This document discusses direct, purposeful experiences and their importance in learning. It provides examples of individuals who had direct experiences that helped cement their understanding of concepts. These include a professor who taught herself computer skills, a secretary who learned to properly use an overhead projector, a student who realized how large zoo animals are from seeing them, and a teacher who understood test analysis after conducting it. The document emphasizes that direct experiences provide a foundation for learning and that experiences should be purposeful and involve asking meaningful questions to internalize the learning. It suggests teachers provide opportunities for students to learn by doing and guide them in using their senses to engage with real materials.

1. PROJECT
IN
ED. TECH
Submitted by:
Ria Billiano
BEED II-A
Submitted t0:
Ms. Mary Gene Panes
Professor
1

2. LESSON 7
DIRECT,
PURPOSEFUL
EXPERIENCES AND
BEYOND

3.  “My
husband and children to do computer job for
me which made totally dependent on them. The
problem was they where not always around to
help me with my reports, lectures note, etc. to
redeem my self from my helplessness, I forced
myself to learn, first of all encoding, then sending
e-mail and surfing the internet. What encouraged
me was my seven year old grand daughter could
do what I was not capable of doing. Now I feel
liberated. I can encode and print my lectures, send
e-mails, surf the internet, and do powerpoint
lecture presentation , even no one around to help
only after I had to do these things myself.”Graduate School Professor

4.  “My
boss assign me to put the
transparencies on the plate of the overhead
projector while he delivered his lecture on
stage. It turned out the first transparency
was not positioned upright for the audience.
I repositioned the transparency but it was
still inverted. I felt nervous and the woman
in the audience who was seated nearby
come to my rescue. I have never forgotten
that experience but having been assigned
the task repeatedly, I can say I am now
expert at the OHP.”- Secretary to the Dean

5. “
It was only when I went to the Manila Zoo
that I learned that a giraffe is that tall and an
elephant is that big.”- Grade 4 Pupil
“
The meanings of negative discrimination
index and positive discrimination index
became crystal clear to me only when we did
an item analysis of our test items.”- Grade
VI Teacher

6. DIRECT-
effected by the action of the
people or the electorate and not by
representatives.
PURPOSEFUL-
an object or result aim
at or to propose as an aim to oneself.
EXPERIENCE-
observation or practice
resulting in or tending toward knowledge.
BEYOND-
on or to the farther side of.

7. DIRECT,PURPOSEFUL
EXPERIENCIES
these are our concrete and firsthand
experiences that make up the foundation
of our learning.
 these are the rich experiences that our
senses bring from which we construct the
ideas, the concepts, the generalizations
that give meaning and order to our lives.
 they are sensory experiences.


9. INDIRECT EXPERIENCES
are experiences of other.
 people that we observe, read or
hear about.
 they are not our own experiences
but still experiences in the sense
that we see, read and hear about
them.
They are not firsthand but rather
vicarious experiences.


10. DIRECT EXPERIENCES DESCRIBED TO
BE PURPOSEFUL
the experiences are not purely mechanical.
 they are not a matter of going through the
motion.
 these are not “mere sensory excitation”
 they are experiences that are internalized in the
sense that these experiences involve the asking
of question that have significance in the of the life
undergoing the direct experiences.
 these experiences are undergone in relation to a
purpose, i.e. learning.


11. DIRECT, PURPOSEFUL
EXPERIENCES IMPLY TO THE
TEACHING – LEARNING PROCESS
First, let us give our students opportunities
to learn by doing.
 Second, let us make use of real things as
instructional materials for as long as we
can.
 Third, let us help the students developed
the five senses to the full to heighten their
sensitivity to the world.
 Fourth, let us guide our students.
