Educational technology 1
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The document discusses direct, purposeful experiences and how they lead to learning. It defines direct experiences as those that come through our senses, like preparing a meal or doing a lab experiment. These experiences form the foundation for our ideas and understanding. While indirect experiences, like seeing a mountain in a film, are less sensory. The document notes direct experiences should be purposeful, not mechanical, and involve reflection and questioning to internalize lessons. It implies these experiences must then be brought to a higher level of abstraction and generalization. Finally, it suggests teaching should provide opportunities for hands-on learning through direct experiences and use real materials to develop students' senses and elevate their thinking.
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Lesson 7 Direct purposeful and beyond prof.ed 4
The document discusses direct, purposeful experiences and indirect experiences. Direct experiences are concrete, first-hand experiences involving the senses that form the foundation of learning. Examples include preparing meals, making furniture, playing sports, experiments, and trips. Indirect experiences involve observing, reading about, or hearing about the experiences of others rather than directly experiencing them oneself. While not as rich as direct experiences, indirect experiences still allow one to learn about the world. Direct experiences are described as purposeful because they involve internalization, asking meaningful questions, and relating to a purposeful learning goal, rather than just mechanical motions. They serve as the basis for developing concepts, generalizations, and abstractions.
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Direct, purposeful experiences refer to concrete, first-hand experiences that serve as the foundation for learning. Such experiences involve the senses and allow learners to construct ideas and meaning. Direct experiences include activities like preparing a meal, making furniture, or conducting an experiment. Indirect experiences are those observed, read about, or heard from others rather than self-experiences. While not first-hand, indirect experiences still provide exposure. Direct experiences should not be mechanical but should involve questioning and internalization. Laboratory experiments are given as direct experiences so students can learn by doing and draw meaning from real materials to develop their senses and heighten sensitivity.
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Direct, purposeful experiences refer to concrete, firsthand sensory experiences that form the foundation of learning. They include activities like preparing meals, driving, and performing experiments. These experiences allow learners to construct ideas and generalizations that give meaning to their lives. While direct experiences are best, indirect experiences like reading about others' experiences can also support learning. Meaningful learning occurs when experiences lead learners to internalize questions and draw significance from activities, rather than just going through motions. Teachers should provide opportunities for hands-on learning using real materials to engage all five senses and help students find meaning.
Direct purposeful experience and beyond by Raquel Marasigan
This document discusses direct purposeful experiences in learning. It defines direct purposeful experiences as first-hand experiences that serve as the foundation of learning through the senses of seeing, hearing, touching, and smelling. These experiences are purposeful because they are not just sensory excitation, but are undergone to achieve a purpose of learning. While direct experiences are important, the document notes that learning should not end there, and advocates for a "hands-on-minds-on, and hearts-on approach" that also includes indirect experiences and reflection on how experiences impact values and life.
Direct purposeful experiences
This document discusses direct purposeful experiences and their importance for meaningful learning. Direct experiences refer to concrete, firsthand experiences involving our senses, such as preparing a meal, doing a lab experiment, or giving a speech. These experiences are richer than indirect experiences of others. The document recommends that teachers provide opportunities for students to learn through direct experiences by doing, using real materials, developing their senses, and drawing meaning from firsthand experiences to support learning.
Lesson7 direct purposeful experiences.xandrex kemmbolaño
Direct, purposeful experiences refer to first-hand, sensory experiences that form the foundation of learning. Such experiences allow students to learn by doing and using real objects. While indirect experiences involve observing or learning about others' experiences, direct experiences are internalized as the student actively questions and derives meaning from what they observe. The goal of direct experiences is to lead students to higher levels of abstraction and generalization beyond just the experience itself.
Direct, purposeful experience and beyond
This document discusses direct, purposeful experiences in learning. It makes three key points:
1. Direct experiences are concrete, first-hand sensory experiences that form the foundation of learning concepts and generalizations. They are contrasted with indirect experiences which are observed or learned about second-hand.
2. Direct experiences are described as purposeful because they involve asking meaningful questions and learning objectives.
3. Relying on direct experiences in teaching implies giving students opportunities for hands-on learning using real examples, developing their senses, and guiding them to draw meaning and think at higher levels, not just concretely. Direct experiences thus lay the groundwork for conceptual understanding.
