TEACHING WITH CONTRIVED EXPERIENCES

LB#8

          I have learned that  contrived experiences are the edited version of direct experiences which are use to substitute  for the real thing when it is not practical or not possible to bring in the classroom.

The contrived experiences varied in different types:

• Model  -  reproduction of real thing in a small scale,or large scale,or exact size but made of synthetic materials
• Mock up - an arrangement of real device or associated devises displayed in such a way that representation of reality is created.
• Specimen- any individual or item considered of a group, class or whole
• Objects- may also include artifacts displayed in a museum or objects displayed in exhibits
• Simulation-  a representation of a manageable real event in which the learner is an active participant engaged in learning a behavior or in applying previous skills or knowledge.

Contrived experience is use to overcome limitations of space and time,to edit reality to focus on parts or a process of a system that intent to study, to overcome difficulties of size, to understand the inaccessible and help the learners understand abstraction. The teacher use simulations and games to make their class interactive and to develop the decision-making skills and knowledge construction skills of their  students.

DIRECT,PURPOSEFUL EXPERIENCES AND BEYOND

LB#7

        I have learned that direct, purposeful experiences are the concrete experiences that make up the foundation of our learning.  These are the rich experiences that our senses bring from which we construct ideas, concepts, and generalization give meaning and order to our lives. They are sensory experiences.These direct experiences described  to be purposeful because these are not purely mechanical , not a matter of going through the motion  and merely sensory excitation, rather, they are experiences that are internalized in the sense that these experiences involve asking of question that have significance in the life of the person undergoing the direct experience.Direct purposeful experiences and beyond implies that  these direct experiences must not be end. That we must be brought to a higher plane or level of generalization and abstraction. I have learned that in the teaching -learning process,the teacher should give their students opportunities to learn by doing, let the students make use of real thing as instruction materials. The teacher should guide the students so that they can draw meaning from their firsthand experiences  and elevate their 

level of thinking.

As a student, I can apply my learning by exploring and experiencing everything by myself to heightened my  sensitivity to the world.

USING AND EVALUATING INSTRUCTIONAL MATERIALS

LB#6

       I have learned that instructional materials plays an important role in the teaching learning process. That these materials must be examined before using them. That the teacher must make sure if these materials contribute meaningful content to the topic under study,if these  are appropriate for the age, intelligence and experience of the learners, if the physical condition of the material satisfactory, and if these are worth the time,expense and effort involve. That the teacher should prepare himself, his students, his materials,and will do the follow up to ensure the effective use of instructional material. That any instructional material can be best provided it helps the teacher accomplish his intended learning objective.

As a student, I apply my learning through reading books and other references  that are related to  our subject matter.

THE CONE OF EXPERIENCE

LB#5

       In this lesson, I have learned that in teaching learning process, there are many ways or steps to be followed. That when teaching, the teacher should not get stuck in the concrete experience but he should also strives to bring the students to the symbolic or abstract level to develop their higher thinking skills. That the teacher must use many instructional materials to help the students  conceptualize his experiences. That the  cone of experience proposed by EDGAR Dale is very useful in the teaching learning process. That aside from Dale,Jerome Burner's three-tiered model of learning is  also important. That according to him  students will likely learn best through a sequence of action, (enactive), followed by a series of illustrations, (iconic) and finally, through a series of symbols (symbolic).

In my real life, I can apply my learning through organizing my experiences and activities accordingly. 

SYSTEMATIC APPROACH TO TEACHING

LB#4

       I have learned that student is the focus of systematic instructional planning. That the systematic approach of teaching involves several steps  in order to reap a maximum benefits or learning to the students. That the teacher can use direct or indirect instruction or can teach using deductive or inductive approach depending of his instructional objectives, nature of the subject matter, readiness of the students and expertise of the teacher himself. That the teacher has to consider the student's needs,interest,home background prior experiences, developmental stage,and nature in order to formulate his lesson objective. That the systematic approach to teaching has several phases which are connected to one another. That if one element fails,the learning is adversely affected. That the system approach is an orchestrated learning pattern with all the parts harmoniously integrated into the whole such as school, teacher, students,objectives media,materials, assessment tools and procedures. That the effective use of learning resources,is dependent on the expertise of the teacher,motivation.level or responsiveness,and involvement of the students in the learning process.

Being a student, I can apply this systematic approach in solving problems with regards to project and activities I have in school.