CHAPTER 10: TEACHING DEMONSTRATION

CHAPTER  10: DEMONSTRATION IN TEACHING

ORGANIZER:

REFLECTION:

     Chapter 10 was all about demonstration in teaching.

     Demonstration is a teaching method used with both large and small groups. It is used in different way such as in selling a product; in classroom discussion; and even in dancing. Demonstration is very essential in achieving an effective and a productive teaching and learning process. Through demonstration, it can develop or it can utilize several senses, it can stimulate the interest of the students, and most of all, it can provide direct experience to the students.

     As a future educator, teaching demonstration will serve as my application on how to make use of it in order to achieve a better outcome in teaching my students.

CHAPTER 9: TEACHING WITH DRAMATIZED EXPERIENCE

CHAPTER 9: TEACHING WITH DRAMATIZED EXPERIENCE

ORGANIZER:

REFLECTION:

      Dramatized experience is A process of communication in which both participant and spectators are engaged. There are 6 types of dramatized experiences as seen in the above figure. 

    Dramatized experience is very important in the teaching and learning process because it can develop the bodily kinesthetic intelligence of the learners. Through this experience, the students will understand easily your topic and aside from that it can also give a big impact to the students. If our teaching is dramatic our students will be attracted to your lesson and their attention will focus to you.

CHAPTER 8: TEACHING WITH CONTRIVED EXPERIENCE

CHAPTER 8: TEACHING WITH CONTRIVED EXPERIENCE 

ORGANIZER:

REFLECTION:

          Contrived experience is the edited version of direct experience. It is design to stimulate real-life situation. On the other hand, it is the substitute for real objects which is hard to find or get. Examples of this is seen in the above figure. 

          Contrived experience is very useful in teaching because it can use by the teacher to represent the objects that are very large and very impossible to find or bring inside the classroom. Aside from that we can use also contrived experience to overcome limitation of space and time and also to overcome difficulties of size. Contrived experience serve as A tool for the teacher in explaining those objects that are large in size in his or her students . For example is the solar system. We all know that the solar system is very large and is found in the outer space and is very hard to bring in the classroom, with that, we must use contrived experience wherein we will going to make a substitute for the real solar system into smaller one to bring it in the class and introduce it to our students.

CHAPTER 6: USING AND EVALUATING INSTRUCTIONAL MATERIALS

CHAPTER 6: USING AND EVALUATING INSTRUCTIONAL MATERIALS

ORGANIZER:

REFLECTION:

      Using and evaluating instructional materials are the essential part in teaching and learning process. For an effective use of instructional materials, there are guidelines to be observed, first in their selection and second in their use.  In selecting instructional materials, you must first consider the learning styles and interest of the learners then after that, plan how to use those IM's wherein it can cater all the multiple intelligence of the students and their attention to your topic as well.

  

CHAPTER 7: TEACHING WITH DIRECT PURPOSEFUL EXPERIENCE

CHAPTER 7: TEACHING WITH DIRECT PURPOSEFUL EXPERIENCE

ORGANIZER:

REFLECTION:

     Direct purposeful experience are our concrete and first hand experiences that make up the foundation of learning. These are the rich experiences that our senses bring from which we construct  the ideas, the concepts, the generalizations that give meaning and order to our lives (Dales).

     Direct purposeful experience can be of help to us wherein it can develop our higher level thinking skills because it involves abstraction and concept formation.

     Direct experience is purposeful in a sense that the experiences that we learned inside and outside the classroom has a purpose wherein those learning the we experienced will serve as our guiding principle and application in the future.

CHAPTER 5: CONE OF EXPERIENCE

CHAPTER 5: CONE OF EXPERIENCE

ORGANIZER:

REFLECTION:

      Dale's cone of experience as what we see in the diagram above is a visual model that is composed of 11 stages starting from concrete experiences at the bottom of the cone then it becomes more abstract as it reach the peak of the cone.

      The cone of experience show us the different level or stages of experiences in learning. As the level becomes more higher and higher, it does not mean that the level also becomes more difficult. As what Edgar Dale said, the arrangement of experiences is not based on the level of difficulty but rather based on abstraction and the number of sense that are involved.

       As a conclusion, the cone of experience is essential in achieving a better outcome of learning. As a future educator, the cone of experience will serve as my guiding principle in facilitating learning wherein I can use a variety of instructional materials and strategies in teaching in order to maximize the learning experience of the students.

CHAPTER 4: SYSTEMATIC APPROACH IN TEACHING

CHAPTER 4: SYSTEMATIC APPROACH IN TEACHING

ORGANIZER:

REFLECTION:

    The main focused of systematic approach in teaching is the student.  Systematic approach provides a series of steps or processes to be followed in order to achieve an effective and productive outcome of the teaching and learning process.

    There are 7 steps in systematic approach namely:

define objectives, choose appropriate methods, select materials, equipment, and facilities, assign personal roles, implement instructions, evaluate outcomes and refine process.

    these steps or processes were very essential in the part of he teacher specially in achieving a better outcome of the learning of his or her students. As what  the definition said that the focus of systematic approach is the student. why? to be able to give the appropriate methods, experiences, materials, etc. , the students or the learner is what we based for. the objectives, teaching strategies and etc. of the teacher will depend on the learning styles and interest of the students to arrive with a better outcome.