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This document discusses direct purposeful experiences, which are first-hand learning experiences gained through the senses of seeing, hearing, touching, and smelling. These sensory-rich experiences allow people to construct meaningful ideas and concepts. Examples include conducting experiments, making objects, giving presentations, and surveys. Direct experiences are purposeful because they are undertaken intentionally for the sake of learning, and involve active participation through the senses, unlike indirect experiences which are learned by observing others. The document emphasizes that direct experiences should not be ends in themselves, but should immerse students in real-world learning through hands-on activities to develop their skills.
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The document discusses direct, purposeful experiences and indirect experiences. Direct experiences are concrete, first-hand experiences involving the senses that form the foundation of learning. Examples include preparing meals, making furniture, playing sports, experiments, and trips. Indirect experiences involve observing, reading about, or hearing about the experiences of others rather than directly experiencing them oneself. While not as rich as direct experiences, indirect experiences still allow one to learn about the world. Direct experiences are described as purposeful because they involve internalization, asking meaningful questions, and relating to a purposeful learning goal, rather than just mechanical motions. They serve as the basis for developing concepts, generalizations, and abstractions.
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Direct, purposeful experiences refer to concrete, first-hand experiences that serve as the foundation for learning. Such experiences involve the senses and allow learners to construct ideas and meaning. Direct experiences include activities like preparing a meal, making furniture, or conducting an experiment. Indirect experiences are those observed, read about, or heard from others rather than self-experiences. While not first-hand, indirect experiences still provide exposure. Direct experiences should not be mechanical but should involve questioning and internalization. Laboratory experiments are given as direct experiences so students can learn by doing and draw meaning from real materials to develop their senses and heighten sensitivity.
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This document discusses direct purposeful experiences in learning. It defines direct purposeful experiences as first-hand experiences that serve as the foundation of learning through the senses of seeing, hearing, touching, and smelling. These experiences are purposeful because they are not just sensory excitation, but are undergone to achieve a purpose of learning. While direct experiences are important, the document notes that learning should not end there, and advocates for a "hands-on-minds-on, and hearts-on approach" that also includes indirect experiences and reflection on how experiences impact values and life.
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This document discusses direct purposeful experiences and their importance for meaningful learning. Direct experiences refer to concrete, firsthand experiences involving our senses, such as preparing a meal, doing a lab experiment, or giving a speech. These experiences are richer than indirect experiences of others. The document recommends that teachers provide opportunities for students to learn through direct experiences by doing, using real materials, developing their senses, and drawing meaning from firsthand experiences to support learning.
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Direct, purposeful experiences refer to first-hand, sensory experiences that form the foundation of learning. Such experiences allow students to learn by doing and using real objects. While indirect experiences involve observing or learning about others' experiences, direct experiences are internalized as the student actively questions and derives meaning from what they observe. The goal of direct experiences is to lead students to higher levels of abstraction and generalization beyond just the experience itself.
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This document discusses direct, purposeful experiences in learning. It makes three key points:
1. Direct experiences are concrete, first-hand sensory experiences that form the foundation of learning concepts and generalizations. They are contrasted with indirect experiences which are observed or learned about second-hand.
2. Direct experiences are described as purposeful because they involve asking meaningful questions and learning objectives.
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This document discusses direct purposeful experiences, which are first-hand learning experiences gained through the senses of seeing, hearing, touching, and smelling. These sensory-rich experiences allow people to construct meaningful ideas and concepts. Examples include conducting experiments, making objects, giving presentations, and surveys. Direct experiences are purposeful because they are undertaken intentionally for the sake of learning, and involve active participation through the senses, unlike indirect experiences which are learned by observing others. The document emphasizes that direct experiences should not be ends in themselves, but should immerse students in real-world learning through hands-on activities to develop their skills.
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The document discusses the importance of direct, purposeful experiences in learning. It states that sensory experiences form the foundation of our learning by allowing us to construct ideas and concepts. It encourages giving students opportunities to learn by doing, immersing them in real-world experiences using real materials, and helping them develop their senses. Students should draw meaning from first-hand experiences to elevate their thinking. The document prompts considering opportunities for direct experiences in college subjects and sharing an activity for classmates to experience.
