Dinaga Stephen L.

BSED 3-8
Module 2
Activity 1. IDENTIFICATION
Directions: Identify which band of experience under Dale’s Cone of Experience (direct
purposeful experiences, contrived experiences, dramatized experiences,
demonstrations, study trips, exhibits , educational television, motion pictures,
recordings, radio, still pictures , visual symbols, & verbal symbols) correspond to the
following activities below. Write your answer on the space beside the number.

1. Students were tasked to present either a pantomime, tableau, or chorale in one of the
literary works during the Renaissance Era.
 Dramatized experience
2. An Anatomy teacher uses a 3D Skeleton in teaching the topic, “Human Body:
Skeletal System”.
 Demonstration
3. Students in TLE were paired to take turns in measuring the chest, arm hole & bodice
length of their partner.
 Direct Purposeful Experience
4. A Literature teacher uses a Venn diagram to compare and contrast between the
version of Walt Disney and Grimm Brother’s The Little Mermaid
 Visual Symbol
5. A History teacher uses a quick slideshow of the Philippine presidents and their major
contribution to the country.
 Television and motion pictures
6. Students were tasked to showcase their scientific inventions for the Science Month
celebration.
 Contrived Experience
7. In a Foreign Language class, students were instructed to listen to a voice memo and
asked them to repeat the spoken content with the same accuracy
 Direct Purposeful Experience
8. For two days, the students immersed in the rich and historical places in Cebu such as
the Mactan Shrine and Magellan’s Cross.
 Study Trip
9. IPA stands for International Phonetic Alphabet
 Verbal Symbol
10. With the short attention span of the students, Teacher Nora opted for the film
adaptation of “Jose Rizal” which featured Cezar Montano as the titular figure.
 Television and motion pictures

Directions: Answer the following questions. Write your answer in the box provided
below. You may add additional sheets if necessary.
1. How does the dictum in philosophy “there is nothing in the mind that was not first in
some way through the senses” relate to what you learned from the Cone of Experience?
Write your answer in the box provided below
 Just like in direct purposeful experience it is a theory about how we think and the
idea is that we can’t really think about things unless we know about them in some
way, specially experiencing them through our sense.
2. Alfred North Whitehead said: “In the Garden of Eden, Adam saw the animals before
he named them. In the traditional system, children name the animals before they see
them.” How would you relate this remark to the Cone of Experience?
 They give names to the animals before they see them is an example of direct
purposeful experience because its involve sense. They gain knowledge on how
they came up names when they see animals.
3. When Dale formulated the Cone of Experience, computers were not yet part
educational or home settings so they are not part of the original Cone. The computer
technology actively engages the learner, who uses seeing, hearing and physical activity
at the keyboard as well as range mental skills. Where will the computer be on the
Cone?
 In my opinion the computer can be in the direct purposeful experience because
involve using sense and it can access in any kind of information which is helpful
to the students.
Topic 2
Activity 1. Definition of Terms
Directions: Based on what you have learned above, complete the definition of
Technological Pedagogical Content Knowledge (TPACK).
TPACK DEFINITION
Technology Knowledge This describe teacher’s knowledge of and ability to use
(TK) various technologies, technology tools and associated
resources.
Pedagogical Knowledge Is the teacher’s deep knowledge about the process and
(PK) practices or methods of teaching and learning
Content Knowledge (CK) Is the teacher’s knowledge about the subject matter to be
learned or taught?
Technology Pedagogical is an understanding of how teaching and learning can
Knowledge (TPK) change when particular technologies are used in
particular ways
Technology Content This describe teacher’s understanding of how technology
Knowledge (TCK) and content can both influence and push against each
other.
Pedagogical Content PCK is the notion of the transformation of the subject
Knowledge (PCK) matter for teaching. This transformation occurs as the
teacher interprets the subject matter, finds multiple ways
to represent it, and adapts and tailors the instructional
materials to alternative conceptions and students’ prior
knowledge.

Activity 2. Identification
Directions: As a teacher, which form of knowledge (TK, PK, CK, TPK, TCK, & PCK) were
considered in the following statements. Write your answer in the space provided.
1. What are you teaching and what is your own knowledge of the subject? For this lesson, you’ll need a
solid understanding of cell anatomy and processes.

 PCK
2. What digital tools are available to you, which do you know well enough to use, and which would be
most appropriate for the lesson at hand? For this lesson, students will need to label a diagram and present,
so the ability to fill in blanks with an answer key, find images from the internet, create slides, etc. are
important.

 TK

3. Knowing how the digital tools available to you can enhance or transform the content, how it’s
delivered to students, and how your students can interact with it.
  TPK
4. How do your students learn best and what instructional strategies do you need to meet their needs and
the requirements of the lesson plan? In this case, you'll need to understand best practices for teaching
middle school science and small group collaboration.

 CK
5. Understanding how to use your digital tools as a vehicle to the learning outcomes and experiences you
want.

 TCK
6. Understanding the best practices for teaching specific content to your specific students.

 PK

Activity 1. Define the ASSURE Model by assigning meaning on the following letters that it stands for.

Analyze learners: prerequisite skills or knowledge; learning styles, and motivations

State objectives: A (Audience) B (Behavior) C (Condition) D (Degree) format

Select, modify, or design methods, media and materials

Utilize methods, media and materials

Require learner participation

Evaluate and revise

Assure Model Lesson Plan

Subject: Integrated Science

Topic: Symbiosis

Grade level: Grade 9

Duration: 30 minutes

Analyze the Learner

20 Students

15 Females, 5 males

Age Range: 15-17

Learning Style: 50% are linguistic, 50% auditory, 50% visual, 25% kinesthetic learners,
25% visual spatial learners.

State Objective

1. After viewing a digital story,

 Define symbiosis
 Students will list the three type of symbiosis relationship

2. After viewing an interactive power point, student will:

 Explain the three types of symbiotic relationships:

 Give at least two example of the three symbiotic relationships.

Select Media, Materials and Methods

Here are the list of all media, materials and methods to be utilized in the lesson.

Media

Interactive power point, Digital story, Video, 20 Computers, Internet, Speakers,

Smart boards.

Methods

Discussion, Question, Cooperative learning, Lecture

Utilized Media, Materials and Methods

 Smart board will be used to project the power point, video and digital story.
 Computer will be attach to the smart board to show the power point, digital story.
The computer will also allow the students to complete the online quiz after the
presentation.
 Speakers will allow the students to hear the audio from the video and the digital
story

Preview the Materials

The teacher will ensure that the speakers are working as well. The teacher will
test the computer so as to ensure their compatibility

Prepare the Materials

The teacher will setup the computer before the class

Prepare the Environment

The setting will be arranged so that all students will have a clear view of the
projection. The speaker will be place in an area where all the students will be able to
hear the audio from the digital story clearly.

Require Learner Participation

Introduction

1. The Students will view a digital story on the three symbiotic relationships after
which a brief discussion will ensure.

2. The students will then view an interactive power point on the three types of
Symbiotic relationships.

3. After the presentation, the students will complete an online worksheet.

Student Performance

The students will be assessed based on the online quiz that they will complete.