Technology for Teaching and Learning

1

Jeiel Fabula Ibañez

Table of Contents

Module 3: Teaching Learning Experiences Introduction 23

Learning Objectives 23 Lesson 1. Direct Purposeful Experiences 24

Lesson 2. Teaching with Contrived Experiences 25 Lesson 3. Teaching with Dramatized Experiences 26

Module 4: The Many Tools, Strategies in the Teaching-Learning Process Introduction 30

Learning Objectives 30 Lesson 1. Demonstrations in teaching 31

Lesson 2. Making the Most of Community Resources 33 and Field Trips

Lesson 3. The power of Film, video and TV in the Classroom 34 Module 5: Other Tools and Methods of Teaching-Learning

Introduction 38 Learning Objectives 39

Lesson 1. Teaching with Visual Symbols 41 Lesson 2. Maximizing the Use of the Overhead 44

Projector and the chalkboard Lesson 3. Project-based Learning and Multimedia 46

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Module 3

Teaching-Learning Experiences

Introduction

Dale’s Cone of Experience is a visual model that is composed of eleven (11)

stages starting from concrete experiences at the bottom of the cone then it becomes more

and more abstract as it reaches the peak of the cone. Also, according to Dale (1969), the

arrangement in the cone is not based on its difficulty but rather based on abstraction and on

the number of senses involved (as cited by Corpuz & Lucido, 2012). The experiences in each

stage can be mixed and are interrelated that fosters more meaningful learning.

According to one of the principles in the selection and use of teaching strategies, the

more senses that are involved in learning, the more and the better the learning will be but it

does not mean that concrete experience is the only effective experience that educators should

use in transferring knowledge to the learner. Like what was mentioned above, the experiences

in each stages can be mixed and are interrelated thus, a balance must be achieved between

concrete and abstract experiences in order to cater the and address all the need of the learner

in all the domains of development and in order to help each learner in their holistic

development.

Learning Outcomes

At the end of this module, students will be able to:

1. Illustrate the purposeful experiences in classroom situation;

2. Classify the varied types of contrived experiences; and

3. Enumerate the different types of puppet that use in TDE.

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Lesson 1. Direct, Purposeful Experiences and Beyond (Corpuz &

Lucido, 2012)

Direct, purposeful experience refers to our concrete experiences and first hand

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, and the generalization that

give meaning and order to our lives Dale (1969) as cited by Corpuz & Lucido (2012).

These direct activities may be preparing meal, making a piece of furniture, doing

PowerPoint presentation, performing a laboratory experiment, delivering a speech or taking a

trip (Corpuz & Lucido, 2012).

In contrast, indirect experiences of other people we observe, read or hear about. They

are not our own self-experiences, but still experiences in the sense we see, read and hear

about them. They are not first-hand but rather vicarious or indirect experiences (Corpuz &

Lucido, 2012).

Climbing a mountain is first hand, direct experience. Seeing it done in films or reading

about it is vicarious, substitute experience. It is clear therefore that we can approach the world

of reality through the senses and indirectly or reduced sensory experience. For example, we

can bake black forest cake or see it done in the TV or read about it

Why are these direct experiences described to be purposeful?

It is purposeful because the experiences are not purely mechanical. They are not a

matter of going through the motion. These are not mere sensory excitation. They are

experience that are internalized in the sense that this experience involves the asking of

questions that have significance in the life of the person undergoing the direct experience.

They are also described as purposeful because these experiences are undergone in

relation to a purpose. Why do we want our students to have a direct experience in conducting

an experiment in the laboratory? It is done in relation to a certain learning objective (Corpuz

& Lucido, 2012).

Where should these direct, purposeful lead us to?

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The title of this lesson implies that these direct experiences must not be the period or

the dead end. We must be brought a higher plane. The higher plane referred to here is a level

of generalization and abstraction.

That is why we speak of a hands-on and hearts-on approach. Out of direct experience,

thoughts or meanings following reflection must flow or run the risk of a lesson consisting of

activity after another activity enjoyed by the learners who cannot make connection with the

activities themselves. Most learning occurs through sight, but combination of sight and

hearing accounts for the 88 percent of all perception (Corpuz & Lucido, 2012).

Lesson 2. Teaching with Contrived Experiences (Corpuz & Lucido,

2012)

In the lesson we had which is in a sort of reporting by our classmate, I have learned

that ‘contrived' experiences are substitutes of real things when it is not feasible to bring the

real thing to the class. Indeed, these instances prevail in the classroom in which teachers

need to use objects other than the real one due to some reasons (Corpuz & Lucido, 2012).

