Module 3 Educ 301 – Technology for Teaching and Learning I

TLEd 202
(Introduction to Industrial
Arts Part 2)
(Masonry-PQF-L5)

BETHANY I. MUÑEZ, LPT

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Module 3 Educ 301 – Technology for Teaching and Learning I

DISCLAIMER
The content of this learning module is meant for supplement and not to replace books.
Further, information found here are compiled by the author and the original author and
websites are being recognized.

COURSE OVERVIEW
Course No. Educ 301
Course Code TLE-3-A-1; TLE-3-D-1
Descriptive Title Technology for Teaching and Learning I
Credit Units 3 units
School Year/Term 1st Semester; S.Y. 2021-2022
Mode of Delivery Modular / Online Learning
Name of Instructor Bethany I. Muñez, LPT
Course Description This is an introductory course that explores basic
knowledge, skills and values in the use of technology for
teaching and learning. It includes ICT policies and safety
issues, media and technology in various content areas,
learning theories and principles in the use and design of
learning lessons, teaching-learning experiences and
assessment tasks that utilize appropriate traditional and
innovative technologies with social, ethical and legal
responsibility in the use of technology tools and
resources.
Course Outcomes At the end of the course, the learners should have:
1. Identified the role of educational technology in
producing quality education (BTI 2.5.1);
2. Showed understanding of the guiding principles in
selecting, designing and utilizing instructional
materials (BTI 4.5.1);
3. Created instructional materials that are anchored to
the K-12 Curriculum (BTI 4.1.1);
4. Utilized appropriate instructional materials in
teaching and learning processes (BTI 1.5.1).
SLSU Vision A high quality corporate university of Science,
Technology and Innovation.
SLSU Mission SLSU will:
a. Develop Science, Technology and Innovation
leaders and professional;
b. Produce high-impact technologies from research
and innovations;
c. Contribute to sustainable development through
responsive community engagement programs;
d. Generate revenues to be self-sufficient and
financially viable.

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Module 3 Educ 301 – Technology for Teaching and Learning I

TABLE OF CONTENTS
I. Preliminaries
Cover Page
Disclaimer
Course Overview
Table of Contents
Module Guide
Introduction

II. Module 3 (IDENTIFICATION, PRODUCTION AND UTILIZATION OF

INSTRUCTIONAL MATERIALS)
Intended Learning Outcomes

Lesson 1 – The Cone of Experience

Discussion
Assessment
Lesson 2 – Learning Program
Discussion
Assessment
References

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SOUTHERN LEYTE STATE UNIVERSITY

Main Campus, Sogod, Southern Leyte

Department of Teacher Education

Module 3 – Identification, Production and Utilization of

Instructional Materials

Lesson 1 – Cone of Experience

Lesson 2 – Learning Program

MODULE GUIDE
Welcome students to the subject Technology for Teaching and Learning I for this 1st
Semester, Academic Year 2021-2022.
This module is design for 3rd year students as worksheets as required in this subject.
Through this, you will be exploring the basic knowledge, skills and values in the use of
technology for teaching and learning. Before going through with the activities, you are advised
to answer the pre-test to measure your prior knowledge. After answering the series of activities
in the module you are going to answer the post-test to measure how much you learn from the
topics covered in the whole module found on the last part. Please answer heartily all the
learning tasks/activities stipulated in every part of the module. Enjoy answering while learning
at the same time.

REMEMBER TO
1. Encode your answers in an A4 size bond paper.
On the upper left of the bond paper, put your full name and under it is your course,
year and section.
2.
Ex. BETHANY I. MUÑEZ
BTLEd – 3A
On the center, put the subject, module number, lesson number and title.
3. Ex. Educ 301 (Technology for Teaching and Learning I) - Module 3-Lesson 1
4. On the upper right, put the date you have started answering the module.
5. Bottom right, insert the page number.
6. Compile all your outputs accordingly. If possible, save your document as PDF.
Send your outputs in my Gmail, munezbethany@gmail.com and submit it on or
7.
before October 29, 2021.

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Module 3 Educ 301 – Technology for Teaching and Learning I

SAMPLE FORMAT & COVER

BETHANY I. MUÑEZ Date Started:

BTLEd - 3A October 04, 2021

Educ 301
(Technology for Teaching and Learning I)

Module 3 - Lesson 1

Steps in converting word document to PDF:

 Go to File then click Save as
 Find save as type: word document then click it.
 Click pdf then save. Follow the format of the file name.

