Lesson 11

 "Making the Most of Community Resources and Field Trips"

Field trips are the most exciting part of a lesson or class, or even the school year. The whole class takes a trip to a certain place to learn more about their lesson. As a teacher, so much preparations have to be made before conducting a field trip.

Planning should be done to avoid failure in the learning process. Contact people in charge of the locations to visit and make arrangements with them. The time and date should be given precisely as this will help them prepare the location. Transportation is also essential. You should make sure that it is safe to travel in such vehicle.School principals should be informed about the trip and the arrangements made. Parents should also sign permission slips before the students are allowed to take the trip.
The route of the field trip should also be prepared. You can discuss this with the class for coordination.
You can also ask other teachers whether the schedule of the trip is fine with them. They might have scheduled a test prior to the planning of the trip.
A list of questions to be answered after the trip and information materials about the places to be visited will be helpful to the students.
Set objectives for the trip and write them down with the class.
Set rules to keep the students safe. Use the "buddy system" wherein students go in pairs so that they could look after each other.
Ask the students to take their own pictures or videos and notes to document the trip. A journal can also be made for each place visited.

Knowing the route means knowing what's to be seen on the way to the site and back. You can list down certain objects that can be seen along the way so the students won't just sit back and sleep in the bus. Give their eyes and interests something to feast on.It is important that you inquire about dress codes in certain locations. Some places may have a "no shorts, no slippers" dress code. But nevertheless, ask the students to wear whatever is comfortable for them for walking and to bring extra clothes or shoes for special locations with strict dress codes.

Lesson 10

                " Demonstration in Teaching"

      The use of Demonstration or doing method to teach skills. Demonstration, step by step the procedures in a job task, using the exact physical procedures if possible. While demonstrating, explain the reason for the significance of each step. To be effective, plan the demonstration so that you will be sure to show the steps in the proper sequence and to include the all steps.

       If you must give the demonstration before a large group or if the trainees might have trouble seeing because of the size of the equipment involved, use enlarge devices or training aids. When practical, allow students to repeat the procedures in a hands on practice session to reinforce the learning process. The direct demonstration approach is a very effective of method of instruction, especially when trainees have the opportunity to repeat the procedures.

       Demonstrations are an effective way to teach skills. Here are some guidelines to follow when making a demonstration.

• Make sure you all have all necessary equipment and materials available.
• Explain the purpose of the demonstration.
• Be certain that all students have a clear view of the demonstration.
• Focus students' attention on each step of the demonstration.
• Explain the importance of each step.
• Ask students questions at various points during the demonstration.
• Keep the demonstration as short as possible to maintain attention.

Lesson 9

" Teaching with Dramatized Experience"

   Dramatic is something that is stirring or affecting or moving. It holds the audience attention and we can feel emotion. So, if our teaching is dramatized the learners can relate, get attracted and interested. They can easily understand. Dramatized experience can range from the formal plays, pageants to less formal tableau, pantomime, puppets, and role playing.

   In plays depict life, they offer excellent opportunities to portray vividly important ideas about life.Pageants are usually community dreams that are based on local history, it presented by local actors. Pantomime and tableau are less demanding in terms of labor, time, and preparations. These are purely visual experience.So, when we say pantomime it is the art of conveying a story through bodily movements only while tableau is a picture like scene composed of people against a background. Puppets is use as an instructional device, the show can involves the entire group of students. and another dramatized experience is role playing. this is an unrehearsed, unprepared and spontaneous dramatization of a "let's pretend" situation where assigned participants are absorbed by their own roles in the situation described by the teacher.

  This lesson reminds me with my experience during my high school. Our teacher give us a task to make a story and we will present it by dramatizing. And I remember that my role in that drama is a mother and became crazy because of many problems. After we show I was awarded as a beast actress because of my role that fit me. Another example is during my Humanities,before we start discussing our lesson, our teacher Ma'am Fortech let us to show our individual talent. My talent is acting, I assumed that my mother died and I was really crying with a tears.

   So, through that dramatized experience I can relate, I can understand and it is interested to look and listen. Dramatized experience cater to students multiple intelligence.

Lesson 8

" Teaching with Contrived Experience "

I have learned that  contrived experiences are the edited version of direct experiences which are use to substitute  for the real thing when it is not practical or not possible to bring in the classroom.

The contrived experiences varied in different types:

• Model  -  reproduction of real thing in a small scale,or large scale,or exact size but made of synthetic materials
• Mock up - an arrangement of real device or associated devises displayed in such a way that representation of reality is created.
• Specimen- any individual or item considered of a group, class or whole
• Objects- may also include artifacts displayed in a museum or objects displayed in exhibits
• Simulation-  a representation of a manageable real event in which the learner is an active participant engaged in learning a behavior or in applying previous skills or knowledge.

Contrived experience is use to overcome limitations of space and time,to edit reality to focus on parts or a process of a system that intent to study, to overcome difficulties of size, to understand the inaccessible and help the learners understand abstraction. The teacher use simulations and games to make their class interactive and to develop the decision-making skills and knowledge construction skills of their  students.

Lesson 7

" Direct, Purposeful Experience and Beyond "

             I have learned that direct, purposeful experiences are the concrete experiences that make up the foundation of our learning.  These are the rich experiences that our senses bring from which we construct ideas, concepts, and generalization give meaning and order to our lives. They are sensory experiences.These direct experiences described  to be purposeful because these are not purely mechanical , not a matter of going through the motion  and merely sensory excitation, rather, they are experiences that are internalized in the sense that these experiences involve asking of question that have significance in the life of the person undergoing the direct experience.Direct purposeful experiences and beyond implies that  these direct experiences must not be end. That we must be brought to a higher plane or level of generalization and abstraction. I have learned that in the teaching -learning process,the teacher should give their students opportunities to learn by doing, let the students make use of real thing as instruction materials. The teacher should guide the students so that they can draw meaning from their firsthand experiences  and elevate their 

level of thinking.

As a student, I can apply my learning by exploring and experiencing everything by myself to heightened my  sensitivity to the world.

Lesson 6

"USING and EVALUATING INSTRUCTIONAL MATERIALS"

                   This lesson is more on how to use and evaluating the instructional materials. It is important to make an education work as a teacher teaching. If you do not know where you are going, you cannot properly choose a way to get that strategy. After being with different instructional materials through Edgar Dale's Cone of Experience, we must learn how to select and use these materials. So, in getting the instructional, let us read and study first on what we have using to preparing the discussion. It is one thing to select a good instructional material, it is another thing to use it well.
                 To ensure effective use of instructional material, Hayden Smith and Thomas Nagel, this people are the authors on Instructional media, advise us to abide by the acronym PPPF .
P-Prepare yourself
P-Prepare your student
P-Present the material
F-Follow up

                   

Lesson 5

"The Cone of Experience"
The figure above shows what students will be able to do at each level of the Cone, or the learning outcomes they will be able to achieve relative to the type of activity they are doing. Examples: reading,hearing,viewing images,etc.
Again, it is important to remember that this doesn't mean reading and listening are not valuable learning, simply that doing that real thing can lead to the retention of the largest amount of information.
It make use of our senses,
It believed that the more senses that are used, the greater our ability to learn from and remember an event or experience.
These are all valuable and important parts of learning a second language and all have a place.