This document discusses three-dimensional instructional media for teaching. It defines 3D instructional media as materials that appeal to the sense of touch and are meant to be handled by students to help them better understand concepts. Some examples of 3D media include specimens, objects, models, mock-ups, and globes. Specimens are samples that represent a class or group, while objects are concrete materials. Models are reproductions that can show interior views or simplify complex objects. Mock-ups emphasize certain features of a device. A globe is a widely used model to teach about the shape of the Earth. The document also discusses when and how to use different 3D media and potential issues to consider.

1. Three-
Dimensional
Instructional
Materials
Specimen and
Objects
Models and mock
ups
The Globe
Presented by: Group 5
Introduction
Main Menu
Others…

2. Introduction
Sample Teaching Scenario
• Suppose you are teaching Geography
and your topic is all about the countries
of the whole world. How are you going to
deliver your topic in a way that your
students could understand the countries
involved in each continent and where it is
located?
Answer: Use a Globe

3. What is a Three-Dimensional (3D)
Instructional Media?
 It displays an additional quality that
appeals to the sense of touch – that
is, a tactual quality.
 Their most important characteristic
is their idea that they are to be
handled by students to further assist
them in formulating more legitimate
concepts about things.

4. • Three-dimensional materials are
very useful in the event that real-life
materials are impossible to be
brought in the classroom to provide
students with certain amount of
direct, purposeful, rich, and
meaningful learning experience in
accordance with Dale’s “Cone of
Experience”.
What is a Three-Dimensional (3D)
Instructional Media?

5.  Specimens and Objects
 Models and Mock ups
 Diorama
 Puppets
 Games and Simulation
Kinds of 3D’s

6. SPECIMENS
• a part or aspect of some item that is
typical sample of the character of
others in its same class or group.
Specimens enable us to learn many
things that would otherwise be
unobtainable.

9. OBJECTS
• are concrete materials such as plants
and tools, used in providing direct
experience.
• may also include artifacts displayed in
a museum or objects displayed in
exhibits.

11. Points to Consider in Using Specimen
and Objects for Teaching:
• Develop a purpose for using them.
• Provide opportunities to pupils to work
or to manipulate the specimens so
that they can consider concepts,
process and principles by themselves.

12. • Present just enough specimens or
objects at a time so as not to
overwhelm the students/pupils.
• Present the materials in a dramatic
way so as to arouse and sustain the
interest of the student/pupils.

13. MODELS
• A “reproduction of a real thing in a small
scale, large scale or exact size but made
of synthetic materials. It is a substitute
for a real thing which may or may not be
operational.” (Brown et al., 1969)

14. • are excellent for teaching concepts
about things that are three-dimensional
and concrete in nature.
• They can be made to show interior
views of objects, and they can be
simplified to any extent desired in order
that the basic concept represented may
be communicated most adequately.

17. MOCK UP
• A mock-up is an arrangement of a real
device or associated devices, displayed
in a such way that representation of
reality is created.
• The mock-up may be simplified in order
to emphasize certain features.

18. • It may be an economical reproduction of a
complicated or costly device, to be
observed for learning purposes. Usually, it
is a prepared substitute for a real thing;
sometimes it is a giant enlargement.
(Brown, 1969)
• It is also considered as a special model
where the parts of a model are singled out,
heightened and magnified in order to focus
on the part or process under study.

21. When do we use models and
mock-ups?
• When reality is too small, like atoms,
molecules, amoeba; or too big, like the
universe, the earth
• When reality is inaccessible like past and
futuristic events; and when distance is
impossible to bridge
• When reality is too dangerous like viewing
an erupting volcano or going to the forest
for wild animals and insects.

22. When do we use models and
mock-ups? (cont..)
• When reality is unreliable like the
weather and the various climate
conditions, and the tides.
• When reality is too abstract – like space
relationship, mathematics and other
concepts.

23. Cautions in the use of models
and mock-ups
• Alteration of size, space and time
• Misconceptions may arise between the
real and the contrived

24. THE GLOBE
• The most widely used model, which is a
reduced version of the earth
• Student can learn more about the earth
from the globe rather than from the flat
map.

25. Other Types of Contrived
Experiences
1. Aquarium
- is a representation of plant and
animal life in land
2. Terrarium
- is a representation of plant and
animal life on land
3. Aviary
- is a collection of live birds

26. Other Types of Contrived
Experiences (cont..)
4. Herbarium
- is a collection of dried herbs
5. Herbary
- is a collection of live herbs
6. Vivarium
- is a representation of plant and
animal life putting together those of the
same habitat

27. Other Types of Contrived
Experiences (cont..)
7. Planetarium
- is a representation of planets
8. Solarium
- representation of the solar system
9. Diorama
- a three dimensional representation of
event, ideas or concepts against a scenic
background

28. Other Types of Contrived
Experiences (cont..)
10. Simulation
- is an imitation of reality, modifying
some elements which may prove
dangerous or impractical so as to provide
the students with the experience
whenever necessary
11. Orchidarium
- a collection of orchids

29. “We teach through a
rearrangement of raw reality: a
specimen, a manageable sample of
a whole…. When the direct
experience cannot be used
properly in its natural setting.”
- unknown
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