LB # 9 TEACHING WITH DRAMATIZED EXPERIENCES

       If our teaching is dramatic, our students get attracted, interested and affected. If they are affected and moved by what we taught,we will most likely leave an impact on them.

   Dramatized experiences can range from the formal plays, pageants, to less formal tableau ,pantomine, puppets and role playing. Plays depict life, character or culture or a combination of all three.A pantomine is " the art of conveying a story through bodily movements only".A tableau is a picture like scene composed of people against a background, puppets, unlike the regular stage play, can present ideas with extreme simplicity.

     Types of puppet:

• shadow puppets 
• rod puppets
• hand puppets 
• glove- and finger puppets
• marionettes                                                                                                                                         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. 
  

LB #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 or to do the real thing. The model of the atom,the globe, the planetarium , the simulated election process and the preserved specimen fall under contrived experiences.

LB# 7 DIRECT,PURPOSEFUL EXPERIENCES and BEYOND

1. What are referred to as direct, purposeful experiences?

         These re our concrete and firsthand experiences that make up the foundation of our 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.They are sensory experiences.

        These direct activities may be preparing meals, making a piece of furniture,doing power point presentation, performing a laboratory experiment, delivering a speech, taking a trip, or making a piece of furniture.

2.Where should these direct, purposeful experiences lead us to?

       Direct, Purposeful Experiences and Beyond implies that these direct experiences must not be the period or the end. We must be brought to a higher plane. The higher plane referred to here is the level of generalization and abstraction.

LB # 6 USING and EVALUATING INSTRUCTIONAL MATERIALS

> What guidelines should be considered in the selection and use of instructional materials?

             
               To ensure that instructional materials serve their purpose in instruction, we need to observe some guidelines in their selection and use. The materials that we select must:

• give a true picture of the ideas they present
•  contribute to the attainment of the learning objective
•  be appropriate to the age, intelligence and experience of the learners
• be in good and satisfactory condition
• provide for a teacher's guide
• help develop the critical and creative thinking powers of students
• be worth the time, expense and effort involved

For optimum use of the instructional material, it is necessary that the teacher prepares:

• herself
• her students
• the instructional material and does follow up.

LB # 5 CONE OF EXPERIENCE

   The Cone of Experience is a visual model, a pictorial device that presents bands of experience arranged according to degree of abstraction and not degree of difficulty. The farther you go from the bottom of the cone, the more abstract the experience becomes.

LB # 4 SYSTEMATIC APPROACH TO TEACHING

1. What is a systematic or system's approach to teaching?

              Systematic approach to teaching views the entire educational program as a system of closely interrelated parts. It is an orchestrated learning pattern with all parts harmoniously integrated into the whole: the materials, and assessment tools and procedures. Such an approach integrates the older, more familiar methods and tools of instructions with the new one such as the computer. The system's approach to instruction is simple in theory but far from being simplistic in practice. It is not just a matter of teacher formulating his/her lesson objective and then directly teaching the student.

2. What are the elements of a systematic approach to teaching?

             There are lot of elements or factors that the teacher has to take into consideration- students' needs, interests, home background, prior experiences, developmental stage, nature and the like.

LB # 3 WHAT ARE THE ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING?

> Technology like computers is seen as a productivity tool.

> Technology serves as source and presenter of knowledge.

> Educational technology serves as learning tools that learners learn with.

            In the constructivist way, technology helps the learner build more meaningful personal interpretations of life and his/her world. In constructivist approach, technology is a learning tool to learn with, not from.