Individual Activity #8: Purposeful Experience Wherein Learning Happens Through Actual Hands-On Experiences. in This

LEARNING MATERIAL IN TECHNOLOGY FOR TEACHING AND LEARNING 1
Individual Activity #8
Answer the questions below:

1. If you teach a lesson on the concept of fractions to a grader, how will you proceed if you
follow the pattern in Dale’s Cone of Experience beginning with the concrete moving toward
the abstract?
I proceed in the Dale's Cone of Experience with its level. I will start in enactive level of
Bruner's three-tiered learning which includes the direct and actual experience of Dale's Cone of
Experience. I will choose to start teaching the concept of fractions to my students with direct
purposeful experience wherein learning happens through actual hands-on experiences. In this
level, more senses are used in order to build up the knowledge. For instance, I will used a pie or
a cake to ask my students to cut it into pieces. Thus, we can describe how big our piece of cake
is in relationship to the whole cake using a fraction. The fraction tells how many pieces we have
out of all the pieces in the whole cake. The contrived experience is the pie or cake that we use
as our model. In this level, representative models and mock-ups of reality are being used in
order to provide an experience that as close as reality. Also, the dramatized experience occured
when the students engage and participate in a reconstructed experience which give them
better understanding of the concept. Then, after the students obtain an idea, next is
demonstrations or explanation of important fact, idea, or process through the use of pictures,
drawings, film and other types of media in order to facilitate clear and effective learning is . In
this level, things are shown based on how they are done. Lastly, I will proceed in iconic and
symbolic level which I can use pictures, video presentation and visual aids to support the actual
demonstration or direct presentation to teach the concept of fractions to the students. I can
use this materials to be part of my activities or games since my students are grader.
2. Try to explain why reading teachers discourage us from reading only comics or illustrated
comic version of novels?
In my opinion, the reason why teachers discourage students to read only a comics
or illustrated comic version of novels as the content of the book, the characters and scenarios
that are indicated on the material are inappropriately to a minor student and several comics
portray scenes of violence. Also, some of the students are only looking for the pictures and not
reading the context of the book. Moreover, some educators worry that graphic novels are "high
interest/low level" reading, which means that although students find them absorbing, their
vocabulary level and themes do not challenge students. Sometimes, the content of the comics
story portray a different views which may misleads the understanding of a reader and it also
disable the capacity of thw student to wonder and imagine by thier own since the pictures or
images are already seen at the comics or illustrated comic version lf novels.
3. How would you explain those children who can label and identify the objects even if they
have not actually seen them in reality?
Object permanence means a child understands that things, and people, still exist
even when they cannot be seen or heard. It is an important developmental milestone and a
concept that was pioneered by child psychologist Jean Piaget.
Children would be able to identify an objects without an actual seeing them in reality
by the used of other experience and learnings by only listening and observing others advice.
Children can identify and label an objects by only obtained it with the others knowledge. Also,
children can learn from their own by their own cognitive skills. However, children can identify
an object without seen them in actual by the used of technology.
4. Now that there is a great deal of ICT tools and applications used in enriching the lesson,
how would you explain its potential use in instruction and where will you categorize it on the
Cone?
The ICT tools have a potential to increase students’ motivation, connect students to
many information sources, support active in-class and out-class learning environments, and let
instructors to allocate more time for facilitation. It undeniably that ICT tools extremely useful in
teaching much easier to construct and present a visuals used by the technology. It enables the
use of innovative educational resources and the renewal of learning methods, establishing a
more active collaboration of students and the simultaneous acquisition of technological
knowledge. Amidst of Covid-19 pandemic, ICT tools has potentially arise and used as bridge
between the gap of students and teachers. I will categorize ICT tool into the Cone in iconic and
symbolic level which include a movie presentation, visual, virtual, pictures or images and
recordings.

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LEARNING MATERIAL IN TECHNOLOGY FOR TEACHING AND LEARNING 1

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