What are the reasons for using contrived experiences?

Several reasons are given and I will quote it from the educational "technology 1 book

one is to overcome limitations of space and time. Next is to 'edit' reality for us to be able to

focus on parts or process of a system that we intend to study. Another to overcome difficulties

of size. Also, we use contrived experience to understand the inaccessible. Lastly is to help

the learners understand abstractions. We should take note that contrived experiences come

in various types which are designed to simulate to real-life situations. "the types of contrived

experiences are as follows:

1. Model - a 'reproduction' of a real thing in a small scale like a globe for representing the

earth-, large scale for instance is the model of an atom which in reality is invisible to the named

eyes-, or exact is) about made of synthetic materials (Corpuz & Lucido, 2012).

2. Mock up - an 'arrangement' of a real device or associated devices, displayed in such a way

that representation of reality is created. It is a special model where the parts of a model are

singled out (Corpuz & Lucido, 2012).

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

4. Objects - include artifacts displayed in a museum or objects displayed in exhibits or

preserved insect specimens in science.

5. Simulations - a 'representation of a manageable real event in which the learner is an active

participant engaged in learning a behavior or in applying previously acquired skills or

knowledge.

6. Games - played to win unlike simulation which do not need a winner. Contrived

experiences, just like any other learning experiences, are important for the learner's better

acquisition of knowledge.

Contrived experiences, just like other learning experiences, are important to the

learner’s better acquisition of knowledge (Corpuz & Lucido, 2012).

Lesson 3. Teaching with Dramatized Experiences (Corpuz &

Lucido, 2012)

All dramatization is essentially a process of communication, in which both participant

and spectators are engaged. A creative interaction takes place, through sharing of ideas Dale

(1969) as cited by Corpuz and Lucido (2012).

Dramatic experiences come next to contrived experiences in the Cone. Something

dramatic is something that is stirring or affecting or moving. A dramatic entrance is something

that catches and holds our attention and has emotional impact. 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 (Corpuz & Lucido, 2012).

Dramatic experiences can range from the formal plays, pageants to less formal

tableau, pantomime, puppets and role playing. Play depicts life, character, or culture or a

combination of all the three. Pageants are usually community dramas that are based on local

history, presented by local actors. An example of which is a historical pageant that traces the

growth of a school. Play and pantomime require much time for preparation and so cannot be

part of everyday classroom program. Pantomime and tableau, when compared to a play and

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a pageant, are less demanding in terms of labor, time and preparation. These are purely visual

experiences. A pantomime is the “art of conveying a story through bodily movements only” as

defined by Webster’s New Collegiate Dictionary as cited in Ramirez (2014). Its effect on the

audience depends on the movement of the actors. A tableau (a French word which means

picture) is a picture-like scene composed of people against a background. It is often used to

celebrate United Nations Day (Corpuz & Lucido, 2012).

Dale (1969) as cited by Corpuz and Lucido (2012) claims that puppets, unlike the

regular stage play can present ideas with extreme simplicity-without elaborate scenery or

costume-yet effectively.

As an instructional device, the puppet show can involve the entire group of students –

as speakers of parts, manipulators of figures, and makes of the puppets.

Types of puppets

Puppets come in different kinds. These are the most common:

➢ Shadow puppets- flat black silhouette made from lightweight cardboard and shown

behind a screen.

➢ Rod puppets-flat cut out figures tacked to a stick, with one or more movable parts, and

operated from below the stage level by wire rods or slender sticks

➢ Hand puppets-the puppet’s head is operated by the forefinger of the puppeteer, the

little finger and thumb being used to animate the puppet hands

➢ Glove-and-finger puppets-make use of old gloves to which small costumed figure are

attached

➢ Marionettes-flexible, jointed puppets operated by strings or wires attached to a cross

bar maneuvered from directly above the stage.

Rod Puppets

Another form of dramatized experience is role-playing. It is an unrehearsed,

unprepared and spontaneous dramatization of a “let’s pretend” situations where assigned

participants are absorbed by their own role in the situation described by the teacher.

Role playing can be done by describing a situation which would create different

viewpoints on an issue and then asking the students to play the roles of the individuals

involved.

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Assessment Task

A. Our lack of understanding is often due to our lack of attention. Our lack of

attention is usually due to a failure in the use of senses. Connect this to first

hand or sensory experience.

