A.

Learning Theories and Principles in:

Dale’s Cone of
Experience
 Matter – the content of
learning
Method – teaching and Milieu – the learning
learning activities environment
The Eight
Material – resources of M’s of Mastery –
internalization of
learning Teaching learning

Motivation – arousing
Media – communication Measurement – evidence
and sustaining interest
system that learning took place
in learning
1. Direct Purposeful Experiences
These are firsthand experiences which serve as the
foundation of learning. In this level, more senses are used in
order to build up the knowledge. Also, in this level, the
learner learned by doing things by him/herself. Learning
happens through actual hands-on experiences. This level explains
and proves one of the principles in the selection and use of
teaching strategies, the more senses that are involved in
learning, the more and the better the learning will be.
2. Contrived Experiences
In this level, representative models that and mock-ups of
reality are being used in order to provide an experience that
as close as reality. This level is very practical, and it makes
learning experience more accessible to the learner. In this
stage, it provides more concrete experiences, even if not as
concrete as direct experiences, that allows visualization
that fosters a better understanding of the concept.
3. Dramatized experiences
In this level, learners can participate in a reconstructed experience
that could give them better understanding of the event or of a
concept. Through dramatized experiences, learners become more familiar
with the concept as they emerge themselves to the situation.
4. Demonstrations
It is a visualize explanation of important fact,
idea, or process using pictures, drawings, film and
other types of media in order to facilitate clear
and effective learning. In this level, things are shown
based on how they are done.
5. The Study Trips
This level extends the learning experience through
excursions and visits on the different places that are not
available inside the classroom. Through this level, the
learning experience will not be limited to the classroom
setting but rather extended in a more complex
environment.
6. Exhibits
These are displays of models such
as pictures, artifacts, and posters,
among others that provide the
message or information.
7. Television and motion pictures
The next levels would be the level of television and motion
pictures and still pictures, recordings, and Radio. Television and
motion pictures, it implies values and messages through
television and films. On the other hand, still pictures,
recordings, and radio are visual and audio devices that can be
used by a group of learners that could enhance and extend the
learning experience
8. Still pictures, Recordings, and Radio
Still are pictures or images. Together in this category are the
audio-recorded materials or information broadcast through the
radio.
9. Visual symbols
These are more abstract representations of the
concept or the information. Presented through a
graph or a chart. For example, a process can be
presented using a flow chart.
10. Verbal symbols
This category appears to be the most abstract
because they may not exactly look like the concept or
object they represent but are symbols, words, codes,
or formulae.
 In addition, Brunner’s three-tired model of learning
points out that every area of knowledge can be presented and
learned in three distinct steps.
1. Enactive – a series of actions
2. Iconic – a series of illustrations
3. Symbolic – a series of symbols
TPACK as a
Framework for
Technology-Driven
Teaching and Learning
What is TPACK
This framework shows the interconnectedness of
content with pedagogical knowledge and the integration
of technology in making teaching more engaging, relevant,
and effective.
Technological, Pedagogical, and Content Knowledge
known as TPACK is a theoretical model describing the
capability of 21st-century teachers.
CK or Content Knowledge
It is the WHAT Understanding of the content such
as language arts, math, science, and history among
others Composed of facts, concepts, theories, or
principles in a given discipline.
PK or Pedagogical Knowledge
It is the HOW The expert’s knowledge in the science
of teaching from educational and learning theories to
individual differences to strategies and techniques as
well as assessment of learning.
PCK or Pedagogical Content Knowledge

The intersection of the pedagogical and content areas of

knowledge This is how much competencies the teachers have
in making the students learn the concepts and skills.
Include knowledge of how to use techniques that can
meaningfully address different learning styles while
supporting content with deeper understanding.
TK or Technological Knowledge
This is the teachers’ knowledge of how to
select, use and integrate these tools in the
teaching and learning context
TCK or Technological-Content Knowledge

An intersection is when technology is used

in a specific subject area to enrich and
deepen students’ understanding of content.
TPK or Technological-Pedagogical Knowledge

