of difficulty.
We have 5 senses: touching, hearing, seeing, tasting and smelling. The cone of experience shows the amount or level of sensory participation in each experience. Each one may overlap and sometimes blend into one another. One may not necessarily mean that it is more educationally useful that the other. These can be mixed.
In teaching, we choose what kind of experience will be appropriate for our students. These may vary widely according to their age, interests, learning capacity and subject matter. Keeping their attention focused on the lesson is an objective. To do this, we use various types of medium to keep them interested. Colorful visual aids may spark interest among little children. But this would probably be not the case among fourth year students. The older the person, the more abstract his concepts are likely to be.
So the Cone of Experience, as I understand it, is simply a visual presentation of the amount of sensory participation and learning resources in teaching. A combination of two or more mediums may be used altogether.
We have 5 senses: touching, hearing, seeing, tasting and smelling. The cone of experience shows the amount or level of sensory participation in each experience. Each one may overlap and sometimes blend into one another. One may not necessarily mean that it is more educationally useful that the other. These can be mixed.
In teaching, we choose what kind of experience will be appropriate for our students. These may vary widely according to their age, interests, learning capacity and subject matter. Keeping their attention focused on the lesson is an objective. To do this, we use various types of medium to keep them interested. Colorful visual aids may spark interest among little children. But this would probably be not the case among fourth year students. The older the person, the more abstract his concepts are likely to be.
So the Cone of Experience, as I understand it, is simply a visual presentation of the amount of sensory participation and learning resources in teaching. A combination of two or more mediums may be used altogether.
Saturday, November 27, 2010
LB#4: Systematic Approach to Teaching
Everything has a system. And the cycles are closely alike. For instance in advertising. A concept is made. Advertisers deliberate on what message to deliver and in what medium. The production begins after deliberation. Then it is shown to the consumers. But it doesn't end there. Assessment of the advertisement will determine whether the consumers got the message and were "persuaded" to buy the product being advertised. Afterwhich, a re-production will be made according to the results of the assessment.
The same goes for teaching. The teacher formulates his/her lesson plan considering the students' background, interests, learning-capability, and more. Then he/she chooses what teaching method to use depending on the availability of resources, his/her own capability, and others. He/she would then deliver her lesson based on her lesson plan. Giving a test or quiz after the lesson will assess how much the students' learned from the lesson.
In my future career, being systematic and organized will be important. Resourcefulness will also be a benefit. Using whatever technology available can benefit the teacher and students in many ways. Every teacher desires for her students to learn from her lessons. Knowing that my students are learning will be very satisfying.
The same goes for teaching. The teacher formulates his/her lesson plan considering the students' background, interests, learning-capability, and more. Then he/she chooses what teaching method to use depending on the availability of resources, his/her own capability, and others. He/she would then deliver her lesson based on her lesson plan. Giving a test or quiz after the lesson will assess how much the students' learned from the lesson.
In my future career, being systematic and organized will be important. Resourcefulness will also be a benefit. Using whatever technology available can benefit the teacher and students in many ways. Every teacher desires for her students to learn from her lessons. Knowing that my students are learning will be very satisfying.
LB#3: The Roles of Educational Technology in Learning
The constructivist perspective has a much more elaborate enumerated roles of educational technology. And I believe is much more acceptable in the modern world. It has been said in the previous articles that technology is used as tools to help students in the learning process. It does not mean that technology itself teaches the student what he/she needs to learn. But I'm not totally saying that the traditional point of view is unacceptable.
It serves both ways.
Technology can be a medium for information and a partner for the teacher in delivering that information to the student. Either way, it helps the student understand their lessons better and increase their learning skills. Most especially, critical thinking is developed. With technology, students will yearn to learn even after student life. Information is readily available. With developed critical thinking skills, they would know what information to accept as truth.
It serves both ways.
Technology can be a medium for information and a partner for the teacher in delivering that information to the student. Either way, it helps the student understand their lessons better and increase their learning skills. Most especially, critical thinking is developed. With technology, students will yearn to learn even after student life. Information is readily available. With developed critical thinking skills, they would know what information to accept as truth.
Friday, November 26, 2010
LB#2: Technology - Boon or Bane?
Technology is so much more of a blessing. It eases the teacher's job in helping students understand their lessons better. The teacher's responsibility is to guide the students on how to use technology properly and be good examples themselves. As I said in my first article, nothing beats the old fashioned teacher-to-students and students-to-teacher relationship in the classroom
According to Wikipedia, some of the claimed benefits of educational technology are the following:
1. Easy-to-access course materials-Teachers could make a group or website wherein learning materials can be posted for the students to access anywhere, anytime.