B. In five sentences, briefly discuss the strengths and weaknesses of using

puppets as a support in the teaching and learning process?

C. Explain with an example, how role-playing is being done. Take a picture of the

different scenes, you being the actor and add it to the paper that you will

submit.

Summary

All is needed if you know which direct experiences will serve your purpose. You know

when to use them and how to use them. You have the skill to lead the students in drawing

generalization or abstraction about the direct experience for meaning. First hand sensory

experience alone does not ensure adequate learning. For instance, teacher 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. There are several instances where students claim they

enjoyed the activities but if you ask them what they learned from the activities they hardly

could say something. That proves that the teaching dwelt only on the hands-on.

Contrived experiences are substitutes of real things when it is not feasible to bring the

real thing to the class. These include models, mock ups, specimens, objects, simulations and

games.

Dramatic experiences cater to students’ multiple intelligences. Some forms of dramatic

experiences are play, pageant, pantomime, tableau, puppets and role-playing. The last four

are most commonly used in the classroom due to their simplicity and practicality. Role-playing

is highly effective for lessons in the affective domain. These dramatic experiences cannot be

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implemented by individuals alone. You’ve got to have a team to come up with these dramatic

experiences mentioned. The interpersonally intelligent students will have no difficulty relating

and working with people as they plan, prepare and implement any of these dramatic

experiences.

References

• Dale, E., (1969). Cone of Experiences. (Retrieved 14 September 2020, from

https://www.queensu.ca/teachingandlearning/modules/active/documents/Dales_Con

e_of_Experience_summary.pdf

• Galura, N., & profile, T. (2016). Lesson IX. Retrieved 14 September 2020, from

http://dctedtech1sy2016galura.blogspot.com/2016/08/lesson-ix.html

• Dale, E. (2020). Theory Into Practice. Retrieved from

https://www.tandfonline.com/doi/abs/10.1080/00405847009542265?journalCode=hti

p20

• Marionet Puppet. (2020). Retrieved 26 September 2020, from

https://www.google.com/search?q=marionet+puppet&sxsrf=ALeKk010jcjevdREMh7

E8ffhF2shdWFEhw:1601092145171&source=lnms&tbm=isch&sa=X&ved=2ahUKEw

in5cKE9YXsAhUyCqYKHfGwBi4Q_AUoAXoECA0QAw&biw=1366&bih=657#imgrc=

sUxUoCogIBzu0M

• Morales. (2014). Lesson 6 dramatization learning experience. Retrieved 14

September 2020, from https://www.slideshare.net/leeboy25/lesson-6-dramatization-

learning-experience

• Corpuz, B., & Lucido, P., Educational Technology 1, Published by LORIMAR

publishing, Cubao, Quezon City

• Ramirez. (2014). Jean. Retrieved 21 September 2020, from

https://es.slideshare.net/jerryjeanramirez/jean-37183148

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MODULE 4

THE MANY TOOLS AND STRATEGIES IN THE

TEACHING-LEARNING PROCESS

Introduction

Good demonstrations are good communication. Field trips offer an excellent

bridge between the work of the school and the work of the world outside. “Next to the home

and school, I believe television to have more profound influence on the human race than any

other medium of communication”, Edgar Dale (as cited by Corpuz & Lucido, 2012). The appeal

of visual media continues to make film video and television as educational tools with high

potential impact. They are now more accessible and less cumbersome to use. These are

some of the real scenario where we can feel the importance of varied tool and strategies in

the teaching-learning process.

Learning Outcomes

At the end of this module, the students will be able to:

Conduct demonstrations in the teaching-learning process by observing the guiding

principles;

1. illustrate how field trips should be conducted to obtain maximum paybacks;

2. identify the pros and cons of the use of film, video and TV in the classroom; and

3. describe how film, video and TV should be used to reap maximum benefits.

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Lesson 1. Demonstration in Teaching

In the demonstration of a new product, the speaker shows the product, tells all the

good things about the product to promote it in order to convince the audience that the product

is worth buying

In the activist’s demonstration, the activists air their grievances and publicly denounce

the acts of a person or of the institution, like government, against whom they are

demonstrating.

When a teacher is asked to do demonstration teaching on a teaching strategy, he/she

shows to the audience how to use a teaching strategy effectively.

In all the three demonstrations, there is an audience, a process of speaking, and a

process of showing a product or a method of proofs to convince the audience to buy the

product, use the strategy or rally behind their cause.