File Name Format Sample: TTL 1 M3 Muñez, Bethany I. 3-A

Note:
Font style: Cambria / Arial
Font size: 11
Justified

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Module 3 Educ 301 – Technology for Teaching and Learning I

INTRODUCTION
This subject covers three modules with for whole semester. The third module and the topics are
the following:
MODULE 3 – IDENTIFICATION, PRODUCTION AND UTILIZATION OF INSTRUCTIONAL
MATERIALS
Lesson 1 – The Cone of Experience
Lesson 2 – Learning Program

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MODULE 3
IDENTIFICATION,
PRODUCTION AND
UTILIZATION OF
INSTRUCTIONAL
MATERIALS

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Module 3 Educ 301 – Technology for Teaching and Learning I

Module 3 - IDENTIFICATION, PRODUCTION AND

UTILIZATION OF INSTRUCTIONAL MATERIALS

INTENDED LEARNING OUTCOMES

At the end of the module, the learners should have:
1. Designed a learning program as guide in teaching and learning processes.
2. Explained the concept of Cone of Experience;
3. Recognized the different levels of learning from the different Modes;
4. Differentiated the different Modes of Learning in teaching and learning
processes;
5. Created instructional materials from different levels of learning;
6. Performed teaching demonstration using the different Modes of Learning.

LESSON 1 – The Cone of Experience

DISCUSSION

EDGAR DALE’S CONE OF EXPERIENCE

Education is formation, recapitulation; retrospection and reconstruction. These are all

continuous processes of education and only be provided with the help of experience. Different
experiences are planned and adopted to educate and train the learners at different levels of
education system.

James Q Knowlton rightly suggested another important component which can be added for the
process of instruction is” Experience”. Experience is the accumulation of knowledge or skill that
results from direct participation in events or activities; the content of direct observation or
participation in an event; something personally lived through or encountered. The practical
wisdom gained from what one has observed, encountered, or undergone or felt. Experiences may
be direct or indirect and of concrete and abstract.

Edgar Dale (April 27, 1900 – March 8, 1985) was a U.S. educationist who developed the
famous Cone of Experience. The cone of experience given by Edgar Dale has rightly said that it is
not offered as a perfect or mechanically flaw less picture to be taken with absolute literalness in
its simplified form. It is merely a visual aid to explain the interrelationships of various types of
audiovisual materials, as well as their individual positions in learning process His cone did not
refer to learning or retention at all, instead modelling levels of abstraction: words being the most
abstract in his model, at the top of the cone, and real-life experiences the most concrete, and at
the base of the cone.

The cone of experience is a pictorial device use to explain the interrelationships of the various
types of audio-visual media, as well as their individual “positions” in the learning process.
The cone’s utility in selecting instructional resources and activities is as practical today as
when Dale created it.

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EDGAR DALE’S CONE/ PYRAMID OF EXPERIENCE

Dale’s Cone of Experience is a visual model that is composed of eleven (11) stages starting from
concrete experiences at the bottom of the cone then it becomes more and more abstract as it
reach the peak of the cone. Also, according to Dale, the arrangement in the cone is not based on
its difficulty but rather based on abstraction and on the number of senses involved. The
experiences in each stages can be mixed and are interrelated that fosters more meaningful
learning.

According to 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 but it does not mean
that concrete experience is the only effective experience that educators should use in transferring
knowledge to the learner. Like what was mentioned above, the experiences in each stages can be
mixed and are interrelated thus, a balance must be achieved between concrete and abstract
experiences in order to cater the and address all the need of the learner in all the domains of
development and in order to help each learner in their holistic development.

The generalization about the Cone of Experience that was presented above is not enough.
Actually, we should try to go deeper in each of the component of the cone since Educational
Technology basically revolves around the Cone of Experience. By going one-by-one, starting from
concrete to abstract, we will understand more the different components of the cone that will help
us in grasping the real meaning of educational technology.

Direct Purposeful Experiences.

These are first hand 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. This level also proves
that educational technology is not limited to the modern gadgets and software that are
commercially available nowadays. This shows that even the simple opportunity that you give to
each child could help them learn.

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The Contrived Experiences.

In this level, representative models 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 better understanding of the
concept.

The Dramatized experiences.

In this level, learners can participate in a reconstructed experiences 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 “as-if” situation.

The Demonstrations.
It is a visualize explanation of important fact, idea, or process through the use of 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.

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.

The Exhibits
The level of study trips is followed by exhibits. It is a somewhat a combination of some of the first
levels in the cone. Actually, exhibits are combination of several mock ups and models. Most of the
time, exhibits are experiences that is “for your eyes” only but some exhibits includes sensory
experiences which could be related to direct purposeful experiences. In this level, meanings ideas
are presented to the learners in a more abstract manner. This experience allows student to see
the meaning and relevance of things based on the different pictures and representations
presented.

