LESSON 6 USING AND EVALUATING INSTRUCTIONAL MATERIALS
APPLICATION
1. Observe your instructor/professor as he teaches the class.
Find out which guidelines in the selection of instructional materials did he observe? Not observe?
In his use of instructional material, write down evidence of: * Preparation of self – she is well-prepared to report/discuss/teach her lesson with instructional materials including book, outline of her report/lesson, creative visual aide and herself as an educational technology. * Preparation of students – warming up us by reviewing our last lesson that we tackle, ask questions and ask again what we learn on our last lesson. * Preparation of material – well-prepared and very creative materials and also very informational. * Follow up – she gives us an activity by pair to evaluate our learning in the lesson she taught to us if we understand it.

2. Accomplish this Learning Log

What I learned? (Deposit) | How I apply what I learned (Dividend) | * I learned how to use instructional material using PPPF (prepare yourself, prepare your students, present the materials, follow up) | * Using the PPPF, the lesson I must teach should be productive and informative. I learned also how to choose/select the right material for my upcoming lesson/report. |

LESSON 7 DIRECT, PURPOSEFUL EXPERIENCES AND BEYOND
APPLICATION

1. Apply the concept of direct experiences to the college courses you have taken. Why do you have Field Study Courses and Practice Teaching? If yes, what are they?

* We must have Field Study Courses and Practice Teaching because by this courses, we encounter the direct, purposeful experience, we really apply and test our learning, and it is more or best learning than we learned/discussed from our teachers/professors.

2. Go over the K to 12 Curriculum Guide. Find out which competencies can be taught through direct experience.

* These are the competencies can be taught through direct experience from K to 12 curriculum guide:

* measuration and calculation * use of tools and equipment * interpretation of plans/drawing * occupational health and safety in the workplace * maintenance of tools and equipment

LESSON 8 TEACHING WITH CONTRIVED EXPERIENCES
APPLICATION
1. Present contrived experiences and their various forms by means of a graphic organizer.

2. Compare a model and a mock up by the use of a Venn diagram.

3. Illustrate with examples the five (5) reasons why we make use of models, mock ups, specimens, and objects given above.

4. Go over the K to 12 Curriculum Guide. Identify objectives and topics which can be taught with contrived experiences – models, mock ups, specimens and objects, simulation and games. Content | Content Standards | Performance Standards | Performance Standards | Parts and Functions  Levels of organization  Microscopy  Animal and plant cells  Microorganisms: Fungi, Protists, and Bacteria |  demonstrates understanding of the different levels of organization  demonstrates understanding that aside from plants and animals, there are other much smaller organisms that can only be seen through the microscope; many of which consist of only one cell |  employs appropriate techniques using standard tools or equipment to gather data about very small objects  recognizes that many organisms, including humans, have organ systems that work together to carry out essential processes of the body  engages in activities that promote proper nutrition and healthful habits to maintain proper functioning of the organ systems |  differentiates organ systems, organs, tissues, cells from each other  identifies parts of the microscope and their functions  differentiates plant and animal cells according to presence or absence of certain organelles  describes the structures of microorganisms using a microscope  identifies beneficial and harmful microorganisms  explains why the cell is considered the basic structural and functional unit of all organisms | Interactions  Components of an ecosystem: biotic and abiotic  Ecological relationships - Producers and consumers - Symbiotic relationships: parasitism, mutualism |  demonstrates understanding that organisms interact with each other and with their environment to survive |  initiates and/or participates in activities that protect and preserve ecosystems in the locality |  identifies which of the things found in the environment are biotic or abiotic  describes the different ecological relationships found in an ecosystem  describes how energy is transformed through the feeding relationships  predicts the effect of changes in one population on other populations in the ecosystem  predicts the effect of changes in abiotic factors on the ecosystem |

LESSON 9 TEACHING WITH DRAMATIZED EXPERIENCES
APPLICATION
1. So that the pantomime and tableau will not be merely visual presentations, what can you add to enhance them?