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Direct, purposeful experiences refer to concrete, firsthand experiences through our senses that form the foundation of our learning by allowing us to construct ideas, concepts and generalizations. These experiences should lead learners to higher levels of thinking by drawing meaning and abstraction. Effective instruction utilizes direct experiences but also guides learners to generalize and think beyond the concrete experience for deeper understanding.
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Direct, purposeful experiences are our first-hand sensory experiences that form the foundation of learning. We construct ideas, concepts and generalizations from what our senses experience in the world. To teach effectively, we should give students opportunities to learn by doing and experiencing real things, develop their senses, and guide them to draw meaning and think abstractly beyond just the concrete. Our lack of understanding comes from a lack of attention, which stems from failing to fully use our senses in direct experiences.
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A Power Point Presentation of the Topic ''The PRINCIPLES of LEARNING'' on the subject '' The Principles of Teaching 1''
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The document defines direct, purposeful experiences as concrete, firsthand experiences that form the foundation of learning through our senses. These experiences involve actively engaging with real objects or experiments, rather than passive observation. Purposeful experiences are undertaken with specific learning objectives in mind. This implies that teaching should focus on giving students opportunities for hands-on learning with real materials to draw meaning and develop abstract concepts. Teachers should help students develop their senses and guide them to higher levels of thinking through direct experiences.
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Direct, purposeful experiences refer to concrete, firsthand experiences that involve the senses. These experiences form the foundation of learning by allowing learners to construct ideas, concepts and generalizations. The document discusses how direct experiences are the most realistic type of instructional material according to Dale's Cone of Experience. It emphasizes that direct experiences should lead learners to higher levels of thinking like generalization and abstraction, not remain at the concrete level. Providing opportunities for students to learn through direct experiences by doing, seeing and interacting with real objects can heighten their sensitivity and help them develop meaningful understandings.
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This document discusses direct and indirect experiences in learning. Direct experiences are described as concrete, firsthand experiences involving the senses that form the foundation of learning. Indirect experiences are observing or learning about the experiences of others. The document provides examples of direct experiences like cooking or playing sports. It also discusses implications for teaching, like giving students opportunities for hands-on learning and using real materials. The overall message is that direct sensory experiences are important for learning but need guidance to draw out meaning and higher-level thinking.
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Direct, purposeful experiences involve analyzing problems, devising and evaluating solutions in a complex process involving people, procedures, ideas, devices, and organization. There are two kinds of experiences - direct experiences like preparing meals or doing a science experiment, and indirect experiences of observing or learning about others' experiences. Direct experiences are purposeful because they involve internalizing meaningful questions rather than just going through motions. If direct experiences effectively teach concepts and skills, it implies the teaching-learning process should give students opportunities to learn by doing, using real materials, developing their senses, and drawing meaning from firsthand experiences to develop higher-level thinking.
Direct Purposeful Experience
Direct, purposeful experiences provide the foundation for learning and constructing ideas about the world according to sensory input. Such experiences involve asking meaningful questions and learning objectives. While direct experiences are best, indirect experiences like reading, observing, or hearing about others' experiences can also promote learning, albeit in a vicarious way. This implies educators should provide opportunities for students to learn through hands-on experiences and real objects to develop their senses and draw meaning, guiding them to higher-level thinking.
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The document discusses the importance of direct, purposeful experiences in learning. It states that sensory experiences form the foundation of our learning by allowing us to construct ideas and concepts. It encourages giving students opportunities to learn by doing, immersing them in real-world experiences using real materials, and helping them develop their senses. Students should draw meaning from first-hand experiences to elevate their thinking. The document prompts considering opportunities for direct experiences in college subjects and sharing an activity for classmates to experience.
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It will enable the students to determine the differences between direct and indirect purposeful experiences.
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Direct, purposeful experiences refer to concrete, firsthand experiences through our senses that form the foundation of our learning by allowing us to construct ideas, concepts and generalizations. These experiences should lead learners to higher levels of thinking by drawing meaning and abstraction. Effective instruction utilizes direct experiences but also guides learners to generalize and think beyond the concrete experience for deeper understanding.
Direct, purposeful experiences presentation
Direct, purposeful experiences provide the foundation for learning and meaning-making. Such experiences involve the senses and allow learners to construct ideas and generalizations. While direct experiences are best, indirect experiences through observation, reading, or hearing about others' experiences can also promote learning. To maximize learning, teaching should provide opportunities for hands-on, immersive experiences and use of real materials to help students develop their senses and draw meaning from first-hand experiences.