Webster’s International Dictionary defines demonstrations as “a public showing

emphasizing the salient merits, utility, and efficiency of an article or product….” In teaching, it

is showing how a thing is done and how credible the merits, utility and efficiency of a concept,

a method, or a process or an attitude.

The following are the guiding principles that we must observe in using demonstration as

a teaching-learning experience, Edgar Dale, as cited in Espinola (2017):

1. Establish rapport. Make them feel at ease by your warmth and sincerity.

2. Avoid the COIK fallacy (Clear Only If Known). It is the assumption that what is clear to

the expert demonstrator is also clearly known to the person for whom the message is

intended.

3. Watch for key points. Dale (1996) as cited by Espinola (2017) says, “they are the ones

at which an error is likely to be made, the places at which many people stumble and

where the knacks and tricks of the trade are especially important”.

To ensure that the demonstration works, we ought to plan and prepare very well before

we conduct the demonstration. In planning and preparing for demonstration these

methodological processes can be considered as cited in Educational Technology 1.

1. What are our objectives?

2. How does your class stand with respect to these objectives?

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3. Is there a better way to achieve your ends?

4. Do you have access to all the 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 realistic?

You have planned and rehearsed your demonstrations, your materials and equipment

are ready, and you have prepared your students, now you can proceed to the demonstration

itself. There are several points to observe (Corpuz & Lucido, 2012):

1. Set the tone for good communication.

2. Keep your demonstration simple.

3. Do not wander from the main ideas.

4. Check to see that your demonstration is being understood.

5. Do not hurry your demonstration.

6. Do not drag out the demonstration.

7. Summarize as you go along and provide a concluding summary.

8. Hand out written materials at the conclusion.

In evaluating your classroom demonstration, you may use the following questions (Corpuz &

Lucido, 2012):

1. Was your demonstration adequately and skillfully prepared? Did you select

demonstrable skills or ideas? Were the desired behavioral outcomes clear?

2. Did you follow the step-by-step plan? Did you make use of additional materials

appropriate to your purposes-chalkboard, felt board, pictures, charts, diagrams,

models, overhead transparencies, or slides?

3. Was the demonstration itself correct? Was your explanation simple enough so that

most of the students understood it easily?

4. Did you keep checking to see that all your students were concentrating on what you

were doing?

5. Could every person see and hear? If a skill was demonstrated for imitation, was it

presented from the physical point of view of the learner?

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6. Did you help students do their own generalizations?

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?

It is better to learn a lot a little or a little a lot? If you see that there are too many

important points to tackle in a demonstration, it may be best to divide the demonstration into

two parts. If you insist on demonstrating the whole thing, you run the risk of learning a lot a

little. You simply scratch the surface (Corpuz & Lucido, 2012).

Lesson 2. Making the Most of Community Resources and Field Trips

(Corpuz & Lucido, 2012)

Planning a field trip includes the following steps:

➢ preliminary planning by the teacher;

➢ preplanning with others going on the trip;

➢ taking the field trip itself; and post-field trip follow up activities.

For preliminary planning by the teacher, Brown (1969) as cited by Corpuz and Lucido (2012)

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 plan, subject to later alteration based on class planning and

objectives.

➢ Try to work out mutually satisfactory arrangements with other teachers if the trip will

conflict with their classes.

➢ Prepare preliminary lists of questions or other materials which will be helpful in

planning with the students.

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➢ Preplan with students joining the trip.

➢ Discuss the objectives of the trip and write them down- the main objectives should be

included in the permit slip given to parents and should be consulted later when the trip

is evaluated.

➢ 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. Comfortable shoes for walking are important.

➢ Before the trip, use a variety of learning materials in order to give each student a

background for the trip.

Lesson 3. The Power of Film, Video, and TV in the Classroom (Corpuz&

Lucido, 2012)

The film, the video, and the TV are indeed very powerful. Dale (1969) as cited by Corpuz and

Lucido (2012) 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. – Excellent scientists 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. Seeing life underneath the sea (Discovery

Channel) / (Amazing Earth).

➢ Make us see and hear for ourselves world events as they happen.

➢ Be the most believable news source.

➢ Make some programs understandable and appealing to a wide variety of age and

educational levels.

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➢ 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, close ups, zoom shots, magnification and split screen made

possible by the TV camera

➢ Can give opportunity to teachers to view themselves while they teach for purposes of

self-improvement.

