Monday, December 17, 2012

Lesson:5 A Cone of Experience







The Cone was originally developed by Edgar Dale in 1946 and was intended as a way to describe various learning experiences. The diagram presented , is a modification of Dale’s original Cone; the percentages given relate to how much people remember and is a recent modification. Essentially, the Cone shows the progression of experiences from the most concrete (at the bottom of the cone) to the most abstract (at the top of the cone). It is important to note that Dale never intended the Cone to depict a value judgment of experiences; in other words, his argument was not that more concrete experiences were better than more abstract ones. Dale believed that any and all of the approaches could and should be used, e is a visual model, pictorial device that presents bands


According to Dale’s research, the least effective method at the top, involves learning from information 
presented through verbal symbols, i.e., listening to spoken words.  The most effective methods at the bottom, 
involves direct, purposeful learning experiences, such as hands-on or field experience.  Direct purposeful 
experiences represents reality or the closet things to real, everyday life.   
The cone charts the average retention rate for various methods of teaching.  The further you progress down 
the cone, the greater the learning and the more information is likely to be retained.  It also suggests that when 
choosing an instructional method it is important to remember that involving students in the process strengthens 
knowledge retention.   
It reveals that “action-learning” techniques result in up to 90% retention.  People learn best w


The Cone of Experience is essentially a visual metaphor for the idea that learning activities can be placed in broad categories based on the extent to which they convey the concrete referents of real-life experiences. Although it has sometimes been interpreted as advocating the selection of certain media and methods over others (favoring “realism”), such was not Dale’s stated intent. It has also been interpreted by many as a prescriptive formula for selecting instructional media. Dale’s own explanations are nebulous enough to enable a wide variety of interpretations to find support. Finally, there is the contemporary problem of the conflation of the Cone with the “Socony-Vacuum percentages.” The fact that the Cone has been taken seriously enough to be used in so many ways testifies to the robustness and attractiveness of Dale’s visual metaphor.

We are talking about the abstraction of the idea.

Monday, December 10, 2012

Lesson 4: Systematic approach to Teaching

 SYSTEMATIC  APPROACH TO TEACHING

                       Systematic approach to teaching 

  •  Systematic Approach to Teaching( Systematized Instruction) The focus of the instructional study is the students. It tells about the systematic approach to teaching in which the focus in the teaching is the students. At this point in teaching should be systematized the planning of instructional objective on approach in teaching .instructional objective should be the one most to be considered teaching career as very important to present into the student in teaching. so that the student has an interest to learn by the giving instructional objective they presented on the class...and also it must be creative so that the students can attentively to listen on the class

The systematic approach to teaching provides a method for the functional organization and development of instruction. This method applies to preparation of materials for classroom use, as well as for print and non-print media. Inputs to the systems approach include well defined objectives, analysis of the intended audience, special criteria desired by the customer, analysis and use of existing resources, and a team of instructional system specialists, subject matter experts, writers, and visual specialists. Outputs are functional relations trees, functional block diagrams, a teaching sequence chart, and frames (a combination of words and visuals on a specific topic from the teaching sequence chart). The three step production flow consists of content requirements, content development, and use. Material is divided into levels of detail, so that the student studies only until he has reached the level he needs. At each level of detail, the material is treated as a whole, then in its parts, and finally recombined into a functional whole. Visuals illustrating the concepts are included. 

Monday, December 3, 2012

Lesson 3: The Roles of Educational Technology in Learning


 

                             

                         '' technology makes the world    a new place''

Technology can play a traditional role as delivery vehicles for instructional lessons or in a constructivist way as partners in the learning process. The learners learn from the technology and the technology serves as a teacher. Technology serves as a medium in representing that the learners knows & what he/she learning.Technology serves as source and presenter of knowledge. It is assumed that knowledge is embedded in the technology. 
               From the traditional point of view, technology serves as source of presenter of knowledge.

         The roles of technologyThe following are :
  1. Technology as tools to support knowledge construction
      For representing learner's ideas understanding a belief.
      For producing organized, multimedia knowledge bases for learners.
  
  2. Technology as information vehicles for exploring knowledge to support learning by constructing. 
      For supporting discourse among knowledge building communities.