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The document discusses direct purposeful experiences, which are rich sensory experiences that form the foundation of learning. These experiences are purposeful because they involve actively engaging questions that have significance to the learner. Direct experiences then lead to concept formation, generalization, and higher-level thinking. To effectively facilitate such learning, students should be given opportunities for hands-on learning using real examples and guided to draw meaning from their experiences.
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Jerome Bruner was an American psychologist who developed a three-tiered model of learning called the Three Fold Analysis of Experience. The model includes an enactive stage involving direct experiences, an iconic stage involving more abstract experiences like pictures, and a symbolic stage using words and printed materials that no longer resemble the object of study. Bruner's model proposes that every area of knowledge can be presented and learned through these three distinct stages of increasing abstraction.
Psed 2
Learning by doing means learning from one's own actions and experiences rather than just watching, reading, or listening. It involves direct sensory contact with the results of one's own actions. The teacher finds that John Dewey's theory of learning by doing helps their young students learn best through hands-on experiences. While time-consuming to prepare activities, it drives student attention and participation in lessons, helping the teacher achieve their objectives. However, it requires patience to control eager students and plenty of materials.
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The document describes two models of learning:
1) Skinner's model where learning occurs through stimulus and response, and the learner's response is reinforced.
2) Bruner's model where learning involves acquiring information, transforming and manipulating it, and then testing and checking it. The learner actively processes the information rather than just responding.
It notes Bruner's learner is more active compared to Skinner's passive, mechanistic learner. Bruner's model sees learning as a personal activity where the learner personally changes and processes stimuli.
Types of learning
This document defines and describes different types of learning:
- Episodic learning occurs as a result of an event, like developing a fear of dogs after being bitten.
- Multimedia learning builds mental representations from words and pictures.
- E-learning delivers interactive learning environments electronically to anyone, anywhere, anytime.
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This document discusses different types of learning methods including massed learning, spaced learning, repeated recitation, whole versus part learning, and serial learning. It explains that spaced learning is more effective for long-term retention compared to massed learning which is prone to quick forgetting. Repeated recitation is also beneficial for permanent memory retention. Whole learning is generally superior to part learning up to about 240 lines, but parts may be better for children. Language plays an important role in learning as it facilitates discovery, collaboration and inquiry.
JayR
Direct, purposeful experiences are our first-hand sensory experiences that form the foundation of learning. We construct ideas, concepts and generalizations from what our senses experience in the world. To teach effectively, we should give students opportunities to learn by doing and experiencing real things, develop their senses, and guide them to draw meaning and think abstractly beyond just the concrete. Our lack of understanding comes from a lack of attention, which stems from failing to fully use our senses in direct experiences.
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A Power Point Presentation of the Topic ''The PRINCIPLES of LEARNING'' on the subject '' The Principles of Teaching 1''
Contains the following:
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-Laws of Learning by Thorndike
with Pictures to be easily understand, or for to you ask share their insight about the given principles, Quotation related to the topic and also a special video.
Hope it will help you, thank you~
Principles of Learning
1. Learning is an internal process activated by the learner based on their interests and needs. People learn best when concepts are personally relevant and through direct experiences.
2. Learning is most effective when it is collaborative, as cooperation fosters new understanding and perspectives. Learning together enables students to realize their own contributions and what they can learn from others.
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Direct, purposeful experiences and beyond by Elen B. Teodore
The document defines direct, purposeful experiences as concrete, firsthand experiences that form the foundation of learning through our senses. These experiences involve actively engaging with real objects or experiments, rather than passive observation. Purposeful experiences are undertaken with specific learning objectives in mind. This implies that teaching should focus on giving students opportunities for hands-on learning with real materials to draw meaning and develop abstract concepts. Teachers should help students develop their senses and guide them to higher levels of thinking through direct experiences.
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Direct, purposeful experiences refer to concrete, firsthand experiences that involve the senses. These experiences form the foundation of learning by allowing learners to construct ideas, concepts and generalizations. The document discusses how direct experiences are the most realistic type of instructional material according to Dale's Cone of Experience. It emphasizes that direct experiences should lead learners to higher levels of thinking like generalization and abstraction, not remain at the concrete level. Providing opportunities for students to learn through direct experiences by doing, seeing and interacting with real objects can heighten their sensitivity and help them develop meaningful understandings.
