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DIRECT,
PURPOSEFUL
EXPERIENCES
AND BEYOND
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. ”
Focus Questions:
2. For meaningful learning, where
should these direct and purposeful
experiences lead the learners to?
1. What do direct, purposeful
experiences refer to?
What are referred to as direct,
purposeful experiences?
These are 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.
Preparing meals
Driving
Doing powerpoint presentation
Performing a laboratory experiment
Delivering a speech
Taking a trip
Indirect Purposeful 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
experiences
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 this experiences involve the
asking of questions that have significance
in the life of a person undergoing the
direct experience.
An ounce of experience is better than a ton of
theory because it is only in experience that
any theory has vital and verifiable significance.
An experience, a very humble experience, is
capable of generating and carrying any
amount of theory (or intellectual content), but
a theory apart from an experience cannot be
definitely grasped as a theory. It tends to
become a mere verbal formula, a set of
catchwords used to render thinking, or
genuine theorizing unnecessary and
impossible.
John Dewey (1916) Fundamental Point
Provide students the opportunities to learn by doing
Make use of real instructional materials as much as
we can
Helping the development of five senses to the full to
heighten their sensitivity to the world
Draw meaning from their firsthand experience
Budget of purchasing materials sets the teacher free
from worrying
Implications of direct, purposeful
experience to teaching-learning process
0%
20%
40%
60%
80%
sight
hearing
touch
taste
smell
75%
13%
6%
3%
3%
Verbal
symbols
Visual
symbols
Recording Radio
Still Pictures
Motion Pictures
Educational Television
Exhibits
Study Trips
Demonstration
Dramatized Experiences
Contrived Experiences
Direct Purposeful Experiences
Learning is an active process
 Nobody can learn for us in the same way
that nobody can eat for us, nor live for us,
nor die for us. “Only I can learn for myself.
As a learner , I must therefore, be actively
engage in the learning process.” This means
that we actively engage the learners in the
learning activities if we want them to learn
what we intend to teach. We have to give
varied activities to our students for “hands-
on-minds-on” learning.
References:
Educational Technology 1
By: Brenda B. Corpuz, Ph.D.
Second Edition
Principles of Teaching 1
By: Brenda B. Corpuz, Ph.D.
Gloria G. Salandanan, Ph.D
P. 73-74
Google
The End!!!
Thank you!!!
-prettyRKC

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Lesson 7 rkc

  • 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. Focus Questions: 2. For meaningful learning, where should these direct and purposeful experiences lead the learners to? 1. What do direct, purposeful experiences refer to?
  • 4. What are referred to as direct, purposeful experiences? These are 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.
  • 5.
  • 12. Indirect Purposeful 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 experiences
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  • 14. 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 this experiences involve the asking of questions that have significance in the life of a person undergoing the direct experience.
  • 15.
  • 16. An ounce of experience is better than a ton of theory because it is only in experience that any theory has vital and verifiable significance. An experience, a very humble experience, is capable of generating and carrying any amount of theory (or intellectual content), but a theory apart from an experience cannot be definitely grasped as a theory. It tends to become a mere verbal formula, a set of catchwords used to render thinking, or genuine theorizing unnecessary and impossible. John Dewey (1916) Fundamental Point
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  • 18. Provide students the opportunities to learn by doing Make use of real instructional materials as much as we can Helping the development of five senses to the full to heighten their sensitivity to the world Draw meaning from their firsthand experience Budget of purchasing materials sets the teacher free from worrying Implications of direct, purposeful experience to teaching-learning process
  • 20. Verbal symbols Visual symbols Recording Radio Still Pictures Motion Pictures Educational Television Exhibits Study Trips Demonstration Dramatized Experiences Contrived Experiences Direct Purposeful Experiences
  • 21. Learning is an active process  Nobody can learn for us in the same way that nobody can eat for us, nor live for us, nor die for us. “Only I can learn for myself. As a learner , I must therefore, be actively engage in the learning process.” This means that we actively engage the learners in the learning activities if we want them to learn what we intend to teach. We have to give varied activities to our students for “hands- on-minds-on” learning.
  • 22. References: Educational Technology 1 By: Brenda B. Corpuz, Ph.D. Second Edition Principles of Teaching 1 By: Brenda B. Corpuz, Ph.D. Gloria G. Salandanan, Ph.D P. 73-74 Google