Knowing how to select, use or develop technology to

manage student learning.
TPK or Technological-Pedagogical Knowledge

Knowing how to select, use or develop technology

to manage student learning.
 The Diagram shows the interrelationship of the element
of the TPACK. At the center of the framework is the
complex interplay of three primary forms of knowledge.
These forms include Content (CK), Pedagogy (PK), and
Technology (TK). The TPACK framework is more than
just knowledge isolation; it goes further by emphasizing
the kinds of knowledge that lie at the intersections of the
three primary forms. These three primary forms include
Pedagogical Content Knowledge (PCK), Technological
Content Knowledge (TCK), and Technological Pedagogical
Knowledge (TPK).
SAMR
 SAMR is a model designed to help educators infuse technology Into teaching and
learning. Develop by Dr. Ruben Puentedura, the model supports and enables teachers to
design, develop, and infuse digital learning experiences that utilize technology (Nov. 09,
2013)

S-Substitution it is literally using technology as an alternate for the regular

item that is employed in augmenting or assisting instruction.
A-Augmentation There is functional improvement in the use of a technology tool.
M-Modification Technology is used to redesign a lesson. Example: teaching geography using
google applications with panoramio.
R-Redefinition Represents the idea of creating something from a regular item. Technology
allows the creation of new concepts that have not been previously conceptualized.
Transformation of learning.
Figure 3. The SAMR Model

The SAMR Model provides

examples of integrating technology
in some learning areas. Source:
Integrating Technology:
Introduction to SAMR Model
Created by Double Morgan for
Sevier District Canvas Training
(2015)
 Bloom’s Digital Taxonomy
Benjamin Bloom is a known educationist
who provided the cognitive taxonomy which
has greatly been used in education. His
students, Anderson and Krathwohl made
some revisions. This is he Revised Bloom’s
Taxonomy.
Figure 4. A Comparison between the Original and the
Revised Bloom’s Taxonomy
Figure 5. An Infographic that shows the relationship between
SAMR and Bloom’s Revised Taxonomy
Figure 6. iPad Apps Supporting Bloom's Revised Taxonomy
Figure 7. iPadagogy Wheel
The ASSURE
Model
 A well-planned lesson is half of the battle won; the other
half is the delivery of the lesson by the facilitator who has the
pedagogical skills in implementing what has been planned. This
will ensure the achievement of learning outcomes. This will
engage learners to perform the expected standards. That is why, it
is important that before teaching, elements needed to be
incorporated when designing a plan must be plotted well.
 Six Steps of ASSURE Model

The ASSURE Model has six steps, each represented by

a letter in the acronym title, with each step describing a
set of tasks central to the informed selection and use of
educational technology. The ASSURE acronym
stands for these essential components:
Analyze Learners - The first step in the process is to
make the instructor evaluate her learners ‘attributes. Those
learner characteristics that are correlated with the optimal
Learning outcomes should be given priority. The collected
information will help you with the decisions you make on
the other steps in the process. When assess the learners
‘character, will help you in choosing different techniques
and tools to assist the learning process.
State Objectives - The next step in planning is to state the
objectives of the lesson or presentation accurately. Targets
must be specified in terms of what the learner (not the
instructor or presenter) would do as a result of the training
(in behavioral conditions). Your lesson will have two or
three clear targets.
Select Methods, Media, and Materials - In this step, you have
set the starting point (the student‘s current information,
aptitudes, and perspectives) and the consummation point
(objectives) of your instruction. You may choose accessible
materials, change existing materials, or structure new materials
to help achieve the task. You may select a few distinct kinds of
media to use with the unit. Any of the media/innovations
examined in the content will be fitting.
Utilize Media Methods, Media, and Materials – Having
selected the strategy, media and materials is halfway of the
task done. Planning how to implement these entails a lot
of consideration. Bear in mind that learning outcome of
these lessons, the teacher decides which part of the
instructional flow will a particular material or technology
be employed and the manner on how it will be more
effective to achieve the learning outcome.
Require Learner Participation - This step expects you to depict
how you will get every student effectively and exclusively
engaged with the exercise. Students understand best when they
are effectively engaged with the learning experience. Whatever
your teaching approaches, make sure to fuse questions and
replies, conversations, group work, hands-on exercises, and
different methods of getting the students engaged effectively
with the learning of the contents.
Evaluate - The last advance of the ASSURE technique
is to Evaluate Student Performance. Here the assessment
ought to be coordinated to the target. Eventually, this final
stage is the most significant. You should assess the
guidance procedure through, and through utilizing the goals
you made before all else. It is useful to consider your
complaints, the instructional process, the instructional
materials, and the appraisal.