The television and motion pictures etc.

The next levels would be the level of television and motion pictures and still pictures, recordings,
and Radio. For 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 learner that could enhance and extend learning experience

The Visual symbolic and Verbal symbolic

The last two levels would be the Visual symbolic and Verbal symbolic. These two levels are the
most complex and abstract among all the components of the Cone of Experience. In the visual
symbolic level, charts, maps, graphs, and diagrams are used for abstract representations. On the
other hand, the verbal symbolic level does not involve visual representation or clues to their
meanings. Mostly, the things involved in this level are words, ideas, principles, formula, and the
likes.

After going through the different components of the Cone of Experience, it could be said that in
facilitating learning, we can use variety of materials and medium in order to maximize the

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learning experience. One medium is not enough so there’s nothing wrong with trying to combine
several medium for as long as it could benefit the learners.

Through the levels provided by the Cone of Experience, it could be said that concrete experiences
must be provided first in order to support abstract learning. Lastly, staying on the concrete
experiences is not even ideal because through providing abstract experiences to the learner, the
more he will develop his higher order thinking skills which is important for more complex way
of thinking and for dealing with more complex life situations.

Through understanding each component of the Cone of Experience, it could be said that
Educational Technology is not limited to the modern gadgets that we have right now but rather
it is a broad concept that includes all the media that we can use to attain balance as we facilitate
effective and meaningful learning.

To understand more the Cone of Experience, you may refer to this picture:

Passive and Active Aspects of the Cone of Experience

Although no experience is fully passive, iconic and symbolic experiences are generally more
passive than direct experiences. Dale proposed that active and passive modes of participation can
be contrasted by assigning a percentage of we tend to remember after two weeks after our
experience.

The concrete and abstract aspects in the Cone of Experience

The Cone of Experience invokes a bi-directional movement from the concrete to abstract and
from the abstract to concrete. Dale’s theory suggests that objects and the material culture of
technology are mere augmentations or media to be used in the learning process. To fully
empower teachers with a theory of practice in technology studies, technologies and physical
settings have to play a more active role in cognition, emotion and action.

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Learning and Experiences: A Step model based on Dale Cone of Experience

When Dale researched learning and teaching methods he found that much of what we found to
be true of direct and indirect (and of concrete and abstract) experience could be summarized in
a pyramid or ‘pictorial device’ Dales called ‘the Cone of Experience’. In his book ‘Audio visual
methods in teaching’ – 1957, he stated that the cone was not offered as a perfect or mechanically
flawless picture to be taken absolutely literally. It was merely designed as a visual aid to help
explain the interrelationships of the various types of audio-visual materials, as well as their
individual ‘positions’ in the learning process.

Dale points out that it would be a dangerous mistake to regard the bands on the cone as rigid,
inflexible divisions. He said “The cone device is a visual metaphor of learning experiences, in
which the various types of audio-visual materials are arranged in the order of increasing
abstractness as one proceeds from direct experiences.”

In true sense the bands of the (Edgar Dale’s) cone are not only the types of audiovisual materials
but the different experiences are also included. In fact the upper four bands like verbal symbols,
visual symbols, Radio, Recordings, and still pictures, and motion pictures are more related with
Audiovisual materials but the later six bands of the cone like Exhibits, Field Trips,
Demonstrations, Dramatic Participation, are the strategies of teaching-learning.

Contrived Experiences and Direct, Purposeful Experiences are related with term Experiences.
Each division represents a stage between two extremes-direct experience and pure abstraction.
As we move from base of the cone to the up in order of decreasing directness. Similarly, if we
move down from pinnacle of the cone in the order of the decreasing abstraction .Based on
experience of teaching at different levels it was felt that, there are many experiences and
audiovisual materials which are missing in dale’s cone and to be included by making a new model
of experiences which is presented in the following Step Learning Experiences model.

The base of the step learning experiences model is direct and purposeful experience which is
always preferable for any new learner and any kind of learning concept and gives firsthand
experience in turn leads to the permanent learning. At the top of the cone is verbal or text these
are the least effective ways to introduce new content to students. The step learning experience
model includes 17 different experiences.

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Verbal Symbols:
Verbal symbols are words, sentences, sounds, or other utterances that are said aloud in order to
convey some meaning. The verbal symbol may be a word, an idea, concept, a scientific principle,
a formula, a philosophic aphorism or any other representation of experience that has been
classified in some verbal symbolism.

