CHAPTER VI: USING AND EVALUATING INSTRUCTIONAL MATERIALS
"You should have a good idea of you 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."
This only means that we need to be prepared all the time. Espacially, in this field of teaching. We must be prepared enough to teach our students so that, it wouldn't be that hard for them to understand the topic. O contrary, you students would also impart knowledge and ideas to other people, and they can only do that EFFECTIVELY if they have understand you topic or discussion properly.
Miyerkules, Oktubre 5, 2016
CHAPTER V: CONE OF EXPERIENCE
The cone of experience is a visual model, a pictorial device that presents bands of experience arranged according to degree of abstraction and not degree of difficulty. The different kinds of sensory aid often overlap and sometimes blend into one another. Motion pictures can be sometimes blend into one another. Motion pictures can be combine into sight or sound. students may merely view a demonstration or they may view it, then participate. As a visible leader in audiovisual education, Dale and his work had a great deal of authority within the field. The Cone may be regarded as the earliest highly influential conceptual schema in the field. The Cone of Experience was historically important in its attempt to connect psychological/instructional theory and communications media. While the direct to vicarious and purely symbolic experience continuum is still valid, the cone is dated in its description of media. The cone was introduced in a different time period when there were fewer theories and those that existed were used more uniformly. Today, there is no widely accepted theory which follows in the tradition of the Cone of Experience, and the result is a gap in instructional design theory. New directions in theory worth pursuing in order to close the gap include: more specialized models; new ways to test models; models which combine design, development, and evaluation; and message design theory which relates types of learning and other variables.
The cone of experience is a visual model, a pictorial device that presents bands of experience arranged according to degree of abstraction and not degree of difficulty. The different kinds of sensory aid often overlap and sometimes blend into one another. Motion pictures can be sometimes blend into one another. Motion pictures can be combine into sight or sound. students may merely view a demonstration or they may view it, then participate. As a visible leader in audiovisual education, Dale and his work had a great deal of authority within the field. The Cone may be regarded as the earliest highly influential conceptual schema in the field. The Cone of Experience was historically important in its attempt to connect psychological/instructional theory and communications media. While the direct to vicarious and purely symbolic experience continuum is still valid, the cone is dated in its description of media. The cone was introduced in a different time period when there were fewer theories and those that existed were used more uniformly. Today, there is no widely accepted theory which follows in the tradition of the Cone of Experience, and the result is a gap in instructional design theory. New directions in theory worth pursuing in order to close the gap include: more specialized models; new ways to test models; models which combine design, development, and evaluation; and message design theory which relates types of learning and other variables.
CHAPTER IV: SYSTEMATIC APPROACH IN TEACHING
As a teacher, you must consider your students. The focus of systematic instructional planning is the student. In addition, instruction begins with the definition of instructional objectives that consider that students' needs, interests and readiness. A systematic approach to second language curriculum development is outlined, enumerating the phases and activities involved in developing and implementing a sound and effective language program. The first chapter describes a system whereby all language teaching activities can be classified into approaches, syllabuses, techniques, exercises, or packaged pedagogies. Needs assessment is described and different approaches are surveyed in the second chapter, and effective techniques for developing program goals and objectives are examined in chapter three. The fourth chapter explains the role of testing in language teaching and the uses of different kinds of tests in decision-making and curriculum development, and provides testing guidelines. Strategies for using needs assessment data, instructional objectives, and testing information to develop appropriate instructional materials are outlined in chapter five, and attention is turned to the support of teachers in chapter six. The final chapter addresses program evaluation.
As a teacher, you must consider your students. The focus of systematic instructional planning is the student. In addition, instruction begins with the definition of instructional objectives that consider that students' needs, interests and readiness. A systematic approach to second language curriculum development is outlined, enumerating the phases and activities involved in developing and implementing a sound and effective language program. The first chapter describes a system whereby all language teaching activities can be classified into approaches, syllabuses, techniques, exercises, or packaged pedagogies. Needs assessment is described and different approaches are surveyed in the second chapter, and effective techniques for developing program goals and objectives are examined in chapter three. The fourth chapter explains the role of testing in language teaching and the uses of different kinds of tests in decision-making and curriculum development, and provides testing guidelines. Strategies for using needs assessment data, instructional objectives, and testing information to develop appropriate instructional materials are outlined in chapter five, and attention is turned to the support of teachers in chapter six. The final chapter addresses program evaluation.
CHAPTER III: THE ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING
"Technology makes the world a new place." Technology can play a traditional role as a delivery vehicles fr instructional lessons. In addition, it can also play in a constructivist way, wherein, the technology serves as the partners in the learning process. in the traditional way, the learner learns from the technology and the technology serves as the teacher. On contrary, in the constructivist way, technology helps the learner build more meaningful personal interpretation of his\her world.
"Technology makes the world a new place." Technology can play a traditional role as a delivery vehicles fr instructional lessons. In addition, it can also play in a constructivist way, wherein, the technology serves as the partners in the learning process. in the traditional way, the learner learns from the technology and the technology serves as the teacher. On contrary, in the constructivist way, technology helps the learner build more meaningful personal interpretation of his\her world.
Chapter II: technology boon or bane?
technology is a blessing to man. through technology we can do a lot of things which we could not do then. With your cellphones and webcams, you will be closer to someone miles and miles away. So far yet so close! Many human lives were saved because of speedy notifications via cellphones. With your tv, you can watch events as they happen all over. However, when not used properly, technology becomes a detriment to learning and development. It can destroy the attention of the students. The abuse and misuse of the internet will have for reaching unfavorable effects on his moral life. Furthermore, the teacher should take technology as partners and not as replacement.
technology is a blessing to man. through technology we can do a lot of things which we could not do then. With your cellphones and webcams, you will be closer to someone miles and miles away. So far yet so close! Many human lives were saved because of speedy notifications via cellphones. With your tv, you can watch events as they happen all over. However, when not used properly, technology becomes a detriment to learning and development. It can destroy the attention of the students. The abuse and misuse of the internet will have for reaching unfavorable effects on his moral life. Furthermore, the teacher should take technology as partners and not as replacement.
Mag-subscribe sa:
Mga Post (Atom)