Monday 28 January 2013

lesson 8 Teaching with Contrived Experience


Teaching with Contrived Experience




Contrived experience is edited copies of reality and are used as substitutes you real things when it is not practical or not possible to bring or do the real thing in the classroom. 

A model is a reproduction of a real thing is a small scale on large scale. A mock up is an arrangement of a real devices created. this is a special model where the parts of a model are singled out.

A specimen is any individual considered typical of the group. 
Simulation is a representation of a manageable real event in which the learner is an active participant. 
Games are played ti win this used for the following purpose:
-to practice 
-to identify gaps
-to  secure as a review 
-to develop mew relationships

Monday 14 January 2013

lesson 7 Direct, Purposeful Experience and Beyond

             

                 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.” Are experiences of other people that we observe,read or hear about. They are not firsthand but rather vicarious experiences.People that we observe, read / hear about. They are not our own self-experiences but still experiences in the sense that we see, read and hear about them.
     The approximation of how much persons learn  through the Five Senses 75%- SIGHT, 13%- HEARING, 6%TOUCH, 3%- TASTE, 3%- SMELL. .
         1. Connect this graph to sensory experience for maximum learning.2. Any principle you learned from the principles of teaching that connects to learning by direct experiences?3. Our lack of understanding is often due to our lack of attention.4. How can we arrive at a more accurate interpretation of what we experience?
         You have the skill to lead the students in drawing generalization or abstraction about the direct experience for meaning. Firsthand sensory experience alone does not ensure adequate learning. For instance, teachers do a lot of preparation before they bring their children to get in direct contact with the City Council in session to realize their objectives.

lesson 6 Using and Evaluating Instructional Material


 Using and Evaluating Instructional Material

Instructional materials are highly important for teaching, especially for inexperienced teachers. Teachers rely on instructional materials in every aspect of teaching. They need materials for background information on the subject they are teaching. Young teachers usually have not built up their expertise whenever they enter into the field. Teachers often use instructional materials for lesson planning.  These materials are also needed by teachers to assess the knowledge of their students. Teachers often assess students by assigning tasks, creating projects, and administering exams. Instructional materials are essential for all of these activities.

Because students spend a significant amount of their classroom time using instructional materials and because of the large variety of available materials, both print and nonprint, it is crucial that all materials be thoroughly evaluated.

Instructional materials shall be evaluated and selected according to specified procedures by qualified certified staff to ensure that the materials in the educational structure support the curriculum and meet the diverse needs of students. The instructional materials selected must be age and grade appropriate and must contribute to, and be aligned with, the curriculum and competencies.

Instructional materials are print and non-print items that are designed to impart  information to students in the educational process. Instructional materials include items such as kits, textbooks, magazines, newspapers, pictures, recordings, slides, transparencies, videos, video discs, workbooks, and electronic media including but not limited to music, movies, radio, software, CD-ROMs, and online services.

Library books are literary works, narratives, and other texts that are selected for research or use but not used for guided or directed instruction.

Instructional staff shall consider the following factors in the selection evaluation and use of instructional materials:
• Directly support student achievement
• Impact on instructional time
• Authenticity
• Age/grade appropriateness

 Criteria for Selection
Instructional materials selected should:
1. Support achievement of the content standards of the Learning Results;
2. Support the goals and objectives of the educational programs;
3. Enrich and support the curriculum;
4. Take into consideration the varied interests, abilities, and maturity levels of the students served
            5. Foster respect and appreciation for cultural diversity and varied opinions;
6. Give comprehensive, accurate and balanced representation to minorities and women in history, science, leadership and the arts and acknowledge the contributions of ethnic, religious and cultural groups to our American heritage;
7. Present a balance of opposing sides of controversial issues to enable students to develop a capability for critical analysis;
8. Stimulate growth in factual knowledge, literary appreciation, aesthetic values and ethical standards;
9. Provide a background of information that will enable students to make intelligent decisions in their daily lives; and

Other factors that should be considered are accuracy and currency of material; importance of the subject matter; scholarship; quality of writing and production; and reputation and significance of the author, artist or composer. In evaluating software, multimedia materials and online/Internet resources, additional factors that should be considered include purpose for use; content; format (degree of interactivity or student involvement); appropriate use of graphics, sound and animation; feedback provided; and ease of use.