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Using And Evaluating Instructional Materials Essay

1548 words - 7 pages

LESSON 6 USING AND EVALUATING INSTRUCTIONAL MATERIALS
APPLICATION
1. Observe your instructor/professor as he teaches the class.
Find out which guidelines in the selection of instructional materials did he observe? Not observe?
In his use of instructional material, write down evidence of:
* Preparation of self – she is well-prepared to report/discuss/teach her lesson with instructional materials including book, outline of her report/lesson, creative visual aide and herself as an educational technology.
* Preparation of students – warming up us by reviewing our last lesson that we tackle, ask questions and ask again what we learn on our last lesson.
* Preparation of material ...view middle of the document...

* These are the competencies can be taught through direct experience from K to 12 curriculum guide:

* measuration and calculation
* use of tools and equipment
* interpretation of plans/drawing
* occupational health and safety in the workplace
* maintenance of tools and equipment

LESSON 8 TEACHING WITH CONTRIVED EXPERIENCES
APPLICATION
1. Present contrived experiences and their various forms by means of a graphic organizer.

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

3. Illustrate with examples the five (5) reasons why we make use of models, mock ups, specimens, and objects given above.


4. Go over the K to 12 Curriculum Guide. Identify objectives and topics which can be taught with contrived experiences – models, mock ups, specimens and objects, simulation and games.
Content | Content Standards | Performance Standards | Performance Standards |
Parts and Functions  Levels of organization  Microscopy  Animal and plant cells  Microorganisms: Fungi, Protists, and Bacteria |  demonstrates understanding of the different levels of organization  demonstrates understanding that aside from plants and animals, there are other much smaller organisms that can only be seen through the microscope; many of which consist of only one cell |  employs appropriate techniques using standard tools or equipment to gather data about very small objects  recognizes that many organisms, including humans, have organ systems that work together to carry out essential processes of the body  engages in activities that promote proper nutrition and healthful habits to maintain proper functioning of the organ systems |  differentiates organ systems, organs, tissues, cells from each other  identifies parts of the microscope and their functions  differentiates plant and animal cells according to presence or absence of certain organelles  describes the structures of microorganisms using a microscope  identifies beneficial and harmful microorganisms  explains why the cell is considered the basic structural and functional unit of all organisms |
Interactions  Components of an ecosystem: biotic and abiotic  Ecological relationships - Producers and consumers - Symbiotic relationships: parasitism, mutualism |  demonstrates understanding that organisms interact with each other and with their environment to survive |  initiates and/or participates in activities that protect and preserve ecosystems in the locality |  identifies which of the things found in the environment are biotic or abiotic  describes the different ecological relationships found in an ecosystem  describes how energy is transformed through the feeding relationships  predicts the effect of changes in one population on other populations in the ecosystem  predicts the effect of changes in abiotic factors on the ecosystem |

LESSON 9 TEACHING WITH DRAMATIZED EXPERIENCES
APPLICATION
1. So that the...

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