LESSON 3 - TTL

identify the learning show skills in using,

principles and theories designing, developing and
that are applied in the use delivering a technology-
and design of learning driven lesson that
lessons with technology incorporates the positive
use of ICT
 Dale’s Cone of Experience

TPACK (Technology, Pedagogy

and Content Knowledge)

ASSURE Model (Analyze

Learners, State Methods, Media
& Materials, Utilize Media and
Materials, Require Learner
Participation, Evaluate and
Revise
 Dale’s cone of experience
 The cone of experience is a pictorial
device used 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.
Dale’s cone of experience
Verbal Symbols

Visual Symbols
Recordings, Radio,
Still Pictures
Motion Pictures
Television
Exhibits
Field Trips

Demonstrations

Dramatized Experiences

Contrived Experiences

Direct, Purposeful Experiences

1. CONCRETE TO ABSTRACT – Experiences
from the bottom are the most direct to
student, and as it goes upward, the more
indirect the learning takes place

2. LEVEL OF ABSTRACTION – seemingly, we

can say that the manner of arrangement
with accordance to the cone is from easy
to difficult as the appearance suggests.
 95%
80% Live &
Experie Teach
3. We Learn… nce
70%
50% Discuss
See &
Hear
30%
20% See
10% Hear
Read
4. DEVELOPMENT OF HOTS – The proper
blending of concrete and abstract experiences
will result the learner into developing his/her
HOTS. The different bands can be maximized
with one instruction depending on their
usefulness. Don’t hesitate to provide the best
experiences to your learner as possible as you
can. There must be a balance always, not to
spoon-fed, but not so carefree.
5. BRUNER’S THREE-TIERED OF LEARNING

a. ENACTIVE LEARNERS - These are learners that

learn from direct manipulation and application of
concepts they have learned. They prefer
experiences that involves the full utilization of
their senses.
b. ICONIC LEARNERS – These learners learn best
through printed visuals and auditory. Their level
of cognition is quite honed that they can absorb
slightly abstract concepts.
c. SYMBOLIC LEARNERS – Abstract Concepts and
ideas can easily be managed by a symbolic
learner. They can quickly responds to any
abstract instruction and form a mental image
about something.
1. DIRECT PURPOSEFUL EXPERIENCES – Most concrete
learning experiences and direct to the learner.

Examples:
- hands-on activities
- Doing the real thing
- Presenting a realia

2. CONTRIVED EXPERIENCES – Due to availability and

cost effectivity of some realias and the possibility of
bringing them inside the class is unimaginable, we can
use alternatives

Examples:
- Mock-ups
- Classroom Election of Officers
 3. DRAMATIZED EXPERIENCES – This learning experience
is mostly appealing and fun in terms of implementation.

Other forms:
 Plays
 Puppets
 Pageant
 Pantomime
 Tableu

4. DEMONSTRATION – This is showing to your students

how to achieve a certain tasks with series of steps, then
letting them take in the process.
5. STUDY TRIPS/FIELD TRIPS – In case you want to study
concepts in which materials can’t be contained inside the
class but possibly to visit, then study trip experience will
best cater your students.

6. EXHIBITS – are tagged also as collection of Mock-ups

and Models contained in an area. These are usually “for
your eyes” only but some are manipulative in nature.
 7. EDUCATIONAL TELEVISION – also called as the
“window of reality” as it lets you view some of the
happenings in the past. It consists of continuously
moving pictures paired with an audio.

8. MOTION PICTURES – in contrary to Educational

Television, Motion Pictures are series of continuously
moving pictures but without an audio resemblance.
9. RECORDINGS, RADIO, STILL PICTURES – This type of
experiences lets you hone your imaginative skill and
senses involved in this stage were too minimal.

10. VISUAL SYMBOLS

Examples:
- Chart
- Illustrations
- photographs

11. VERBAL SYMBOLS – The most abstract

and indirect learning experience of them
all.
 “What I hear, I forget;
What I see, I remember;
What I do, I understand.”
• is a technology integration
framework that identifies three
types of knowledge instructors
need to combine for successful
edtech integration.
• is a theory that was developed to
explain the set of knowledge that
teachers need to teach their
students a subject, teach effectively,
and use technology.
• Punya Mishra and Matthew J.
Koehler (2006)
Technology knowledge / technology content
knowledge – knowledge about using technology
Pedagogical knowledge / pedagogical content
knowledge – knowledge about the science, theory and
art of teaching
And
Content knowledge - core subjects, skills and
strategies
Knowledge
 Applying Technological, Pedagogical, and Content
Knowledge to Your Lesson
Technological Knowledge (TK)
– what digital tools are available
PK (Pedagogical to you, which do you know well
Knowledge) – knowledge enough to use, and which
about how to teach would be most appropriate for
including specific teaching the lesson at hand?
methods. How do your
students learn best and
what instructional strategies
do you need to meet their CK (Content Knowledge) -
needs and the requirements specific knowledge about the
of the lesson plan?
subject they are teaching. What
are you teaching and what is
your own knowledge of the
subject?
 Applying Technological, Pedagogical, and Content
Knowledge to Your Lesson
Technological Content
Knowledge (TCK) – knowing
TPK (Technological how the digital tools available
Pedagogical Knowledge) – to you can enhance or
understanding how to use transform the content, how it’s
your digital tools as a vehicle delivered to students, and how
to the learning outcomes your students can interact with
and experiences you want. it.

