The document discusses the importance of direct, purposeful experiences in learning. It provides examples of four individuals who learned skills or concepts through their own firsthand experiences: 1) A graduate school professor who learned computer skills by teaching herself. 2) A grade 4 student who understood the size of elephants and height of giraffes after visiting the zoo. 3) A grade 6 teacher who understood statistical concepts like discrimination indices through doing an actual item analysis. 4) A secretary who became skilled at using an overhead projector after being assigned the task repeatedly. The document emphasizes that direct experiences, where we construct our own understandings through our senses, form the foundation of learning. Indirect

1. Read the
following
experiences

2. They were not always around to help me
with my reports and lecture notes. To
redeem myself 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
five-year old granddaughter could do what
I was not capable of doing. Now I feel
liberated, I can encode and print my
lectures, send emails, surf the Internet,
and do PowerPoint lecture presentation
even when no one is around to help.
-Graduate School Professor-

3. It was only when I went to Manila
Zoo that I learned that a giraffe is
that tall and an elephant is that big.
-Grade 4 pupil-

4. My boss assigned me to put the
transparencies on the plate of the overhead
projector while he delivered his lecture on
stage. It turned out that 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 came to
my rescue. I have never forgotten that
experience but having been assigned the
task repeatedly, I can say that I am now an
expert at the OHP.
-Secretary of the Dean-

5. The meaning 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. Guide Questions
• Do you have a similar experience?
• Think of the skill you have? How did you
acquire it?
• How did the narrator learn their
respective skills/ concept? Analyze.

7. Whatever skills or concepts we
have did not come out of the
blue. We spent hours doing the
activity by ourselves in order to
acquire the skill. The same thing
through with the four (4)
narrators above. They learned
skills by doing.

8. Direct, Purposeful
Experiences and Beyond
“From the rich experiences that our senses
bring, we construct the ideas, the
concepts, the generalizations that give
meaning and order to our lives.”
–Edgar Dale

9. The Graduate School
Professor had to do the
computer task herself to
learn the skill.

10. The Grade IV pupil got a
crystal clear concept of the
size of the elephant and
height of giraffe after seeing
with her eyes the real
elephant and giraffe.

11. For the Grade VI teacher,
the statistical concepts of
positive and negative
discrimination indices
became fully understood
only after actual experience
of item analysis.

12. All these experiences
point to the need to
use, whenever we can,
direct, purposeful
experiences in
teaching-learning
process.

13. What are referred
to as direct ,
purposeful
experiences?

14. 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. (Dale,1969).
They are sensory experiences.

15. These direct activities
maybe preparing meals,
making a piece of furniture,
doing PowerPoint
presentation, performing a
laboratory experiment,
delivering speech or taking
a trip.

16. In contrast, indirect
experiences are experiences of
other people that we observe,
read or hear about. They are
not our own self-experiences
but still experiences in the
sense that we see, read and
hear about them. They are not
firsthand but rather vicarious
or indirect experiences.

17. Climbing a mountain is
firsthand, direct
experience. Seeing it
done in films or reading
about it is a vicarious,
substitute experience.

18. It is clear, therefore, that we
can approach the world of
reality directly through the
senses and indirectly with
reduced sensory
experience. For example,
we can bake black forest
cake or see it done in the
TV or read about it.

19. Why are these
experiences described
to be purposeful?
Purposeful because the
experiences are not
purely mechanical. They
are not a matter of going
through the motion.

20. They are experiences that
are internalized in the
sense that these
experiences involve the
asking of questions that
have significance in the life
of the person undergoing
the direct experiences.

21. They are also
described as
purposeful because
these experiences are
undergone in relation
to a purpose.

22. Why do we want our
students to have a direct
experience in conducting
an experiment in the
laboratory? It is done in
relation to a certain
learning objective.

23. Where should these direct,
purposeful experiences lead us to?
The title of the lesson “Direct,
Purposeful Experiences and Beyond”
implies that these direct experiences
must not be the period or the dead
end. We must be brought to a
higher plane or the abstract
level.

24. If direct, purposeful
experiences or firsthand
sensory experiences
make us learn concepts
and skills effectively,
what does this imply to
the teaching learning
process?

25. First, let us give our students
opportunity to learn by doing. Let us
immerse our students in the world of
experience.
Second, let us make use of
real things as instructional
materials for as long as we can.

26. Third, let us help the students
develop the five senses to the full to
heighten their sensitivity to the world.
Fourth, let us guide our students
so that they can draw meaning
from their firsthand experiences
and elevate their level of thinking.

27. As mentioned in Lesson 5, let
us not be tempted to get stuck
to the concrete and fail to bring
up our students to the higher
level of thinking process

28. Do this activity with your partner
1. Go over the K to 12 Curriculum Guide. What
competencies can be best taught through
Direct Experiences? If you don’t have a copy
of K to 12, download it from DepEd Website
2. Create a PowerPoint presentation of it with
atleast 10 slides.
Criteria for judging:
- Creativity 40%
- Content 40%
-Cooperation 20%
Pass your output next meeting. No output, no attendance.