Olfactory Experience
It is also called Aroma Experience; Aroma is a quality that can be perceived by the olfactory sense.
It is a type of Experience where the learner can have the concrete idea of the abstract thing
through the sense of smell.

Gustatory Experience
Gustatory is an adjective that refers to tasting or the sense of taste, Gustatory has its roots in the
Latin Gustare, meaning “to taste,” It is a type of Experience where the learner can have the
concrete idea of the thing or object or concept through the sense of taste. We can have the taste
of real thing which may be in different forms (different Size, shape, color)..

Tactile-kinesthetic Experience
It is a type of Experience where the learner can have the idea or the concept of the thing or object
through the sense of touch and feel; it is learning through a hands-on approach and learners will
be physically involved. Kinesthetic Learning Experience refers to one of the modalities that
learners use in order to approach and absorb new information.

Kinesthetic-tactile refers to a pupil who learns by movement and by touching. This type of
experience can be given through hands-on activities, manipulating objects or flash cards, working
problems or re-typing notes.

Visual symbols
Visual symbol may be a picture or shape that has a particular meaning or represents a particular
process or idea. Something visible that by association or convention represents something else
that is invisible; and something that represents or stands for something else, usually by
association or used to represent something abstract. Visual experience has a rich predictive
structure.

Still Pictures, Radio, and Recordings

This stage includes number of devices that might be classified roughly as “one dimensional aids”
because they use only one sense organ that is either eye (seeing) or ear (hearing). All these
materials are less direct than the audio-visual experiences.

Motion pictures, Television and computers

These can eliminate the unnecessary and unimportant material and concentrate upon only
selected points. The important processes can be watched with slow motion and vital content and
issues can be repeated number of times. The pupils are mere spectators and are distant from the
experiences like touching, tasting, handling and feeling from directly experiencing.

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Television’s influence on language habits, vocabulary, consumer patterns, cultural values and
behavior patterns should not be underestimated. Research suggests that even the learning pace
can be enhanced or improved through television learning.

The present day computers are not only compact, extremely powerful and versatile, commonly
accessible and easy to use. The computer has, indeed become an integral part of our teaching
process and daily life. Students then simulate the entire lab experience using the CAI, which saves
time, resources.

Exhibits
In education normally the arranged working models exhibited in a meaningful way. Sometimes
they may be series of photographs or of photographs mixed with models and charts . The
opportunity to handle the materials by the participant makes the way to use more sense organs
and Learning by doing always helpful for meaningful or concrete learning.

Field-trip (Educational Excursion)

It is a trip by the students to gain firsthand knowledge away from the classroom as to a museum,
factory, geological area, or environment of certain plants and animals. A field trip gives students
a chance to study something in real environment, rather than in a classroom or laboratory. At
field trips normally students see and note down certain important things. Sometimes they get
chance to interview and discuss the things with officials or local people to clarify the doubts with
supportive to observation.

Demonstrations
A demonstration is another means whereby pupils can see how certain things are done.
Demonstration may require nothing more than observation on the part of the pupil or observer.
It is the act of showing or making evident or circumstance of proving or being proved conclusively
as by reasoning. It may be description or explanation of a process and illustrated by examples,
specimens and it also includes the act of exhibiting the operation or use of a device, machine,
process and product.

Dramatization
There are many things we cannot possibly experience at first hand and we cannot experience
directly something that has already happened. Furthermore some matters cannot be reduced to
contrived experience and some ideas must of necessary be somewhat abstract and symbolic.
Dramatic participation can help us get close as possible to certain realities that we cannot reach
at first hand.

As students re-create images, pictures, visual details, staging, movement, location and direction
with drama their spatial learning skills are developed. Logical learning follows from using rational
patterns, cause and effect relationships and other believable concepts involved with the drama.
Sometimes music, or even the music of language, is also used in working with drama.

Contrived Experiences (Artificial Experience)

A contrived experience is editing of reality, an editing which makes the reality easier to grasp. It
may be illustrated by working model and it differs from the original either in size or complexity;
contrived experiences lead to a suspension of disbelief. In other words, during the period of
experience, the learner believes in the reality of the experience. We make use of contrived
experiences to overcome limitation of space and time, to edit reality for us to be able to focus on

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parts or a process of a system that we intend to study and to overcome difficulties of size and
finally to understand easily and effectively

Virtual learning experience

Though the virtual experience can be called as contrived experience but the pupils level of
experience may differ and the kind of joy and level of understanding may be high at virtual than
the contrived experiences which include models mock ups and cut-away as we can consider them
as hardware. A virtual learning experience involves a set of teaching and learning tools designed
to enhance a student’s learning experience by including computers and the Internet in the
learning process. The representation of the learning environment ranges from text-based
interfaces to the most complex 3D graphical output.

