Lesson 12

The Power of Film, Video and TV in the Classroom

The film, the video and the TV are indeed very powerful. Dale (1969) says, they can:

• Transmit a wide range of audio- visual materials, including still pictures, film, objects, specimens and drama.
• Bring models of excellence to the viewer- we can see and hear the excellent scientist like John Glenn, the excellent speakers and master teachers who lecture and demonstrate a teaching method for professional development of teachers.
• Bring the world of reality to the home and to the classroom through a “live” broadcast or as mediated through film or videotape.
• Make us see and hear for ourselves world events as they happen, with a sense of helplessness, we witnessed the fire that engulfed homes in San Diego, California in October 2007 as it happened trough TV. When the strong earthquake shook Baguio,  Agoo , Dagupan and Nueva Ecija.

·    Be the most believable news source.

• ·   Make some programs understandable and appealing to a wide variety of age and educational levels. 
•     Become a great equalizer of educational opportunity because programs can be presented over national and regional networks.
• ·    Provide us with sounds and sights not easily available even to the viewer of a real event through long shots.
• ·  Can give opportunity to teacher to view themselves while they teach for purposes of self-improvement.
• ·    Can be both instructive and enjoyable.

While the film. Video an TV can do so much, they have their own limitations, too.

• ·    Television and film are one-way communication device.
• ·    The small screen size puts television at a disadvantages when compared with the possible size of projected motion pictures, for example. With new technology, how is this remedied?
• ·    Excessive TV viewing works against the development of the child’s ability to visualize and to be creative and imaginative.
• ·    There is much violence in TV.

Basic Procedures in the use of TV as a supplementary Enrichment

• For enrichment of the lesson with the use of TV, we have to do the following:

·    Prepare the classroom.

•     Darken the room. Remember that complete darkness is not advisable for TV viewing.
•     The students should not be seated too near nor too far from the TV.

·     Pre-viewing activities

•     Set goals and expectation. Why are you viewing the TV? What is expected of your students? state clearly.
•      Link the TV lesson with past lesson and / or with your student’s experiences for integration and relevance.
•      Set the rules while viewing.
•      Put the film in on text.
•      Point out the key points they need to focus on.

      Viewing

•      Don’t interrupt viewing by inserting cautions and announcements you forget to give during the previewing stage.
•       Just make sure sight and sounds are clear.

·      

      Post-viewing

•      To make them feel at ease begin by asking the following questions:
•      What do you like best in the film?
•      What part of the film makes you wonder? doubt?
•      Does the film remind you of something or someone?
•      What questions are you asking about the film?
•      Go to the questions you raised at the pre-viewing stage.
•      Tackle questions you raised by students at the initial stage of the post-viewing discussion.
•      Ask what the students learned.
•      Summarize what was learned.

Lesson 11

Making the most of Community Resources and Field Trips

    ​The teachers, comments given above indicate failure of the field trips conducted. This is definitely the consequence of no planning or if ever there was, planning was done poorly.

​What procedure must we follow to avoid he failed study trips described above? Let’s plan. Planning a field trip includes these steps: 1) preliminary planning by the teacher, 2) preplanning with others going on the trip, and 3) taking the field trip itself and, 4) post-field trip follow up activities.

For preliminary planning by the teachers, Brown (1969) proposes the following:

• Make preliminary contacts, a tour on final arrangements with the place to be visited.

• Make final arrangements with the school principal about the details of the trip: time, schedule, transportation arrangements, finances, and permission slips from parents.

• Make a tentative route mutually satisfactory arrangements with other teachers if the trip will conflict with their classes.

• Prepare preliminary list of questions or other materials which will be helpful in planning with the students.

Preplanning with Students Joining the Trip

• Discuss the objectives of the trip and write them down.

• Prepare a list of questions to send ahead to the guide of the study trip.

• Define safety and behavior standards for the journey there and for the field trip site itself.

• Discuss and decide on ways to document the trip. Everyone is expected to take notes.

• List specific objects to be seen on their way to the site, on the site of the field trip and on their way home from the site.

• Discuss appropriate dress.

• Before the trip, use a variety of learning materials in order to give each student a background for the trip.

Taking the Field Trip

• Distribute route map of places to observed.
• Upon arriving at the destination, teacher should check the group and introduce the guide.
• Special effort should be made to ensure that: 
• He trip keeps to the time schedule.
• The students have the opportunity to obtain answers to questions.
• The group participates courteously in the entire trip.
• The guide sticks closely to the list of questions.

Evaluating Field Trip

​These are questions we can ask ourselves after the field trip to evaluate the field trip we just had.