PCK (Pedagogical Content

Knowledge) - understanding
the best practices for teaching
specific content to your specific
students
 Applying Technological, Pedagogical, and Content
Knowledge to Your Lesson TPACK this knowledge would
not typically be held by
technologically proficient
TPACK represents a class of subject matter experts, or by
knowledge that is central to teachers who know little of that
teacher’s work with subject or about technology.
technoogy.

You as teacher form part of the

context, while your students and
the environment also contribute
to the context. With each
situation, the context changes
slightly and your set of
knowledge shifts wit it to create
the learning environment.
Pedagogical knowledge refers to the methods and
processes of teaching and includes knowledge in classroom
management, assessment, lesson plan development, and
student learning.

Technology knowledge refers to the knowledge about

various technologies, ranging from low-tech technologies
such as pencil and paper to digital technologies such as
desktop computer, internet connection, laptop, monitor for
projection/television, printer, projector, scanner, speaker,
tablet, etc.
Content knowledge is the “knowledge about actual subject
matter that is to be learned or taught”. Teachers must know
about the content they are going to teach and how the
nature of knowledge is different for various content areas.

Pedagogical content knowledge refers to the content

knowledge that deals with the teaching process.
Pedagogical content knowledge is different for various
content areas, as it blends both content and pedagogy with
the goal being to develop better teaching practices in the
content areas.
Technological pedagogical knowledge refers to the
knowledge of how various technologies can be used in
teaching, and to understand that using technology may
change the way teachers teach.

Technological content knowledge refers to the knowledge

of how technology can create new representations for
specific content. It suggests that teachers understand that,
by using a specific technology, they can change the way
learners practice and understand concepts in a specific
content area.
Technological pedagogical content knowledge refers to the
knowledge required by teachers for integrating technology
into their teaching in any content area. Teachers have an
intuitive understanding of the complex interplay between
the three basic components of knowledge (CK, PK, TK) by
teaching content using appropriate pedagogical methods
and technologies.
Activity Type Brief Description Possible Technologies
Students extract information from textbooks, Digital archive, Web site, electronic
Read Text historical documents, census data, etc.; both book, audiobook
printed-based and digital formats
Read Maps, Charts and Tables Students extract and/or synthesize Textbook supplement, Web-based
information from maps, charts and/or tables datasets (e.g., CIA World Factbook)
Students gain information form teachers, guest Presentation software,
View Presentation speakers, and peers; videoconferencing, video creation
synchronous/asynchronous, oral or software (e.g, Movie Maker, iMovie),
multimedia concept mapping software
Students examine both still and moving (video, Presentation software,
View Images animations) images; print-based or digital videoconferencing, video creation
format software (e.g, Movie Maker, iMovie),
image sharing sits (e.g. Flickr.com)
Students listen to audio recordings of Digital audio archive, podcasts (e.g.,
Listen to Audio speeches, music, radio broadcasts, oral “Great Speeches in History,” etc.),
histories, and lectures; digital or non-digital audiobook

https://activitytypes.wm.edu/HoferHarris-DevelopingTPACKWithLearningActivityTypes.pdf
The ASSURE model is a six-step Instructional Systems Design (ISD),
intended to help teachers utilize technology and media in the
classroom. ASSURE is a way to ensure that the learning environment is
appropriate for students. ASSURE can be used in lesson plans to
improve your own teaching and your students’ learning while using
technology. The ASSURE acronym stands for these important
components:
The ASSURE model is a fantastic way to plan effective,
media-rich lessons.
ASSURE is based on Robert Gagne’s “Events of
Instruction.”

The model is Constructivism-based; in other words, it is a

framework that assumes passive learners will not learn at
their best; learners must be actively participating in their
own learning, interacting with their environment and peers.
With the learner as the center of
the instructional process, the
initial consideration is to get a
clear picture of the learners’
learning styles, age level, interest
or preferences, background,
special needs and cultural
diversity.
The next step is to know what
state objective you are going to
teach. What do you want your
students to know by the end of
the lesson? Looking ahead at your
learning outcomes is very
important.
Selecting the most appropriate way of
delivering the lesson and using the applicable
media or technology can effectively make
learners acquire understanding of the lesson
or gain the competence desired.
It is very important to preview or use
media and materials before your lesson,
especially when using technology
(smartboard, document camera, streaming
video), to make sure everything works
appropriately.
Requiring students to be actively involved in
the lesson will not only engage students, but
will help them retain what they are learning.
Some ways to do this are to incorporate
cooperative learning structures, questioning,
having discussions, or creating fun, hands-on
activities, games and many more.
It is emphasize that the basic rule is that the
evaluation should be congruent to the learning
outcome provided in the lesson. Some learning
outcomes can be sufficiently evaluated using a
pen and paper test but there are other learning
outcomes that can be assessed by using rubric
or having an aggregated write-up through the
use of a portfolio assessment.
In small groups (5 members), create and
deliver your own ASSURE lesson.
(BEED) Select a topic from Grades 1 – 6
(any subject)
(BSED) Select a topic from Grades 7 – 10
(any subject)

Checklist on the Elements included in a

lesson using the ASSURE Model and the
rating scale will be used.
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https://www.slideshare.net/bestinenarsus1/the-cone-of-experience-41703975

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classroom/

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in-the-use-and-design-of-technology-driven-lessons/

https://www.slideshare.net/CzarinaBercarce1/unit-iii-theories-and-principles-in-the-use-of-
design-of-technology-driven-lessons