Smart boards are the best examples for virtual experience where students can conduct science
experiments in simulated way. In virtual experience pupil can see and hear but not use the senses
of touch and smell. We can bring reality in the classroom which is more than contrived experience
and as near as the real experience.

Four-Dimensional Experiences
Four-Dimensional Experiences that describes a presentation system combining a Three
Dimensional film with Physical effects in the theater, which occurs in synchronization with the
film.

Because physical effects can be expensive to install, 4-D films are usually presented only at special
venues, such as theme parks and amusement parks. Due to the fast growth of technology, 3-D
Theaters have been enhanced by the addition of special simulations.In Education some of the
abstract concepts of literature, history and science can be taught with Four dimensional effects
and pupil may enjoy the abstract content in a concrete way with same effect as it is given by the
poets in the poems, even at science issues and concepts as if they are experiencing in a real
situation.

Ubiquitous learning Experience

Ubiquitous means “pervasive, omnipresent, ever present, and everywhere”. A ubiquitous learning
experience is any setting of the environment in which students can become totally immersed in
the learning process. To define, it is a kind of experience where learning is happening all around
the student but the student may not even be conscious of the learning process.

The Ubiquitous learning Environment includes an ubiquitous computing technology-equipped

system supplies users with timely information and relevant services by automatically sensing
users’ various context data and smartly generating proper results. So the characteristics of a
pervasive computing environment can be mainly concluded as the following: User mobility,
Resource and location discovery, Context awareness (user/time/location), Collaborative
interaction, Ambient information, Calm technology, Event notification, Adaptive interfaces,
Invisibility object augmentation, and Any time/anywhere.

Direct Real Experience

These experiences can be observed live or in real time through technological gadgets and the
same can be used effectively to the students understanding of the processes, certain special
environments and sometimes the special actions too.

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Direct real experience can give greater experience in learning for the students than virtual or
contrived experiences. The pupil will have an opportunity to observe and study directly. Hence
its impact may be high on learning than the other earlier experiences. It is also an alternative
experience to the direct purposeful experience. When teachers are unable to provide direct
purposeful experience, they may only have the best option of direct real experience.

Direct Purposeful Experience

The Base of the Step Learning Experiences Model represents direct reality itself as we experience
it at first hand. It is the rich full bodied experience that is the base of education. It is the purposeful
experience that is seen, handled, tasted, felt, touched, and smelled. It is the experience of life and
we get it by living. Some of our richest, most vivid sense impressions are those which involve our
feelings and perceptions in an eager exploration of the world.

Critical Appraisal
The cone of experience given by Edgar dale has rightly said that it is not offered as a perfect or
mechanically flaw less picture to be taken with absolute literalness in its simplified form. It is
merely a visual aid to explain the interrelationships of various types of audiovisual materials, as
well as their individual positions in learning process.

The Cone should be considered as a continuum rather than a hierarchy. Learning occurs through
all of the experiences present in the Cone, and all experiences may be appropriate at different
stages in the learning process or for different audiences.

The Cone does not demonstrate which is the best method of learning? One can conclude that many
different kinds of instruction should be used in the classroom. Since no single method is superior
to another, instructors must analyze the audience as well as the content. Some content may fit
into one teaching method, while other content may be better suited to another method.

The use of audio-visual materials in teaching does not depend primarily upon reading to convey
their meaning. It is based upon the principle that all teaching can be greatly improved by the use
of such materials because they can help make the learning experience memorable we do not mean
that sensory materials must be introduced into every teaching situation

Mathematics is a subject of abstract concepts and can be learnt better through verbal and visual
symbols, contrived and virtual experiences. It may not be possible to give direct experiences for
pupil in subjects like mathematics and statistics. Verbal and visual experiences are suitable only
for Language learning.

Experiences are meant to experience not to evaluate or compare among them. Experiences are
purely individualized, with the same kind of experience one’s perception may be differ from
others. One can learn better than other, some pupil can learn better with the direct experiences
and others can learn easily with virtual experience, some through contrived, one dimensional and
two dimensional aids.

Practicability of Learning Pyramid

In order for students to develop meaningful knowledge, feelings and skills, their direct
experiences must be “associated with abstractions,” as Dale noted. Language and expression are
essential to skill acquisition.

