Module 3 (Tech) Fenis, May-Ann L.

FENIS, MAY – ANN L.
BECED 3-A
Self-check
Try to watch the following videos and answer the questions below.
Mathematics major: https://www.youtube.com/watch?v=gvi5ABUzLVs
Social studies major: https://www.youtube.com/watch?v=vjUJNlyX81s
Questions:
1. Find out which guidelines in the selection of instructional materials did he
observe /not observe.
2. In his use of instructional material, write down evidence of:
-preparation of self
 Teacher know the objective of her Lesson.
 She prepared a short performance evaluation.
 She prepared models for the lesson.
 She asked good question to derived to good generalization.
-preparation of students
 Student are given rules and rubrics before the activity

 Teacher moved around the class during the activity
 Positive praises are heard most of the time.
-preparation of material
 Teacher should show how to manipulate models
-follow up
 Teacher maximize the use of the models for the learnings
5minute performance/creation of models and explanation were
given by each child about his/her output.
BECED 3-A
Self-reflect
Connect Gagne’s nine instructional events to the PPPF acronym in this lesson in
relation to the use of instructional materials. Are Smith and Gagne saying similar
things?
I can conclude that Gagne’s instructional event and Smith’s PPPF are
interconnected. If I will be able to categorize Gagne’s events it’ll will also got the
acronym PPPF. An able gaining attention, informing learner’s objectives,
stimulating recall of prior learning can all be attribute to the primary two PPs
( preparing self and preparing student). In the meantime providing learner
guidance, eliciting performance, providing feedback, assess performance and
enhance retention can be charge to preparing materials and follow of Smith’s
PPPF.
FENIS, MAY -ANN L.
BECED 3-A
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?
We must have Field survey courses and practice teaching because by this courses,
we come across the direct, purposeful experience, we apply and test our learning, a
nd it's more or best acquiring than we learned/discussed from our teachers/professo
r. For students, field studies make opportunities for first-hand encounters
that urge vital thinking, longterm retention, transfer potential, determined attitudes
towards science, appreciation for nature, and doubled scientific curiosity thus, whe
n learners 'see it for themselves' their enjoyment and notion is enhanced. Also it ass
ists design subjectspecific and transferable skills, promotes
active learning' and links theory to 'real world' examples in an exceedingly
a 'spiral of learning.
BECED 3-A
2. Present contrived experiences and their various forms by means of a graphic

organizer.
MODELS
MOCK UP
SPECIMENS
CONTRIVED
CONTRIVED
EXPERIENCES
EXPERIENCES
OBJECT
SIMULATION
GAMES
3. Compare a model and a mock up by the use of Venn diagram
MOCK UP
 A full-sized structural model built to

scale chiefly for the study, testing or
display MODEL
 A model, built to scale of a machine,
apparatus or weapon, used in studying  A usually miniature representation of
the construction of, and I testing a new Substitute something, also a pattern of something to
environment, or in teaching personnel to a real be made
how to operate the actual machine,
thing which  A standard or example for imitation,
may or may comparison, emulation.
apparently, or weapon.
not  An image in clay, wax , or the like to be
 Working full skill model of a machine operational
apparatus, for testing and research produce in more durable material.
 A layout of printed matter  A designed intended for Mass production
 Ex: a book , a theater, a design
BECED 3-A
4. Illustrate with examples the five (5) reasons why we make use of models,
mock ups, specimens and objects given above.
1. To overcome limitation of space and time.
Ex: using model of planetarium or solar system, if we try to have a direct

experience with our solar system we cannot bring the student to outer space with a
short period of time.
2. To edit reality for us to be able to focus on parts or process of the system

that we intended to study.
Ex:: using a mock-up of Human digestive systems, that show the process on how
the digestive system work
3. To overcome difficulties.
Ex: simulation of tsunami drill, in times of disaster we need to be prepared and to
know what are the things that we are going to do just in case it happen and apply
what we learn during the actual disaster.
4. To understand inaccessible
Ex: Using specimens of snake, if we try to teach the different types of snakes, to
overcome the unavailability of the actual snake it is good to use the specimens of
different types of snake
5. To help the learner understand abstraction

Ex: playing games like the Pinoy henyo games we can come up with a better
understanding of the lesson we taught that will lead to the higher thinking skills of
students.
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.
Answer: these are the competencies can be thought through direct experience from
k to 12 curriculum guide:
• mensuration and calculation

• use of tools and equipment
• interpretation of plants/drawing
• accusation health and safety in the workplace
• maintenance of tools and equipment
Identify objectives and topics which can be taught with contrived experiences-
models, mock ups, specimens, and objects, simulations and games.
BECED 3-A
Self-reflect
1. Any principle you learned from the Principles of Teaching that connects to
learning by direct experiences?
Answer: one of the Principles of teaching I learned are“ show how things are
done and how educational results are achieved .”
2. Our students are avid users of computer games. Find out how you can use
these computer games in your lessons.
Answer:
We are now living in the 21st century where we can have an easy access to
technology, and these technology has a high demand especially to the student who
has been an avid user of computer games and an future educator I came up with an
idea on how to use computer game in my lesson the first thing I came up with is to
used computer game to develop sportsmanship in my student playing computer
game with the right assistant of the teacher they can learn to play fair in game and
to accept if they loss and to be humble if they win. Also, trough computer games
the student can improves their problem solving skills so as a teacher I must select
games that will make them think and analyze in able for them to boast their
problem solving skills.
FENIS, MAY -ANN L.

BECED 3-A
3. Compare a model and a mock up by the use of Venn diagram

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FENIS, MAY – ANN L.

 Student are given rules and rubrics before the activity

 Teacher should show how to manipulate models

2. Present contrived experiences and their various forms by means of a graphic

3. Compare a model and a mock up by the use of Venn diagram

 A full-sized structural model built to

1. To overcome limitation of space and time.

Ex: using model of planetarium or solar system, if we try to have a direct

2. To edit reality for us to be able to focus on parts or process of the system

5. To help the learner understand abstraction

• mensuration and calculation

FENIS, MAY -ANN L.

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