➢ Can be both instructive and enjoyable-making watching TV much more enjoyable with

sights and sounds and motion.

While the film, video and TV can do much, they have their own limitations, too.

➢ Television and film are one-way device.

➢ The small screen size puts television at a disadvantage when compared with the

possible size of projected motion pictures.

➢ Excessive TV viewing works against the development of the child’s ability to visualize

and to be creative and imaginative, skills that are needed in problem solving.

➢ There is much violence on TV.

Basic procedures in the use of TV as a supplementary enrichment

➢ Prepare the classroom

➢ Pre-viewing activities

➢ Viewing

➢ Post-viewing

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Assessment Task

A. “Less is more.” Discuss the relevance of the statement in selecting the

instructional materials that you are to use in your teaching.

B. Is it better to entertain questions as you go along your demonstration or postpone

them till the end of demo to avoid disruption or possible digression?

C. Go over relevant virtual field trips offered by various Internet sites. Evaluate them.

Can they take the place of actual field trips? Please include the website.

Summary

A. A good demonstration 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.

To plan and prepare adequately for a demonstration, we first determine our goals, the

materials we need, our steps, and rehearse.

In the actual conduct of the demonstration itself we see to it that we:

➢ get and sustain the interest of our audience;

➢ keep our demonstration simple, focused, and clear;

➢ do not hurry nor drag out the demonstration;

➢ check for understanding in the process of demonstration;

➢ conclude with a summary; and

➢ hand out written materials at the of the demonstration.

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➢ A demonstration is a dramatic performance. One thing to be done during the

demonstration itself is to check to see that your demo is being understood while

you are demonstrating.

B. The field trip –a bridge of the school and the community. It abolishes the “walls” that

divide the classroom and the outside world. It also connects people. All people involved in

the field trip – students, teachers, parents, and school head – come together for joint

planning. Resource persons in the community are brought to the school as key informants

in an interview by children or as lectures. We lose nothing if we open our school doors to

parents, officials and other members of the community. Instead we gain their support and

cooperation. They are rich learning resources.

C. The film, video and TV are powerful instructional tools. When they are used

appropriately and moderately, they can make the teaching-learning process more

concrete, lively, colorful, and interactive. It contributes to a more lasting learning because

of its visual, audio and motion effects. These effects make learning fun. However, misuse

and abuse of their use in the classroom even at home has far reaching damaging effects

in the development of children’s imaginative and thinking powers and sensitivity to human

life.

References

• Corpuz, B., & Lucido, P., Educational Technology 1, Published by LORIMAR

publishing, Cubao, Quezon City

• Espinola. (2017). Lesson 10; Demonstration in Teaching. Retrieved 21 September

2020, from https://www.slideshare.net/renalynespinola1/lesson-10-demonstration-in-

teaching

• Educational Technology 1. (2016). Retrieved 21 September 2020, from

http://dctedtech1sy2016.blogspot.com/2016/08/

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MODULE 5

OTHER TOOLS AND METHODS OF TEACHING-

LEARNING

Introduction

From an experience of real-world scenarios, we will now go to a world of

symbols. Visual symbols include drawings, cartoons, strip drawings, diagrams, formulas,

charts, graphs, maps, globes.

New technology introduced terms like multimedia, hypermedia, etc., but let us admit

that technology divide is real. We all know that those living in the remote places, who have

not been reached by electricity for one reason or another, do not have a computer. Few

schools may be bountifully blessed with computers and digital native teachers, but others are

not. They may have at least one computer with them, but teachers were not trained to use it.

As a result, they resort to the use of the chalkboard, and the overhead projector (Corpuz &

Lucido, 2012).

After learning that we need to make use of a combination of learning resources or

media to make teaching as concrete as we can so our generalizations will be clear and

meaningful. In this module we will learn a method of learning that utilizes multimedia, the

project-based learning.

Learning Outcomes

At the end of this module, the students will be able to:

1. Identify the examples of visual symbols and appropriate corresponding learning

outcomes; and

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2. Demonstrate how to use overhead projector and the chalkboard;

3. Explain the element of project-based multimedia learning; and

4. Point out the disadvantage of project-based multimedia learning.

Lesson 1. Teaching with Visual Symbols

Charts and Graphs: Choosing the right visual for the data you collected. Below are

samples of them. Bring your data to life with engaging charts and graphs. Visual

representations help us to understand data quickly. When you show an effective graph or

chart, your report or presentation gains clarity and authority, whether you're comparing sales

figures or highlighting a trend. But which kind of chart or graph should you choose? If you click

on the chart option in your spreadsheet program, you'll likely be presented with many styles.