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Beyond its sketchy background, the learning pyramid should raise concerns:

1. What kind of research results end up in such tidy percentages, all multiples of 10?
2. How would one even develop a method for testing such broad claims?
3. Do we really believe a learner can remember 90% of anything?
4. Can an activity be separated from its content and be given credit for learning?
Many distinguished authors have gutted the pyramid’s claims. Educational expert Daniel
Willingham was against the pyramid related to oversimplification; providing an optimal learning
experience does not boil down to the instruction method. There are many different variables that
impact learning.

In her book Char Booth explains another danger of the pyramid, that relying too heavily on the
idea of mode strips away designing instruction for differences in context and content . Booth’s
anecdote about how she embraced the pyramid because of its implications for student
engagement illustrates another flaw with it. The pyramid is a visual sighting. If we only remember
30% of what we see, then a picture of the pyramid should not have such a dramatic memory
impact on so many people.

Looking at Dale’s cone of Experience, one can realize that there can be numbers of model that can
be used by the teacher to reach the learner depending on the learners need. Despite the pyramid
having been debunked in many venues for decades, it continues to show up in educational
presentations and literature.

To conclude, 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. 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, 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.

MODES OF LEARNING IN CONE OF EXPERIENCE

In Edgar Dale introduced the Cone of Experience demonstrate a progression from direct, first-
hand experience to pictorial representation and on to purely abstract, symbolic expression.

The Cone of Experience corresponds with three major modes of learning:

Enactive (direct experience) - Enactive or direct experience involves practicing with objects
(the student actually ties a knot to learn knot-tying). Enactive experience involves concrete,
immediate action and use of the senses and body.

Iconic (pictorial experience) - Iconic experience involves interpreting images and drawings
(the student looks at drawings, pictures or films to learn to tie knots). Iconic experience is once
removed from the physical realm and limited to two or three senses.

Symbolic (highly abstract experience) - Symbolic experience involves reading or hearing

symbols (the student reads or hears the word “knot” and forms an image in the mind). In symbolic
experience, action is removed nearly altogether and the experience is limited to thoughts and
ideas.

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JEROME BRUNER AND EDUCATION

Cognitive psychologist Jerome Bruner felt the goal of education should be intellectual
development, as opposed to rote memorization of facts.
Bruner held the following beliefs regarding learning and education:

 He believed curriculum should foster the development of problem-solving skills through

the processes of inquiry and discovery.
 He believed that subject matter should be represented in terms of the child's way of
viewing the world.
 That curriculum should be designed so that the mastery of skills leads to the mastery of
still more powerful ones.
 He also advocated teaching by organizing concepts and learning by discovery.
 Finally, he believed culture should shape notions through which people organize their
views of themselves and others and the world in which they live.

Three Stages of Representation

Jerome Bruner identified three stages of cognitive representation.

1. Enactive, which is the representation of knowledge through actions.

2. Iconic, which is the visual summarization of images.
3. Symbolic representation, which is the use of words and other symbols to describe
experiences.

The enactive stage appears first. This stage involves the encoding and storage of information.
There is a direct manipulation of objects without any internal representation of the objects.
For example, a baby shakes a rattle and hears a noise. The baby has directly manipulated the rattle
and the outcome was a pleasurable sound. In the future, the baby may shake his hand, even if
there is no rattle, expecting his hand to produce the rattling sounds. The baby does not have an
internal representation of the rattle and, therefore, does not understand that it needs the rattle
in order to produce the sound.
The iconic stage appears from one to six years old. This stage involves an internal representation
of external objects visually in the form of a mental image or icon. For example, a child drawing an
image of a tree or thinking of an image of a tree would be representative of this stage.
The symbolic stage, from seven years and up, is when information is stored in the form of a code
or symbol such as language. Each symbol has a fixed relation to something it represents. For
example, the word 'dog' is a symbolic representation for a single class of animal. Symbols, unlike
mental images or memorized actions, can be classified and organized. In this stage, most
information is stored as words, mathematical symbols, or in other symbol systems.
Bruner believed that all learning occurs through the stages we just discussed. Bruner also
believed that learning should begin with direct manipulation of objects. For example, in math
education, Bruner promoted the use of algebra tiles, coins, and other items that could be
manipulated.
After a learner has the opportunity to directly manipulate the objects, they should be encouraged
to construct visual representations, such as drawing a shape or a diagram.
Finally, a learner understands the symbols associated with what they represent. For example, a
student in math understands that the plus sign (+) means to add two numbers together and the
minus sign (-) means to subtract.

