LESSON 12. THE POWER OF FILM, VIDEO AND TV IN THE CLASSROOM

LESSON 12. THE POWER OF FILM,VIDEO AND TV IN THE CLASSROOM

The film, video and tv are powerful instructional tools. When they 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 and even at home has far reaching damagingly effects in the development of children's imaginative and thinking powers and sensitivity to human life. The most significantly cited weakness of the tv is the effect of tv violence on people's aggressive behavior. With the coming of the VCR, viewing need not be passive anymore. We can have interactive viewing with VCR. Let us use the tv appropriately and moderately so that we can take advantage of its advantages and mitigate its disadvantages.

LESSON 11. MAKING THE MOST OF COMMUNITY RESOURCES AND FIELDTRIPSS

In fieldtrips there must be a planning, they must follow the following steps: 1) preliminary planning by the teacher; 2) preplanning with others going on the trip; 3) taking the field trip itself; and 4) post field trip follow up activities. Field trips are expensive. They require much time for preparation and planning. However, considering the intensity and the extent of concrete experiences that come through field trips, we are encouraged to use them only, if there is no other less expensive but equally effective instructional tool. Preparation and planning for the field trip includes discussions and decisions on what to do before the field trip, during the field trip and after the field trip. Community resources like historical and scenic spots, museums, zoos, botanical gardens, places of exhibits can be destinations for field trips. Other community resources can be people themselves such as parents, senior citizens and other member of the community.

Lesson 10. Demonstrations in Teaching

Demonstration was the fourth stage of the Dale's Cone.

"Good demonstration is good communication." 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 adequetly 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: 1) get and sustain the interest or our audience; 2) keep our demonstration simple, focused and clear; 3) do not hurry nor drag out the demonstration; 4) check for understanding in the process of demonstration; 5) conclude with a summary and 6) hand out written materials at the end of the demonstration.

Lesson 9. Teaching with Dramatized Experiences

Dramatized Experiences was the third stage of Dale's Cone of experience.

Puppets one of the forms of dramatic experiences Dramatic experiences requires us to be dramatic in our entrance into the classroom and in our lesson presentation so that it can catches and holds attention to our students.Some forms of dramatic experiences are play, pageant, pantomime, tableau, puppets and role playing. The last four are the most commonly used in the classroom due to their simplicity and practically. These dramatic experiences cannot be implemented by individuals alone, you've got to have a team to come up with a play. Role playing is highly effective for lessons in the affective domain. If we want results, we cannot afford to ignore the guiding principles given by experts on the use of puppets and role-playing.

LESSON 8. TEACHING WITH CONTRIVED EXPERIENCES

Contrived experiences was the second stage of Dale's Cone.

example of a specimen.. 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, simulation and games. The most important things to remember when we make use of models and mock-ups are to make them as close as we could to the real things the represent. If for one reason or another they could not replicate the real things in size and in color and we should at least cautions the user or the reader by giving the scale.

Lesson 7. Direct, Purposeful Experiences and Beyond

" 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. Direct experiences are firsthand experiences that make up the foundation of our learning. There 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 experiences described to be purposeful because the experiences are not purely mechanical. They are not a matter of going through the motion. 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. Direct purposeful experiences or firsthand sensory experiences make us learn concepts and skills effectively, and it implies to the teaching-learning process by: First, let us give our students opportunities to learn by doing and immerse our students in the world of experience. Second, let us make use of real things as instructional materials for as long as we can. Third, help the students develop the five senses to the full to heighten their sensitivity to the world. Fourth,guide our students so that they can draw meaning from their firsthand experiences and elevate their level if thinking. Indirect experiences are experiences of other people that we observe, read or hear about. They are vicarious experiences.