2. Student Motivation-Computers are not time-bounded. It lets students learn at their own pace. Teachers can focus on their students individually through online feedback mechanism.
3. Wide participation-Attendance can be perfect online because students can log on anytime, anywhere. Distance won't matter.
4. Improved Student Writing-Students can write, read and re-write their articles on word processors. This way, students learn to critique their own works and learn from their mistakes. It's also a way to improve their writing skills.
5. Subjects made easier to learn-There are softwares out in the market that can help students learn certain subjects.
Teachers can steer students into using the internet the right way. They can help them understand that not everything posted on the internet is the truth. Critical thinking must be taught to the students for them to know which information to believe.
The teacher can also explain the short-term and long-term effects of misusing and abusing the internet. For a participative discussion, they can let the students identify the pros and cons on the abuse of internet use, for instance, opening and sharing of pornographic sites.
Technology eases the job of a teacher. But then again, it adds an extra load of responsibility for the teacher in guiding the students. Boon or bane? I'd say a boon.
According to Wikipedia, some of the claimed benefits of educational technology are the following:
1. Easy-to-access course materials-Teachers could make a group or website wherein learning materials can be posted for the students to access anywhere, anytime.
2. Student Motivation-Computers are not time-bounded. It lets students learn at their own pace. Teachers can focus on their students individually through online feedback mechanism.
3. Wide participation-Attendance can be perfect online because students can log on anytime, anywhere. Distance won't matter.
4. Improved Student Writing-Students can write, read and re-write their articles on word processors. This way, students learn to critique their own works and learn from their mistakes. It's also a way to improve their writing skills.
5. Subjects made easier to learn-There are softwares out in the market that can help students learn certain subjects.
Teachers can steer students into using the internet the right way. They can help them understand that not everything posted on the internet is the truth. Critical thinking must be taught to the students for them to know which information to believe.
The teacher can also explain the short-term and long-term effects of misusing and abusing the internet. For a participative discussion, they can let the students identify the pros and cons on the abuse of internet use, for instance, opening and sharing of pornographic sites.
Technology eases the job of a teacher. But then again, it adds an extra load of responsibility for the teacher in guiding the students. Boon or bane? I'd say a boon.
Thursday, November 18, 2010
LB#1: Meaning of Educational Technology
Basically defined by Wikipedia as an array of tools that might prove helpful in advancing student learning, Educational Technology, as I understand it, is the use of advanced tools such as computers, projectors, televisions and all other human inventions, in helping the student learn the fun way.
Theory of practice and design, development, utilization, management and evaluation of processes and resources learning. How could I use this in my future teaching career? Well it will definitely make my job be easier for there's the technology that can help me do it by making the test interactive, fun & convenient. Other than that, teaching itself will be made much easier with the use of Powerpoint presentations, film showings, and online group discussions. You will find it amusing that some students will just refuse to speak in class but are actually talkers in cyberspace.
Students' attention span have become shorter and shorter over the years, that is why the application of technology in teaching is important. The chalkboard (blackboard if you may), which happens to be a human invention too, can be transformed into an interactive learning board during students' individual or reporting. The ever convenient mobile phone could also be used in teaching. But nevertheless, nothing beats the teacher-to-students and students-to-teacher interaction in the classroom which also develops the personal relationship of the students.
There are countless and boundless ways in the application of educational technology. Your imagination is the limit.
Theory of practice and design, development, utilization, management and evaluation of processes and resources learning. How could I use this in my future teaching career? Well it will definitely make my job be easier for there's the technology that can help me do it by making the test interactive, fun & convenient. Other than that, teaching itself will be made much easier with the use of Powerpoint presentations, film showings, and online group discussions. You will find it amusing that some students will just refuse to speak in class but are actually talkers in cyberspace.
Students' attention span have become shorter and shorter over the years, that is why the application of technology in teaching is important. The chalkboard (blackboard if you may), which happens to be a human invention too, can be transformed into an interactive learning board during students' individual or reporting. The ever convenient mobile phone could also be used in teaching. But nevertheless, nothing beats the teacher-to-students and students-to-teacher interaction in the classroom which also develops the personal relationship of the students.
There are countless and boundless ways in the application of educational technology. Your imagination is the limit.
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