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Module 3 Educ 301 – Technology for Teaching and Learning I

ASSESSMENT

LEARNING TASK
1. Who is the proponent of the Cone of Experience? Discuss the Cone of Experience in your
own words.
2. What is the relevance of The Cone of Experience in the teaching-learning process?
3. How would the Cone of Experience help you as a future teacher?
4. Who is the proponent of the three modes of learning? What are the three modes of
learning? Explain each in your own words.

PERFORMANCE TASK

JOB SHEET 3.1 - 1

Title: Constructing the Cone of Experience
Performance Objective:
Constructed a three-dimensional cone of experience.
Supplies: art materials, ¼ illustration board
Steps/Procedure:

1. Choose a partner. This activity is by PAIR.

2. Prepare the materials needed.
3. Using a ¼ illustration board, construct a three-dimensional cone.
4. Utilize the three-dimensional cone to make the cone of experience.
5. Take documentations while making the cone of experience.
6. Take a picture of the final output and paste it in your file including the documentations.
7. Submit your output.

Assessment Method:
Portfolio Assessment

Rubrics for scoring:

Creativity = 40 points
Visual Appeal = 20 points
Neatness = 20 points
Submission Date = 20 points
TOTAL = 100 points

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Module 3 Educ 301 – Technology for Teaching and Learning I

JOB SHEET 3.1 - 2

Title: Presenting the Cone of Experience
Performance Objective:
Presented the cone of experience.
Supplies: Cone of Experience; Instructional Material
Equipment: PC/Laptop, mobile phone
Steps/Procedure:
1. With you partner, study the Cone of Experience.
2. Through video recording, present your constructed cone of experience. Discuss it and
each of its components. Collaborate with your partner.
3. Edit the video.
4. Upload your video in your google drive. Do not forget to turn on link sharing. This is to
easily send your video in Gmail because if you will send it directly without uploading it
to your google drive, it will not be sent for some data storage size issue.
5. In sending it in Gmail, put a subject, containing the activity’s title, your names and your
course, year and section.
6. Submit your video in my Gmail, munezbethany@gmail.com.
Assessment Method:
Portfolio Assessment

Rubrics for Scoring:

I. Mastery of the Topic = 40%

II. Communication skills = 20%
III. Confidence = 10%
IV. Instructional Materials = 20%
V. Submission Date = 10%
TOTAL = 100%

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Module 3 Educ 301 – Technology for Teaching and Learning I

LESSON 2 – Learning Program

DISCUSSION

A learning program serves as a guide that a teacher uses to determine what the students
will learn, how the lesson will be taught as well as how learning will be evaluated. Learning
program enable teachers to function more effectively in the classroom by the outlines that they
adhere to during a class. This helps to make sure that every moment spent in class is used to
teach meaningful concepts and have worthwhile discussions rather than figuring out what you
are supposed to do as time goes on.

Learning program generally consist of essential components such as objectives, topic,

activities, references and assessments.

Sample Outline of a Learning Program

LEARNING PROGRAM IN DRAWING I

I. Learning Outcomes
At the end of the lesson, the learners should have:

1. Discussed Monogram Designing and its types.

2. Performed Monogram Designing.

II. Topic

Monogram Design

III. Activities

Discussion
(put the abstraction of the topic)
Oral Questioning
(put the possible questions that you will be asking to your students)
Board Demonstration
(put the instruction)

IV. Reference/s
Fajardo MB (2011) Planning and Drafting. 2nd Ed. 5238 Merchandise

V. Assessments

I. Quiz
Instruction:
(put questions)

II. Oral Recitation

Instruction:

III. Plate Making

Instruction:

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Module 3 Educ 301 – Technology for Teaching and Learning I

GUIDELINES IN MAKING YOUR OWN LEARNING PROGRAM

I. Learning Outcomes

 Clear learning result that we want students to demonstrate at the end of significant
learning experiences.
 There must be a performer: the student, not the teacher;
 There must be something performable (thus demonstrable or assessable) to perform;
 The focus is on the Performance;
 Should use SMART approach.

Learning Objectives Using the S.M.A.R.T. approach

One way of determining learning objectives is the S.M.A.R.T. approach:

 Specific - The learning objective should be well defined and clear. It states exactly what
will be accomplished.
 Measurable - The learning objective should provide a benchmark or target so that the
institution can determine when the target has been reached, by how much it has been
exceeded or by how much it has fallen short.
 Attainable - Can the objective be accomplished in the proposed time frame with the
available resources and support? Do the students have the prior learning necessary to
accomplish the objective?
 Relevant - Does the objective address the overall program goal(s)? Will the objective
have an impact on the goal(s)?
 Time-Bound - A learning objective should include a specific date (or point in the course)
by which it will be completed. It is important to allow enough time to successfully
implement the steps needed to achieve the objective, but not so much as to elicit
procrastination.

