Lesson 10

 Demonstrations in Teaching

A demonstration is a teaching method used with both large and small groups. Demonstrations become more effective when verbalization accompanies them. For example, in a half demonstration-half lecture, an explanation accompanies the actions performed. It is a generally accepted learning theory that the greater the degree of active participation and sensory involvement by the learner, the more effective learning will be.

Advantages (Newby, Stepich, Lehman, & Russell, 1996, p. 48)

Demonstrations....

·         Utilize several senses; students can see, hear, and possibly experience an actual event

·         Stimulate interest

·         Present ideas and concepts more clearly

·         Provide direct experiences

·         Reinforce learning

Disadvantages (Kozma, Belle, Williams, 1978, p. 343)

Demonstrations...

·         May fail

·         May limit participation

·         May limit audience/client input

·         Require pre-preparation

Tips: (Chernoff, 1994, p. 17-20)

1. Know your audience

·         How much experience or knowledge do they have?

·         Are you teaching them a new technique or sharing basic information?

2. Set your objectives

·                     Review your lesson plan for your objectives.

·                     What do you expect the learner to be able to do following your demonstration?

3. Plan your preparation time

·                     Plan for the time it takes to shop for groceries and to prepare props

·                     Make a list of ingredients, utensils, or props needed

·                     Test equipment, recipes, methods etc. ahead of time

4. Plan your recipes/activities

·         Choose uncomplicated recipes with few ingredients

·         Consider the amount of pre-preparation required

·         Be aware of the cost of ingredients

·         Do you need a full recipe? How long does it take?

·         Do you need to prepare a recipe in advance?

·         Practice recipe or activity

Source:  Training Curriculum, Family Nutrition Program, Purdue University

Cooperative Extension, 2001.

5. Involve your audience/client

·         Ask for a volunteer to stir, chop, and assist with other preparation

·         Involve the audience in activities or demonstrations where possible

6. Be prepared for various room arrangements

·         Do you need an electric skillet? Burner? Extension Cord?

·         You may need to be flexible, go prepared for a variety of settings

·         Exclude distractions (close the door, turn off the radio/TV)

7. Help your audience/client to see what you are doing

·         Use trays and clear containers

·         Arrange the room so everyone can see (If a large group, may need to be in a semicircle.)

·         Face your audience as much as possible

8. Provide handouts to support what you say

·         Typed copies of recipes used

·         Review the key points of the demonstration

9. Be organized

·         Have everything for one recipe on a single tray

·         Place ingredients in a logical order and label (name, quantity)

·         Work in one direction

·         Dovetail various tasks

·         Plan for serving procedure & clean up (serving utensils, dish cloths, waste containers, etc.)

10. Follow food safety precautions

·         Remind participants to wash hands before handling food

·         Keep foods out of the Danger Zone

      Demonstrations are an effective method for teaching concepts and problem-solving procedures. A good demonstration should lead to increased attentiveness, learning, and performance.

 

  

Lesson 9

TEACHING WITH DRAMATIZED EXPERIENCES

Dramatic- is something that is stirring or affecting or moving

Formal dramatized Experience

A.) Plays- Depict life, character, or culture or a combination of all three.
B.)Pageants- Usually community dramas that are based on local history, presented by local actors.

Less formal Dramatized experience

a.)Pantomime- Is the art of conveying a story through bodily movements only.
b.) Tableau-(French word means picture) is a picture- like scene composed of people against a background.
c.) 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 Puppet

1.)The marionette- are generally fashioned from wood and resemble a human body.

        

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

             

3.) Stick puppets- as simple as a Styrofoam ball head attached to a stick, or two-dimensional picture attached to a stick.

       

4.) Hand puppet- most common type of puppet they are relatively simple to create.

                       

5.) Mouth puppet- are distinguished from other puppets in that they have movable mouths, thus allowing the puppets to talk more realistically.

        

6.) Rod puppets- flat cut out figures tacked to a stick, with one or more movable parts, and operated from below the stage level wire rods or slender stick.

    

7.) Glove-and- finger puppets- make used of old gloves to which small 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 experience-the contrived experiences.

ABSTRACTION     
The model of 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 tosimulated 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 parts of a model are signed 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 learners I active participants engage in learning a behaviour in or inn 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 these purposes:
To practice and/or to refine knowledge/skills already 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 us 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 6

 USING AND EVALUATING INSTRUCTIONAL MATERIALS

-Using and Evaluating Instructional Materials “You should have a good idea of your destination, both in the over-all purposes of education and in the everyday work of your teaching. If you do not know where you are going, you cannot properly choose a way to get there.” Unknown One of the instructional materials used to attain instructional objectives is field trip. It is not enough to bring the class out for a field trip and make them observe anything or everything or use other instructional materials for no preparation and clear reason at all. For an effective use of instructional materials such as field trip, there are guidelines that ought to be observed, first of all, in their selection and second, in their use. The Proper Use of Materials It is one thing to select a good material, it is another thing to use it well. To ensure effective use of instructional material, Hayden Smith and Thomas Nagel, (1972) book authors on Instructional Media, advise us to abide by the acronym PPPF. Prepare yourself. You know your lesson objective and what you expect from the class after the session and why you have selected such particular instructional materials. Prepare your students. Set reasonably high class expectations and learning goals. It is sound practice to give them guide questions for them to be able to answer during the discussion. Motivate them and keep them interested and engaged. Present the material. Using media and materials, especially if they are mechanical nature, often requires rehearsal and a carefully planned performance. Follow up. It is needed to follow up to find out if objective was attained or not. 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 aligned to curriculum standards and competencies

• Be appropriate to the age, intelligence and experience the learners

• Be in good and satisfactory condition

• Be culture-sensitive and gender-sensitive

• Provide for a teacher’s guide

• Help develop the critical and creative thinking powers of students

• Promote collaborative learning

• Be worth the time, expense and effort involved For optimum use of the instructional material, it is necessary that the teacher prepares: • Herself • Her student

• The instructional material and does follow up.

• Promote independent study Any instructional material can be the best provided it helps the teacher accomplish his/her intended learning objectives. No instructional material, no matter how superior, can take the place of an effective teacher. Instructional materials may be perceived to be labor-saving devices for the teacher. On the contrary, the teacher even works harder when she makes good use of instructional materials.

    

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. We 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 senses 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.

•      Example of direct activities

-Preparing meals

-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 but still experiences in the sense that we see, read and hear about them. They are not first-hand but rather vicarious experiences.

•      Why 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 experience.

•      These experiences are undergone in relation to a purpose, i.e. learning

•      It is done in relation to a certain learning objective.