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This document discusses direct and indirect experiences in learning. Direct experiences are described as concrete, firsthand experiences involving the senses that form the foundation of learning. Indirect experiences are observing or learning about the experiences of others. The document provides examples of direct experiences like cooking or playing sports. It also discusses implications for teaching, like giving students opportunities for hands-on learning and using real materials. The overall message is that direct sensory experiences are important for learning but need guidance to draw out meaning and higher-level thinking.
Direct, purposeful experiences and beyond
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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
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Direct experiences are purposeful because they are not just mechanical motions, but allow students to learn concepts and skills effectively through their senses. If direct experiences are so effective for learning, it implies that the teaching-learning process should provide opportunities for students to learn by doing, use real-world materials when possible, develop their five senses, guide students to find meaning from experiences and elevate their thinking, while not getting stuck on concrete experiences and failing to challenge higher-level thinking.
Direct, Purposeful Experiences (EdTech)
The document discusses direct and indirect experiences in learning. It defines direct experiences as first-hand sensory experiences that form the foundation of learning. Indirect experiences involve observing, reading, or hearing about the experiences of others. The document recommends giving students opportunities for direct experiences, such as conducting experiments in the laboratory, to actively engage their senses and draw meaning from real-world experiences. This helps students learn concepts at a higher level of generalization and abstraction.
Direct , purposeful experiences and beyond
1. Different people can have very different interpretations of the same direct experience based on their background and interests. The farmer, astronomer, physician, etc. all saw different things in the same field.
2. To arrive at a more accurate interpretation, we should use multiple senses and perspectives to observe direct experiences richly. The poet, for example, noticed both visual and auditory details others missed.
3. Abstract concepts and ideas are built upon direct experiences, but our understanding can be limited without considering different viewpoints. Looking at experiences from various angles leads to deeper insight and understanding.
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The document discusses Jagannath K. Dange's step learning experiences model. It begins by explaining that the model includes 17 different learning experiences that teachers can choose from to suit their content, students, environment, and objectives. It then provides details on each type of learning experience, from verbal symbols at the top of the model to direct experiences at the bottom. The experiences range from words and pictures to demonstrations, field trips, and role playing activities. The document emphasizes that providing a variety of hands-on learning experiences helps students obtain concrete understanding of concepts.
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Edgar Dale developed the Cone of Experience, which arranges educational experiences on a cone from most concrete at the base to most abstract at the top. The cone emphasizes beginning instruction with hands-on, sensory experiences and moving up to more abstract levels. It suggests students need a foundation of concrete experiences before symbolic instruction. The cone also considers using multiple senses and learner control in experiences.
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This document discusses the concept of authentic interiority and how it relates to developing a preferential option for the economically poor. It defines authentic interiority as a spiritual praxis of engagement with the world that involves reflective self-awareness and the operations of experiencing, understanding, judging, and deciding. It argues that authentic interiority grounds and motivates acting to promote the good of others, especially the economically poor who make up most of the world's population. Through attentiveness to one's inner experience and desires, one can discover that all humans seek goods like food, shelter, and friendship. This leads to a judgment that social systems should prioritize delivering these goods to the poor, and a decision to work towards a global order based
Experientialism by Atula Ahuja
Experientialism emerged as a philosophical theory in the 1950s-1980s that maintained personal experience is the principal basis of knowledge. It developed in response to the inadequacies of behaviorism. Major theorists included Dewey, Lewin, Piaget, Kolb, Lakoff, and Johnson. Kolb's experiential learning cycle emphasized a four-stage process: concrete experience, observation/reflection, formation of abstract concepts, testing concepts in new situations. Lakoff and Johnson argued meaning depends on how we frame experiences based on our bodies and social contexts. Experientialism posits that learning occurs best through hands-on experience and reflection rather than passive knowledge transmission. It remains influential in fields like education,
Knowledge and curriculum
Chamber of dictionary answer the question for what is knowledge is (i) as the fact of knowing, (ii) information or what is known; (iii) the whole of what can be learned or found out. Further, it also knowledge as assured belief, that which is known, information, instruction, enlightenment, learning, practical skill and acquaintance. Considering all the above that are worthy of knowing. A term widely used by teachers, educators and policy makers is concept of knowledge and it refers to the body of information that teachers teach and that students are expected to learn in a given subject or content area such as English, Language Arts, Mathematics, Science, or Social Studies. Concept of knowledge generally refers to the facts, concepts, theories and principles that are taught and learned rather than related to skills such as reading, writing, or researching that student also learns in academic courses.