They all look smart, but which one works best for your data, and for your audience? (Corpuz

& Lucido, 2012)

The main functions of a chart are to display data and invite further exploration of a

topic. Charts are used in situations where a simple table won't adequately demonstrate

important relationships or patterns between data points. If the data doesn't support your point

of view, avoid manipulating it to do so. This is not only unethical, it's also relatively easy to

spot for anyone who is experienced in analyzing data. The samples of graphs and charts are

ways to present data collected for easy understanding and analysis of analysis of the data. It

is very meaningful and colorful (Corpuz & Lucido, 2012).

Drawings may not be the real thing but better to have a concrete visual aid than

nothing, just like the emotions of persons or individuals. It can be best illustrated by the

different emoticons like those added in the messenger or Facebook and other apps (Corpuz

& Lucido, 2012).

Other useful visual symbols that can bring novelty to our teaching are the following:

A. Cartoons-tells story metaphorically

B. Strip drawings-comic or comic strips

C. Diagrams- Dale (1969) as cited in Dino, G. (2011) defined diagrams as any line

drawing that show arrangements and relations as of parts to the whole, relative values,

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origins and development, chronological fluctuations, distributions, etc or as simple as

graphic organizer.

There are types of diagrams, among them are the following (Corpuz & Lucido,

2012) :

➢ Affinity diagram-used to cluster complex apparently unrelated data into natural

and meaningful groups

➢ Three diagrams-used to chart out increasing details, various tasks that must

be accomplished to complete a project or achieve a specific objective

➢ Fishbone diagram- it is also called cause-and-effect diagram.

D. Charts-is a diagrammatic representation of relationships among individuals within an

organization. It includes the following (Corpuz, & Lucido, 2012):

➢ Time chart- a tabular time chart that presents data in ordinal sequence

➢ Tree or stream chart-depicts development, growth and change by beginning

with a single course (the trunk) which spreads out into many branches

➢ Flow chart-a visual way of charting or showing a process from beginning to

end.

➢ Organizational chart-shows how one part of the organization relates to other

parts of the organization.

➢ Comparison and contrast chart-used to show similarities and differences

between two things (people, places, events, ideas, etc.

➢ Gannt chart- an activity time chart.

E. Graphs-pictorial presentations of relationships between data involved in the study

F. Maps-is a representation of the surface of the surface of the earth or some part of it

Physical map- combines in a single projection data like altitude, temperature, rainfall,

precipitation, vegetation, and soil (Corpuz & Lucido, 2012).

➢ Relief map-has the three-dimensional representations and show contours of

the physical data of the earth or part of it

➢ Commercial or economic map-also called product or industrial map since they

show land areas in relation to the economy

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➢ Political map-gives detailed information about country, provinces, cities and

towns, roads, and highways. Oceans, rivers and lakes are the main features

of most political maps.

Lesson 2. Maximizing the Use of the Overhead Projector and

the Chalkboard (Corpuz & Lucido, 2012)

A. The Chalkboard

Almost all classrooms have a chalkboard. It is a reality that a school may have no computer,

radio, TV, and etc. but it will always have a chalkboard. The following practices of dedicated

professional teachers may help in the effective use of the chalkboard:

1. Write clearly and legibly on the board.

2. It helps you have a hard copy of your chalkboard diagram or outline,

3. Don’t crowd your notes on the board.

4. Make use of colored chalk to highlight key points.

5. Do not turn your back to your class while you write on the chalkboard.

6. For the sake of order and clarity, start to write from the left side of the board going

right.

7. If you teach the grade schoolers and you think the lines on the chalkboard are needed

for writing exercise, then provide the lines for your board.

8. Look at your board work from all corners of the room to test if pupils from all sides of

the room can read your board work.

9. If there is glare on the chalkboard at certain times of the day, a curtain on the window

may solve the problem.

10. If you need to change your chalkboard or if you are having a new classroom with new

chalkboard, suggest to the carpenter to mount the chalkboard a little concave from left

to right to avoid glare for the pupils’ benefit.

11. If you need to have a board work in advance that needs to be saved for tomorrow ’s

use (say a quiz or a sophisticated diagram), write “Please Save” and cover the same

with a curtain.

12. Make full use of the chalkboard. It may be a traditional educational technology but it

serves its purpose very well when used correctly.