• Could the same benefits be achieved by other materials? 
• Was it worth the time, effort, and perhaps, extra money?
• Were there any unexpected problems which could be foreseen another time? 
• Were these due to guides, students, poor planning, or unexpected trip conditions?
• Were new interests developed?
• Should the trip be recommended to other classes studying similar topics?

Educational Benefits Derived from a Field Trip

     ​Field trips can be fun and educational when they are well executed. They offer us a number of educational benefits:

1.The acquisition of lasting concepts and change in attitudes are rooted on concrete and rich experiences.

2. Field trip bring us to the world beyond the classroom.

3. Filed trips have a wide range of application.

4. It can bring about a lot of realization which may lead to changes in attitudes and insights.

Disadvantages of Field Trips

​These educational benefits can compensate for the drawbacks of field trips, some of which are: 1) it is costly, 2) it involves logistics, 3) it is extravagant with time, and 4) contains of element of uncertainty. 

Lesson 10

Demonstration in Teaching

(Good Demonstration is Good Communication)

• In demonstration, you have to use both verbal and action communication for your learners to understand what you are taking and what you are showing to them. But a good demonstrator must present or show how a specific thing is done while following it up an explanation. It is best for your learners to see it in actual or to do it while showing showing it, for them to really understand it. To be a good demonstrator you have to make your demonstration lively and interesting to get the attention of your audience so that, they would be able to participate. Once they have been participated with communication between you and your audience. 

DEMONSTRATION

• Is showing how a thing is done emphasizing the salient merits, utility and efficiency of concept, a method or a process or an attitude.
• Demonstration is a method of presentation of skill which shows a particular procedure is performed.
• Demonstration increases interest of students and persuades them to adopt recommended practices.
• A good demonstrator is an audio-visual presentation. It is not enough that the teacher talks. To be effective, his/her demonstration must be accompanied by some visuals.

Guiding principles that we must observe in using demonstration as a teaching-learning experience: Edgar Dale (1969)

1. Establish rapport.
2. Avoid COIK fallacy (Clear Only If Known)
3. Watch for key points.

Planning and Preparing for Demonstration Brown (1969)

1. What are our objectives?
2. How does your class stand with respect to these objectives?
3. Is there a better way to achieve your ends?
4. Do you have access to all necessary materials and equipment to make the demonstration?
5. Are you familiar with the sequence and content of the proposed demonstration?
6. Are the time limits are realistic?

Several points to observe in the actual conduct of demonstration: Dale (1969)

1. Set the tone for good communication.
2. Keep your demonstration simple.
3. Do not wander from the main ideas.
4. Check to see if your demonstration is being understood.
5. Do not hurry your demonstration.
6. Do not drag out your demonstration.
7. Conclude with a summary.
8. Hand out written materials at the conclusion.

What questions can you ask to evaluate your classroom demonstration? Dale (1969)

1. Was your demonstration adequately and skillfully prepared?
2. Did you follow the step-by-step plan?
3. Was the demonstration itself correct?
4. Did you keep checking to see that all your students where concentrating on what you were doing?
5. Could every person see and hear?
6. Did you help students do their own generalizing?
7. Did you take enough time to demonstrate the key points?
8. Did you review and summarize the key points?
9. Did your students participate in what you were doing by asking thoughtful questions at the appropriate time?
10. Did your evaluation of student learning indicate that your demonstration achieved its purpose?

Lesson 9

Teaching with Dramatized Experiences

Dramatic is a something that is stirring or affecting or moving.

Formal Dramatized Experiences

1. Plays - depict life, character, or culture or a combination of all three.
2. Pageants - usually community dramas that are based on local history, presented by local actors.

Less Formal Dramatized Experiences

1. Pantomime - is the art of conveying a story through bodily movements only.
2. Tableau - is a picture like scene composed of people against a background.
3. Puppets - unlike regular stage play, it can present ideas with extreme simplicity without elaborate scenery or costume yet effective. An inanimate object, constructed of wood, cloth, plastic, cardboard.

Types of Puppets 

• The Marionette - are generally fashioned from wood and resemble a human body.

• Shadow Puppets - similar to the marionette, but less sophisticated, is the shadow puppet are generally flat characters created from heavy paper or cardboard.

• Stick Puppets - as simple as a styrofoam ball head attached to a stick, or a two-dimensional picture attached to a stick.

• Hand Puppets - most common type of puppet they are relatively simple to create.

• Mouth Puppets - 

• Rod Puppets - flat cut out figures tacked to a stick, with one or slender stick.

• Glove and Finger Puppets - make used of old gloves to which shall costumed figure are attached.

Lesson 8

Teaching with Contrived Experiences

Introduction

     If for one reason or another, we cannot employ direct experiences as materials for instruction, let us make use of an "edited" version of direct experiences, the contrived experiences.

Abstraction

     The model of the atom, the globe, the planetarium, the simulated election process and the preserved specimen fall under contrived experiences, the second band of experiences in Dale's Cone of Experience.