Knowledge is not truth. Truth is inferred on the bases of available knowledge. The truth about the universe around us or the macrocosm to the microcosm is inferred knowledge. The knowledge of galaxy is inferred; so is the whole nuclear science, space, DNA etc,. Much of what we knew is not observed knowledge. They are known through their effects, properties, and characteristics. It is at the stage of inference that employment of methods for drawing inferences that philosophy is at work. Knowledge certified by the philosophy enters the curriculum of education. Methods approved by philosophy for building knowledge from the bases of methods and techniques of teaching. The truth arrived by philosophy sets the goals and objectives of education as well as instruments and uses of evaluation. Like this knowledge helps philosophy to interpret, guide, monitor and validating the educational process at every stages.
Direct, purposeful experiences & beyond power point
The document discusses the importance of direct, purposeful experiences in learning. It states that sensory experiences form the foundation of our learning by allowing us to construct ideas and concepts. It encourages giving students opportunities to learn by doing, immersing them in real-world experiences using real materials, and helping them develop their senses. Students should draw meaning from first-hand experiences to elevate their thinking. The document prompts considering opportunities for direct experiences in college subjects and sharing an activity for classmates to experience.
Teaching Effectiveness
Teaching is both a science and an art that engages students in acquiring knowledge, skills, and values through activities. While there is no single best teaching method, effective teaching involves several principles: (1) Learning is an active process that involves different senses; (2) A non-threatening atmosphere enhances learning; (3) Emotions increase retention and learning.
Becoming Genius 3: Ontology
Four Stages of Becoming Genius For any given subject: Duplication: Making an exact copy of the source
Understanding: Systems thinking through logic
Analysis: Contemplation of abstract relationships
Metacognition: Realization of new state of being
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Educational technology 1
- 1. SUBMITTED BY : LIEZEL V. BULA SUBMITTED TO: PROF. MARY GENE PANES
- 2. 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."
- 3. TO KNOW MORE ABOUT THE DIRECT PURPOSEFUL EXPERIENCES AND BEYOND. TO DETERMINE WHERE SHOULD THE DIRECT AND PURPOSEFUL EXPERIENCES LEAD THE LEARNERS. TO IDENTIFY THE DIRECT PURPOSEFUL EXPERIENCES AND BEYOND.
- 4. What are referred to as direct, purposeful experiences? 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) In short, they are sensory experiences.
- 5. preparing a meals making power point presentation delivering a speech performing a laboratory experiment taking a trip making a piece of furniture
- 6. In contrast with direct experience is indirect experience.These are the experience of other people that we observe, read or hear about.They are not a firsthand experience but rather a vicarious experiences. Climbing a mountain is a direct experience but seeing it done in films or reading it on books it is vicarious.Therefore, we can approach the world of reality directly through the senses and indirectly with reduced sensory experience.
- 7. Why are these direct experiences described to be purposeful? This is said to be purposeful because the experiences are not purely mechanical. These are experiences that involve asking questions that have significance in the life of the person. These experiences undergone in relation to a purpose by learning. This means that this must not be the period or the dead end. This is more of hands-on, minds on and hearts on approach. This means that thoughts or meanings following reflection run the risk of a lesson, direct experience should be more knowledgeable and effective.
- 8. "Direct purposeful experiences and beyond" implies that these experiences must be brought to the higher plane and the higher plane is referred here is the level of abstraction and generalization.
- 9. If direct, purposeful experiences or firsthand sensory experiences make us learn concepts and skills effectively, what does this imply to the teaching-learning process? First, let us give our students opportunities 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.
- 10. Third, let us have 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.
- 12. •the experiences are not purely mechanical •experiences that are internalized in the sense that these experiences involved the asking of questions that have significance in the life of the person undergoing the direct experiences •the experiences are undergone in the relation to a purpose. e.i., learning