DIRECT PURPOSEFUL EXPERIENCES

TEACHING WITH CONTRIVED EXPERIENCES

I. Take-off/ Motivation

1. Read the following testimonies, then answer the questions below.

"The meanings of negative discrimination index and positive discrimination index became
crystal clear to me only when we did an item analysis of our test items."- Grade VI teacher
My husband and children used to do computer job for me which made me totally dependent on them.
The problem was they were not always around to help me with my reports, lecture notes, etc. To
redeem myself from my helplessness, I forced myself to learn, first of all encoding, then sending e-
mail and surfing the Internet. What encouraged me was my five-year old granddaughter who could do
what I was not capable of doing. Now I feel liberated. I can encode and print my lectures, send emails,
surf the Internet, and do PowerPoint lecture presentation, even when no one is around to help only
after 1 had to do these things myself. - Graduate School Professor
My boss assigned me to put the transparencies on the plate of the overhead projector while he
delivered his lecture on stage. It turned out that the first transparency was not positioned upright for
the audience. I repositioned the transparency but it was still inverted. I felt nervous and the woman in
the audience who was seated nearby came to my rescue. I have never forgotten that experience but
having been assigned the task repeatedly, I can say I am now expert at the ОНР. - Secretary to the
Dean
"It was only when I went to the Manila zoo that I learned that a giraffe is that tall and an
elephant is that big." Grade 4 pupil
Discussion Questions:
1. Do you have a similar experience? Share.

2. Think of a skill you have. How did you acquire it?

3. Think of a concept. How did you learn it?

4. How did the four narrators learn their respective skills/ concept? Analyze.

Take Action

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?
Field Study Courses and Practice Teaching provide students with first-hand experiences that
promote critical thinking, long-term retention, transfer potential, favorable attitudes toward
science, respect for nature, and enhanced scientific curiosity. When students are active
participants in the design of the field study as well as the activity itself, their cognitive growth
and motivation are boosted. We need Field Study Courses and Practice Teaching because
these courses provide us with direct, meaningful experience, allow us to apply and assess our
learning, and provide more or better learning than what we learned/discussed from our
teachers/professors.
2. Present contrived experiences and their various forms by means of a graphic organizer.
3. Compare a model and a mock up by the use of Venn diagram

MODELS MOCK UPS

-REPRODUCTION OF A REAL THING -ARRANGEMENT OF A REAL DEVICE
IN A SMALL OR LARGE SCALE ON OR ASSOCIATED DEVICES.
EXACT SIZE BUT MADE OF CONTRIVED
SYNTHETIC MATERIALS EXPERIENCE -REPRESENTATION OF A REAL
THING.
-SUBSTITUTE FOR A REAL THING
WHICH MAY OR MAY NOT BE -SIGNIFIED IN ORDER TO EMPHASIZE
OPERATIONAL. CERTAIN FEATURES.
-SYMBOL -PROCESS
4. Illustrate with examples the five (5) reasons why we make use of models, mock ups,
specimens and objects given above.

Overcome limitations of space and time.
The Philippine National Animal is
depicted in this image. As a teacher, it is
critical for their students to understand the
structures or appearance of this animal. I
won't be able to put this inside a classroom
or catch it because it's too heavy, and it'll
take me all day to go to school. So, in
order to have a more in-depth and clear
discussion, I'd better snap a photo and
display it to the class. Furthermore, a large
Carabao necessitates a large place in order to be safe and harmless to the
students.

 To edit reality so that we may focus on

specific aspects or processes of a system
that we plan to examine.
This highlights the inside component of the
human respiratory system. It is nearly hard
to have this form of representation since
having an actual model is inconvenient for
both students and professors. We can
describe it extremely effectively using
illustrations in a detailed manner.

 To overcome size constraints.

The giraffe is, without a doubt, one of the
world's biggest mammals. Everyone, even a
curious student, wanted to see how
different it is from other animals.

 To comprehend the lack of

access
Through the use of visual
representation, the lack of
access of the solar system is
made even more evident and
effectively addressed.
  Assist students in comprehending abstractions.
It is quite difficult to represent the solar system and
other elements of distant space.

Self-check

Go over the K to 12 Curriculum Guide. Find out which competencies can be best taught through (1)
direct experiences; (2) Identify objectives and topics which can be taught with contrived experiences-
models, mock ups, specimens, and objects, simulations and games.
Content Content Standards Performance Performance
Standards Standards

Parts and
Functions  demonstrates  employs  differentiates
Levels of understanding appropriate organ systems,
organization of the different techniques organs, tissues,
Microscopy levels of using cells from each
Animal and plant organization standard other
cells  demonstrates tools or  identifies parts
Microorganisms: understanding equipment of the
Fungi, Protists, that aside to gather microscope and
and Bacteria from plants data about their functions
and animals, very small  differentiates
there are objects plant and
other much animal cells
smaller  recognizes according to
organisms that many presence or
that can only organisms, absence of
be seen including certain
through the humans, organelles
microscope; have organ
many of which systems  describes the
consist of only that work structures of
one cell together to microorganisms
carry out using a
essential microscope
processes  identifies
of the body beneficial and
harmful
 engages in microorganisms
activities  explains why
that the cell is
promote considered the
proper basic structural
nutrition and and functional
healthful unit of all
habits to organisms
maintain
 proper
functioning
of the organ
systems

Interactions
Components of  demonstrates initiates and/or  identifies which
an ecosystem: understanding participates in of the things
biotic and abiotic that activities that found in the
organisms protect and environment
Ecological interact with preserve are biotic or
relationships each other ecosystems in the abiotic
- Producers and and with their locality  describes the
consumers environment different
- Symbiotic to survive ecological
relationships: relationships
parasitism, found in an
mutualism 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

Self-reflect

1. Any principle you learned from the Principles of Teaching that connects to learning by direct
experiences?
Our lack of comprehension is frequently caused by a lack of attention. Our inability to pay
attention is frequently the result of a failure to employ our senses. Associate this with
personal sensory experience.
2. Our students are avid users of computer games. Find out how you can use these computer
games in your lessons.
Gamified learning is the use of computer games for classroom instruction. Some
believe that the future of classroom instruction will be digital, with students scarcely
noticing they are learning. Some argue that computer games and classroom learning
are incompatible since computer games are viewed as a distraction, which is accurate.
There are several computer games that are both entertaining and informative. When
utilized appropriately in the classroom, these instructional video games may actually
help students learn. Games teach us everything from strategy to reasoning and
collaboration, as well as making us competitive. Some video games are connected to
Science, Technology, Engineering, and Mathematics, and they may help us stay
involved and learn more about STEM. We live in an age of advanced technology, and
we should use it in our daily lives, such as for educational purposes. Students are
exhausted from performing academics and want a break. Computer games should not
take over the classroom, but a pleasant alternative is a terrific idea every now and
again. Computer games can also help you develop your patience and decision-making
skills. Some computer games are quite tough and can provide students with a variety
of experiences; for example, harder games need patience, whilst easy games are
played for relaxation and enjoyment.