Contrived Experiences - these are "edited" copies of reality and are used as substitutes for real things when it is not practical or do the real thing in the classroom. These are designed to simulate to real life situation.

These include:

Model 

 - is a reproduction of a real thing in a small scale, or large scale or exact size. It is a substitute for a real thing which may or may not be operational.

Mock-up 

 - is an arrangement of real device or associated devices, displayed in such a way that representation of reality is created. The mock-up may be simplified in order to emphasize certain features.

 - Is a special model where the pars of a model are single out, heightened and magnified in order to focus on that part or process under study.

Specimen

 - is any individual or item considered typical of a group, class or whole.

Objects

 - may also include artifacts displayed in a museum or objects displayed in exhibits or preserved insect's specimen in science.

Simulation

 - is a representation of manageable real event in which the learner is active participants engage in learning a behavior or in applying previously acquired skills or knowledge.

 - simulations need not have a winner.

 - seem to be more easily applied to study of issues rather than to process.

Games

 - played to win

 - are used of any of these purposes

Purposes:

• To practice and/or to refine knowledge/skills already a acquire
• To identify gaps or weaknesses in knowledge or skills
• To serve as a summation or review
• To develop new relationships among concepts and principles

Why do we make use of contrived experiences?

     We use models, mock-ups, specimen and objects to:

1. Overcome limitation of space and time
2. To edit "reality" for use to be able to focus on parts or a process of a system that we intend to study
3. To overcome difficulties of size
4. To understand the inaccessible, and
5. Help the learners understand abstractions

Lesson 7

Direct Purposeful Experiences and Beyond

• From the rich experiences that our senses bring, we construct the ideas, the concepts, the generalizations that give meaning and order to our lives.
• Direct experiences are first hand experiences that serve as the foundation of learning. The opposite of direct experiences are indirect or vicarious experiences.
• Direct experiences lead us to concept formation and abstraction. We should not end our lessons knowing only the concrete. W go beyond the concrete by reaching the level of abstract concepts.
• Direct experiences are basically what the students can learn by doing it. This way of teaching is known to be the most effective way of teaching the students because experiences are the best teacher.

What are referred to as direct, purposeful experiences?

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

• These are the rich experiences that our series bring from which we construct the ideas, the concepts, the generalizations that give meaning and order to our lives (Dale, 1969). They are sensory experiences.

Examples of Direct Activities

- Preparing meal

- Doing Power point

- Delivering a speech

• In contrast, indirect experiences are experiences of other... people that we observe, read or hear about.
• They are not our own self-experiences are experiences in the sense that we see, read and hear about them. They are not first-hand but rather vicarious experiences.

What are these direct experiences described to be purposeful?

• They are experiences that are internalized in the sense that these experiences involve the asking of questions that have significance in the life of the person undergoing the direct experiences.
• These experiences are undergone in relation to a purpose, i.e learning.
• It is done in relation to a certain learning objective.

Lesson 6

 USING AND EVALUATING INSTRUCTIONAL MATERIALS

      The use of instructional material can be effective if it is properly selected depending on the topic and if it is properly used. It should be appropriate and satisfactory for the ultimate goal of facilitating learning. There are guidelines to be followed and the first is the selection of instructional materials.

These are factors to be considered as standards for the selection of instructional materials:

• Do the materials  give a true picture of the ideas they present?
• Do the materials contribute meaningful content the topic under study?
• Is the materials appropriate for the age, intelligence and experience of the learners.
• Is the physical condition of material satisfactory?
• IS there a teachers guide  to provide a briefing for effective use?
• Can the material in question  to make the students better thinkers and develop their critical faculties?
• Is the material worth the time, expense and effort evolved?

      The second guideline is the usage of instructional materials. After you have properly selected the material, you should as well effectively utilize it. According to Thomas Nagel, to ensure effective utilization of the instructional material, he advised us to abide by the acronym PPPF.

Prepare yourself - It simply means that you should know your lesson objective and your expectation from the class after the session. There should be a planning ahead on how you're going to proceed  the discussion and evaluate after.

Prepare your students - It implies setting class expectation and learning goals. This comes by throwing them guide questions and motivating them as a way of keeping them interested and engaged.

Present the material - It means you should rehearsed first the materials you are going to use before presenting them to the class. This is important especially if the materials you are using are mechanical in nature, for example, power points and other multimedia presentations. This is to avoid what they call as R.O.G. Syndrome of Running Out of Gas. This syndrome usually occurs due to lack of planning.

Follow Up - The main function of using instructional material is to achieve an objective and that is ultimately the learning of the students.Using this is not an end in itself but a means to an end so there is a need for follow up to know if you have attained your objective.