* It must be added with verbal communication so that it will understand well by students/audiences but if we add verbal communication to enhance them, it is not a pantomime and tableau anymore.

2. Go over the K to 12 Curriculum Guide. Identify competencies with which you can use:

* Tableau - occupational health and safety in the workplace competency

* Pantomime - occupational health and safety in the workplace competency

* Puppets * use of tools and equipment competency * interpretation of plans/drawing competency

* Role-playing * use of tools and equipment competency * interpretation of plans/drawing competency

LESSON 10 DEMONSTRATIONS IN TEACHING
APPLICATION

1. “Less is more.” If you have too many steps to include in demonstration, what should you do?

* If I have too many steps to include in demonstration, I will summarize it and make it simple so that students/audiences will understand what I demonstrate to them.

2. 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?

* It is better to postpone questions till the end of demo to avoid disruption or possible digression. The person who demonstrates will confuse on how her/his demo will be step by step in order because asking questions make him destructed.

3. Is it sufficient to look for puzzled faces in your audience to find out if your demonstration is clear?

* It is not sufficient to look for puzzled faces in your audience to find out if your demonstration is clear because what is clear to you might not clear to them about the demo. You must ask or individually demo it to them if they really understand it and it is clear to them the process.

4. Brown (1969) cites guide questions that can help us conduct effective demonstrations. Find out if all these are covered in the steps given by Dale (1969) in the ABSTRACTION phase of this Lesson.

1) Can students see and hear? * This question is similar to Dale’s guiding question to evaluate the classroom demonstrations “Could every person see and hear?”

2) Do you use chalkboard outlines or drawings? * Summarize as you go along and provide a concluding summary. It is also similar to Dale’s guiding question to evaluate the classroom demonstration under “Did you follow the step-by-step plan?” 3) Do you define unfamiliar terms, parts or processes? * There is no similar phrase on Dale’s steps and Dale’s guiding question to evaluate the classroom demonstration.

4) Do you note signs of confusion, disbelief, inattention? * Check to see that your demonstration is being understood.

5) Do you use “good showmanship? * Set the tone of good communication.

6) Do you intersperse film, transparency or other appropriate audio-visual materials? * Summarize as you go along and provide a concluding summary. It is also similar to Dale’s guiding question to evaluate the classroom demonstration under “Did you follow the step-by-step plan?”

7) Do you move at the right pace? * This guide question has no similarities on Dale (1969) steps. Dale steps are too general.

8) Do you invite participation as appropriate? * This question is similar to Dale’s guiding question to evaluate the classroom demonstrations “Did your students participate in what you were doing by asking thoughtful questions at the appropriate time?”

5. Evaluate the evaluation questions for demonstration. Can you add or delete or merge some items? Improve on them. * For me, the evaluation questions of Dale for demonstration are right but in addition, it must be added with “Do you define unfamiliar terms, parts or processes?” and “Do you move at the right pace?” to emphasize more the best, good and better demo next time you demonstrate other topics.

6. Why is demonstration called audiovisual explanation? * Demonstration is called audiovisual explanation because it is both use audio or verbal and visual presentation. It is not enough that the teacher talks. To be effective, his/her demonstration must be accompanied by some visuals.

7. Go over the K to 12 Curriculum Guide. Find out which objectives and competencies lend themselves to the demonstration method.

GRADE 7- Force, Motion and Energy THIRD QUARTER/ THIRD GRADING PERIOD | Content | Content Standards | Performance Standards | Learning Competencies | Sound  Characteristics of sound |  demonstrates understanding of the characteristics of sound such as pitch and loudness |  recognizes the use of indigenous materials in creating melodious music. |  uses the concepts of wavelength, velocity, and amplitude to describe characteristics of sound such as pitch, loudness and quality.  demonstrates changes in pitch and loudness using real or improvised musical instrument through fair testing.  explains sound production in the human voice box and how pitch, loudness and quality of sound vary from one person to another.  describes how organisms produce, transmit and receive sound of various frequencies (infrasonic, audible and ultrasonic sound).  creates harmonious music using indigenous products. |