CHAPTER 15: PROJECT-BASED LEARNING AND MULTIMEDIA: WHAT IS IT?

REFLECTION:
  Project based multimedia learning is a great way to help students be more creative in terms of using technologies. It can also help prepare the students for future works. By using it, they do not only learn how to use the technologies but they also have a product in the end which they can be proud of. It also encourage cooperation and unity with others in order to make an end product that’s far lot better than a product made alone. However, teachers should be careful with using the technology since their is a possibility that it may deviate from the goals they were supposed to be achieving.

CHAPTER 14: MAXIMIZING THE USE OF THE OVERHEAD PROJECTOR AND THE CHALKBOARD

REFLECTION:
        Although chalkboard and overhead projectors are very different from each other, it does not make one of them inferior. Each will standout if used appropriately. In using chalkboard, it is the most common instructional equipment found in the classroom. Teachers used it especially in teaching mathematical problems. Overhead projector is also a versatile equipment. It can make pictures be visible as necessary. It is also easy to use since the teacher can manipulate it directly, even if they are close or far from it.

CHAPTER 13: TEACHING WITH VISUAL SYMBOLS

REFLECTION:
Using visual symbols can be more understandable than mere words. In using it in the classroom, we can use different types of visual symbols which usually aid in motivating our students. It can also be used to simplify explanations of certain connections between similar of dissimilar things. For example, using comics, we can encourage critical thinking and symbolism from the students if we put less captions. This is because the students can understand and interpret what they have saw than what they have heard or read. 

CHAPTER 12: THE POWER OF FILM, VIDEO AND TV IN THE CLASSROOM

REFLECTION:

Using films, videos, and tv has a lot of benefits. It does not only spark an interest from the students to listen, but it can also be enjoyable. One can have the privilege to see things which cannot be seen in the mere eyes. Example, you can see the actual environment under the sea on TV. We can also see what was happening all around the world even if we are just at home. However, indulging yourself so much in these technologies can have bad effects. It encourage passivity, can damage your eyes, and children can pick up violent ideas and deeds.

CHAPTER 11: MAKING THE MOST OF COMMUNITY RESOURCES AND FIELD TRIPS

REFLECTION:

Field trip can be of great help for the students. By conducting a field trip, the teacher is helping the students gain possible insights and interest about something. It can help the students acquire new knowledge which are lasting, since it came from actual experiences. Field trips are not only beneficial for students or children, it is also beneficial for adults.

          However, field trips also have disadvantages. First, conducting a field trip requires money. In addition to that, when it is not well planned, there can be some mistakes that may come up. Thus, it is essential to plan the trip meticulously. 

CHAPTER 10: DEMONSTRATION IN TEACHING

In teaching, demonstration is defined as showing how a thing is done and emphasizing the salient merits, utility and efficiency of a concept, method or processes or an attitude.

Demonstration is done to clearly show (Wikipedia). It becomes more effective when accompanied with verbalization. For example, in a half demonstration half lecture, an explanation accompanies the actions performed.

Three guiding principles must be observed in using demonstration as a teaching-learning experience:

  

•   Establish Rapport- greet your audience. Make them feel at ease by your warmth and sincerity. Stimulate interest by making your demonstration and your self-interest. Sustain their attention.

• Avoid COIK Fallacy- it is the assumption that what is also clearly known to the expert demonstrator is also clearly known to the person for whom the message is intended.

• Watch For Key Points- the good demonstrator recognizes possible stumbling blocks to learners and highlights them in some way. What are usually highlighted are the “don’t’s” of a process or a strategy.

In using demonstration in teaching, it is important for the demonstrator to observe the guiding principles since it is the key to a successful performance. The demonstrator should radiate a positive aura to the listeners in order for them to feel at ease. The demonstrator should also consider the level of understanding of the learners in order for him/her to prevent assuming the listeners understood what they are saying and doing. Lastly, a demonstrator knows how to highlight important details in the demonstration process.

CHAPTER 9: TEACHING WITH DRAMATIZED EXPERIENCES

These are experiences where the learner can participate in a reconstructed experience, even though the original event is far from us in time. The students immerse themselves in “as if” situations.

A dramatic entrance is one that catches the attention of the audience and has an emotional impact. A dramatic teaching touches the students’ hearts and stirs their brains, making them interested. Thus, they will listen and the event will become unforgettable for them.

Dramatized experience can range from the formal plays, pageants to les formal tableau, pantomime, puppets and role-playing.

Formal plays- Depict life, character, or culture or a combination of all three. They offer excellent opportunities to poverty vividly important ideas about life.

Pageants- Usually community dramas that are based on local history, presented by local actors. An example is a historical pageant that traces the growth of a school.

Tableau- A picture like scene composed of people against a background. Often used to celebrate Independence Day, Christmas, and United Nations Day.

Pantomime- Art of conveying a story through bodily movements only. Its effects on the audience depends on the movements of the actors.

Puppets

• Types of puppets

Shadow puppets- flat black silhouette made from lightweight cardboard and shown behind a screen.

Rod puppets- flat cut out figures tacked to a stick, with one or more movable parts, and operated from below the stage level by wire rods or slender sticks.

Hand puppets- the puppet’s head is operated by the forefinger of the puppeteer, the little finger and thumb being used to animate the puppet.

Glove and Finger puppets- make use of old gloves to which small costumed figures are attached

Marionettes- flexible, jointed puppets operated by strings or wires attached to a cross bar and maneuvered from directly above the stage.

Role playing- Is an unrehearsed, unprepared and spontaneous dramatization of a “let’s pretend” situation where assigned participants are absorbed by their own roles in the situation described by the teachers. It can be done by describing a situation which would create different viewpoints on an issue and then asking the students to play the roles of the individuals involved. 

                We learn things easily with dramatized experiences because it awakens our feelings. Dramatized experiences can also cater the multiple intelligence if the students, but we cannot use this experience all the time since it will bore out the students and there are certain subjects which makes dramas inappropriate (ex. Math). Therefore, we should know when or where to use dramatized experiences.