LESSON 11: MAKING THE MOST OF COMMUNITY RESOURCES AND FIELDTRIPS

LESSON 11: 

MAKING THE MOST OF COMMUNITY RESOURCES AND FIELD TRIPS

Field trips are expensive. They require much time for preparation and planning.

Preparations and planning for field trip includes discussion and decisions on what to do 

before the field trips, during the field trip, and after the field trip.

The teacher should be at the side of his/her students so that he/she will explain on what is going 

on to their field trip. The teachers were the ones responsible on showing or explaining things to the

students for them to understand the things showed to them. 

Field trip can be successful when the students learned something from the given trip.

LESSON 10: DEMONSTRATIONS IN TEACHING

LESSON 10:

DEMONSTRATIONS IN TEACHING

What is then a demonstration? It is a public showing and emphasizing of the salient merits, utility, 

efficiency, etc., of an article or product. In teaching it is showing how a thing  is done and

emphasizing a method or a process or an attitude.

The photo shows a teacher demonstrating to her students/pupils.

While the picture below shows a demonstration on a Science class.

A good demonstration is an audio-visual presentation. It is not enough that the teacher talks. To be 

effective, a teacher's demonstration must be accompanied by some visual. 

To plan and prepare adequately for a demonstration, we first determine our goals,

the materials we need, our steps, and we should rehearse.

LESSON 9: TEACHING WITH DRAMATIZED EXPERIENCES

         LESSON 9:

TEACHING WITH DRAMATIZED EXPERIENCES

Some forms of dramatic experiences are plays, pageant, pantomime, tableau,

puppets and role playing. Being dramatic can hold, catch up attention and has a 

big impact to the students/pupils. 

             

                                 

The pictures shown were examples of puppet, hand/sock puppet and marionette.

To be successful in doing this kind of experience, one should make his/her materials presentable and motivating in order for the pupils to be attracted.

     

Role-playing.

It is another form of a dramatized experience. It is unrehearsed, unprepared, and

spontaneous dramatization of a lets pretend situation where participants are observed

by their own roles in the situation described by the teacher.

LESSON 8: TEACHING WITH CONTRIVED EXPERIENCES

           LESSON 8:

TEACHING WITH CONTRIVED EXPERIENCES

What are contrived experiences? These are edited copies of reality and
are used as substitutes for real things when it is not practical or not 
possible to bring the real thing in the classroom.

These were designed to stimulate the real situations.

The planetarium is an example of a mock-up which is one of the contrived experience.

Mock-up sample of a planned subdivision and a specimen are also examples.

We make use of these contrived experiences to overcome limitations of space and time,

to overcome difficulties of size and help learners understand abstraction. 

LESSON 7: DIRECT, PURPOSEFUL EXPERIENCES AND BEYOND

   LESSON 7:

DIRECT, PURPOSEFUL EXPERIENCES AND BEYOND

What are referred to as direct, purposeful experiences?

These are our concrete and firsthand experiences that make up the foundation of our learning.

Mountain climbing is one example of a direct experience.

Another example is writing. indirect experience are those vicarious which is

listening on a lecture. 

LESSON 6: USING AND EVALUATING INSTRUCTIONAL MATERIALS

  

  


    LESSON 6: 

                           

                              USING and EVALUATING INSTRUCTIONAL              MATERIALS 

                              

One kind of an instructional material is a field trip. During the trip, the teacher must be attentive to her/his class . He/she should be there to explain the things the children is witnessing. 

The teacher should try his/her best to explain everything to the class so that the children will be aware about the trip they were going. They should also learn something from it.

The teacher will know if she/he succeeded on the presentation of instructional material if the class gained information from it. As a teacher, you should try your best and deliver it accurately for them and it should be easier to understand.

LESSON 5: CONE OF EXPERIENCE

     

         LESSON 5: 

                                                               CONE OF EXPERIENCE


The Cone shows the progression of experiences from the most concrete (at the bottom of the cone) to the most abstract (at the top of the cone). 

It is believed that any and all of the approaches could and should be used, depending on the needs of the learner. It shows what students will be able to do at each level of the Cone (the learning outcomes they will be able to achieve) relative to the type of activity they are doing (reading, hearing, viewing images, etc.).

It is important to remember that this does not mean reading and listening are not valuable learning experiences, simply that “doing the real thing” can lead to the retention of the largest amount of information. This is in part because those experiences near the bottom of the Cone, closer to and including real-world experiences, make use of more of our senses; it is believed that the more senses that are used, the greater our ability to learn from and remember an event or experience.