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Here is some chalkboard technique, from James W. Brown (1969) as cited by Corpuz and

Lucido (2012).

➢ Sharpen your chalk to get good line quality

➢ Stand with your elbow high. Move along as you write.

➢ Use dots as “aiming point.” This keeps writing level.

➢ Make all writing or printing between 2 and 4 inches high for legibly

➢ When using colored chalk, use soft chalk so that it can be erased easily.

The Overhead Projector (OHP)

There are other kinds of projectors like opaque projector and slide projector. The

overhead projector seems more available in schools. It has a lot of advantages. Brown (1969)

as cited by Corpuz and Lucido (2012) cites the following:

➢ The projector itself is simple to operate;

➢ The overhead projector is used in front of the room by the instructor, who has

complete control of the sequence, timing, and manipulation of his material;

➢ Facing his class and observing student reactions, the instructor can guide his

audience, control his attention, and regulate the flow of information in the

presentation;

➢ The projected image behind the instructor can be as large as necessary for all in the

audience to see; it is clear and bright, even in fairly well-lighted rooms;

➢ Since the transparency, as it is placed on the projector, is seen by the instructor

exactly as students see it on the screen, he/she may point, write, or otherwise make

indications upon it to facilitate communication;

➢ The stage (projection surface) of the projector is large (10 by 10 inches), thus allowing

the teacher to write information with ease or to show prepared transparencies. His/her

work appears immediately on the screen;

➢ It is especially easy for teachers and students to create their own materials for use in

the overhead projector; and

➢ There is an increasing number of high-quality commercial transparencies.

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Overhead Projection Techniques

➢ You can show pictures and diagrams, using a pointer on the transparency to direct

attention to a detail. The silhouette of your pointer will show in motion on the screen;

➢ You can use felt pen or wax-based pencil to add details or to make points on the

transparency during projection;

➢ You can control the rate of presenting information by covering a transparency with

sheet of paper or cardboard (opaque material) and then exposing data as you are

ready to discuss each point. This is known as the progressive disclosure technique;

➢ You can superimpose additional transparency sheets as overlays on a base

transparency so as to separate processes and complex ideas into elements and

present them in step-by-step order;

➢ You can show three-dimensional objects from the stage of the projector-in silhouette

if the object is opaque, or in color if an object is made of transparent color plastic;

➢ You can move overlays back and forth across the base in order to rearrange elements

of diagrams or problems;

➢ For special purposes you can simulate motion on parts of a transparency by using the

effects of polarized light.to do this, set a polaroid glass spinner over the projector lens

and attach a special plastic element to parts of the transparency for which motion is

desired;

➢ You can simultaneously project on an adjacent screen other visual materials, usually

slides or motion pictures, which illustrate or apply the generalizations shown on a

transparency.

Reminders on the Effective Use of the OHP

➢ Stand off to one side of the OHP while you face the students.

➢ Don’t talk to the screen.

➢ Place the OHP to your right, if you are right-handed, and to your left, if you are left-

handed.

➢ the OHP on a table low enough so that it does not block you or the screen.

➢ Have the top of the screen tilted forward towards the OHP to prevent the “keystone

effect” (where the top of the screen is larger than the bottom.

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➢ Avoid the mistake of including too much detail on each image.

➢ Avoid large tables of figures. Come up with graphic presentation.

➢ Don’t read the text on your slide.

➢ Avoid too much text.

➢ Your presentation must be readable from afar.

Lesson 3. Project-Based Learning Multimedia as a Teaching-

Learning Strategy (Corpuz & Lucido, 2012)

A. Project-Based Multimedia Learning- is a teaching method in which students “acquire new

knowledge and skills in the course of designing, planning, and producing multimedia product

” Simkins, Cole, Tavalin, & Means (2002) as cited by Corpuz and Lucido, (2012). The name

project-based multimedia learning implies the use of multimedia and the learning activity

includes a project.

B. Dimensions of Project-Based Multimedia Learning - Project-Based Multimedia Learning

has seven key dimensions:

1. Core curriculum;

2. Real-world connection;

3. Extended time frame;

4. Student decision making;

5. Collaboration;

6. assessment; and

7. Multimedia.

Core curriculum-it is a clear set off learning goal drawn from whatever curriculum or set

of standards is in use. It addresses the basic knowledge and skills all students are expected

to acquire.

Real-world connection-connecting student’s work in school with a wider world in which

students live.