II. Topic
Choose a topic that is relevant to your program. Use any topic in any of your major
subjects.

III. Activities

Discussion is a part of your class. Aside from discussion or lecture, you can also give any
activities that are relevant to your topic as you perform teaching demonstration. For
example board work, crossword puzzle, and others. Let your students perform in your
class.

IV. References

Never forget to put references where you get your topic and the content of it.

V. Assessments

Your assessments should help you in evaluating your students’ performance. This is also
the part where you can tell if the objectives serve its purpose. The assessment must attain
or achieve your formulated learning objectives. In making your assesment, do not forget
to put instructions or directions.

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Module 3 Educ 301 – Technology for Teaching and Learning I

ASSESSMENT

PERFORMANCE TASK

JOB SHEET 3.2 - 1

Title: Teaching Demonstration
Performance Objective:
Performed teaching demonstration with a formulated learning program.
Supplies: instructional materials
Equipment: PC/Laptop
Steps/Procedure:

1. Choose a partner. This activity is by PAIR.

2. Formulate your learning program considering the guidelines in the discussion.
3. Let your instructor check your learning program. Send it in messenger for checking.
4. If your instructor approves your learning program, you can start making your
instructional materials. You can also use the instructional materials that you made in
the other lessons of this subject.
5. Perform teaching demonstration. Collaborate with your partner.
6. Always follow the content of your learning program.
7. Take a video of you doing the teaching demonstration.
8. Edit your video.
9. Upload your video in your google drive. Do not forget to turn on link sharing. This is to
easily send your video in Gmail because if you will send it directly without uploading it
to your google drive, it will not be sent for some data storage size issue.
10. In sending it in Gmail, put a subject, containing the activity’s title, your names and your
course, year and section.
11. Submit your video in my Gmail, munezbethany@gmail.com.
Assessment Method:
Teaching Demonstration Assessment

Rubrics for Scoring:

I. Knowledge of the subject matter = 20%

II. Approaches, Methods & Techniques = 20%
III. Learning Program = 10%
IV. Communication skills = 20%
V. Confidence = 10%
VI. Instructional Materials = 10%
VII. Student-Centered Presentation = 10%
TOTAL = 100%

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Module 3 Educ 301 – Technology for Teaching and Learning I

REFERENCES

 Dale Edgar. (1954). Audio-visual methods in Teaching. (2nd ed).New York: The Dryden
Press.
 Dale, Edgar.(1946). Audio-visual methods in Teaching. New York: The Dryden Press.
 Dale Edgar. (1969). Audio-visual methods in Teaching. (3rd ed).New York: The Dryden Press.
 Dewey, John. (1944). Democracy and Education. NY: Free Press
 Dewey. John. (1916). Democracy and education: an introduction to the philosophy of
education. New York: The Macmillan Company.
 Dewey, John. (1998) Experience and Education: The 60th Anniversary Edition . Kappa Delta
Pi: West Lafayette IN.
 Lalley, James P. & Robert H. Miller. (2007). The Learning Pyramid: Does It Point Teachers in
the Right Direction?. Education 128, No. 1: 64-79.

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 Module 3 Educ 301 – Technology for Teaching and Learning I

VISION
A high quality corporate university of Science, Technology and Innovation.

MISSION
SLSU will:
a. Develop Science, Technology and Innovation leaders and professional;
b. Produce high-impact technologies from research and innovations;
c. Contribute to sustainable development through responsive community
engagement programs;
d. Generate revenues to be self-sufficient and financially viable.

CORE VALUES
S - service excellence
L - leadership competence
S - stewardship and accountability
U - unity in diversity

QUALITY POLICY
We, at Southern Leyte State University, commit enthusiastically to satisfy
our stakeholders’ needs and expectations by adhering to good governance,
relevance, and innovations of our instruction, research, extension and other
support services and to continually improve the effectiveness of our quality
management system in compliance to ethical standards and applicable
statutory, regulatory, industry and stakeholders’ requirements.
The management commits to maintain, monitor and continually improve
our Quality Management System and ensure that adequate resources are
available.

Prepared by:
College of Teacher Education-Sogod Campus
SOUTHERN LEYTE STATE UNIVERSITY
Sogod, Southern Leyte, Philippines
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