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Extended time frame-a good project is not one-shot lesson it extends over a significant

period of time. The actual length of a project may vary with the age of the students and the

nature of the project. One project may take days or weeks or even a month or two.

Student decision making-in project-based multimedia learning, students have a say.

But it is clear to them that the teacher is in charge and so the students understand that there

are decisions which only the teacher can make. Students, however, are given considerable

leeway in determining what substantive content would be included in their projects as well as

the process for producing them.

Collaboration-it is a working together jointly to accomplish a common intellectual

purpose in a manner superior to what might have been accomplished working alone. Students

may work in pairs or in teams of as many as five or six. Class collaboration are also possible.

The goal is for each student involved to make a separate contribution to the final work and for

the whole class to accomplish greater things than what each individual student can

accomplish alone.

Assessment-there are three assessment concerns in project-based multimedia

learning, namely:

➢ Activities for developing expectations;

➢ Activities for improving the media products; and

➢ Activities for compiling and disseminating evidence of learning.

Multimedia-in multimedia projects, students do not learn simply by “using” multimedia

produced by others; they learn by creating in themselves. The development of Hyper Studio,

Kid Pix, and Netscape Composer has made it possible for students of all ages to become

authors of multimedia content.

Why use project-based multimedia learning?

Because it is “value added” to your teaching. It is a powerful motivator as proven in

the class. Students are engaged in the production of multimedia presentation.

What can be some limitations of the use of project-based multimedia learning strategy?

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1. The need for an extended period of time. Time to orient the students on what are

expected of them, guidelines, goals and objectives of the project, and more so for the

students to gather and organize their data, work on their presentations and the like.

2. The strategy requires technical skills on your part and on the part of the students. They

will be using combination of several media, which includes of course the computer. If

the basic computer courses did not teach them these skills demanded by this strategy,

there will be a very big problem. They need to learn the technology as well as the

teacher.

3. The tendency to lose track of the goals and objectives of the lesson because the

technology aspect has gotten the limelight. You may get so occupied learning the

multimedia presentation that your lesson objectives get derailed and your project ends

up as mere technology lesson.

And so, you have to be sure that the technology aspect does not eclipse the academic

content which is the core of your lesson and therefore is more important.

Assessment Task

A. We always hear the word “blackboard” when all we see is green chalkboard in the

classroom. Can you find out why?

B. If you don’t have the commercial transparency for the OHP, can you improvise your

own transparency? Explain your answer.

C. Give at least 5 examples of project-based multimedia learning. Describe each, as

much as possible take a snip of how it was done or accomplished

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Summary

A. A lot of visual symbols are at your disposal, and you may not realize it is with you in

your everyday transactions with other people. You as teachers, have an array of

teaching materials to choose from. If you decide and commit yourself to using one

visual symbol for every lesson, you will keep your teaching crispy and fresh. We know

that this requires more time and effort as well as money, so, you must learn how to

draw, sketch, make diagrams, graphs and charts. The computer can now do the

graphs, the charts and some diagrams. You have to know what software to use and,

of course how to manipulate the computer.

B. The OHP is indeed a very versatile equipment. With your prepare transparencies you

can do so much in so short a time. You can save much time when you present your

lecture on transparencies instead of writing these notes on the chalkboard. It is

sometimes more reliable than the LCD. There are instances wherein a lecturer ends

up presenting without visuals because the flash drive or gadgets are no compatible. If

you have your transparencies and there is a functioning OHP available, that will be

your saving factor and you can proceed with a visual presentation.

C. When using project-based multimedia learning, teachers face additional assessment

challenges because multimedia products by themselves do not represent a full picture

of student learning.

D. In multimedia projects, students do not learn simply by using multimedia produced by

others; they learn by creating it themselves.

E. Project-based multimedia learning is “value added” to your teaching. It is a powerful

motivation.

F. Avoid the tendency to lose track of your lesson objectives because the technology

aspect has gotten the limelight.

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References

• Dino, G. (2011). VISUAL SYMBOLS. Retrieved 21 September 2020, from

http://hcdc-eductech.blogspot.com/2011/09/visual-symbols.html

• Simkins, M., Cole,K. Tavalin, F., & Means, B. (2002). Increasing Student Learning

Through Multimedia Projects. Alexandria, Virginia: Association for Supervision and

Curriculum Development

• Corpuz, B., & Lucido, P., Educational Technology 1, Published by LORIMAR

publishing, Cubao, Quezon City