3D Instruction

al Materials

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.

• 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”.

CONTRIVED EXPERIENCE

Contrived Experience

are “edited” copies of reality and are used as substitutes for real things when it is not practical or not possible to bring or do the real thing in the classroom.

designed to simulate to real-life situations.

Specimens and Objects Models and Mock ups Diorama Puppets Games and Simulation

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.

OBJECTS

• are concrete materials such as plants, animals, tools, used in providing direct experience.

• may also include artifacts displayed in a museum or objects displayed in exhibits.

Advantages– These are less abstract and more concrete.

– It attracts students’ attention.

– Students become more familiar with objects.

Limitations– They need bigger storage.

– They are prone to possible damage.

– Some objects have limitation in availability and may not be easy to find.

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.

• 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.

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)

• 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.

Varied Purposes of Models

• When real objects are too small or too large to bring into the classroom.

• To present subject matter involving the past and the future.

• Physical inaccessibility.

• Abstract constructions.

• To explain processes.

Types of Models

Solid Models - They are used mainly for

recognizing external features

Cross-section Model/Cut-away Models

- They show the internal structures.

Construction Models- models which can be

assembled and disassembled to show

relationship of parts to a whole

Working Models- indicate how the things being represented operate

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.

• 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.

Advantages • Allow learner to examine model or mock-up

which may not be easy in the real object.• Functioning model/mock-up allows learner to

handle and operate.• Create high interest and permit close up

observation of how it works.

• Can provide learning experiences that real objects cannot provide.

• Working models can illustrate basic operations of a real device and provide important details.

• Allow learner to independently study the item at their own convenience.

• Make classroom discussion more effective.

Limitations • They require tedious work.• They are expensive.• They might distort some real concepts.• Some models which are too heavy or too big

may be difficult for actual lecture.

DIORAMA• The term Diorama is of Greek origin

which means “to see through”. Diorama is a three-dimensional representation of events, ideas or concepts against a scenic background.

• It is also known as a meaningful exhibit in boxes or cases, which are portable.

• It is a miniature scene in three-dimensional treatment that is meant to replicate reality and cause students to think creatively and aesthetically.

Advantages

• They have intrinsic value.

• They allow us to compare past and present conditions.

• They help us make connections to the real world.

• It develops students’ creativity.

• It can be viewed, handled, and examined by students.

• It adds interest and meaning to the lesson.

Limitations

• It demands a bigger space in the classroom in terms of use and storage.

• It is generally expensive.

• It is easily damaged.

PUPPETS • Puppets are artificial figures whose movements

are controlled by a person.

• Puppets are moved by hand or by strings, wires, or rods. Puppet figures are made to represent a person, animal, plant, or an object.

• A puppet can become the medium through which the children express themselves, often in role playing fashion. Puppets can assist the child in assuming the role of the character that he is portraying

Advantages • They boost active participation among

students.• Stirring and attention getting.• Fascination of the inanimate objects.• Enjoyable and spontaneous learning

experiences.• Students become more creative.

Limitations • It is time-consuming.• It is expensive• It demands extra effort.• It can compete with the teacher.

SIMULATIONS

• A representation of a manageable real event in which the learner is an active participant engaged in learning a behavior or in applying previously acquired skills or knowledge.

examples:

school election process, fire and earthquake drills

GAMES

• played to win.

(We use simulations and games to make our classes interactive and to develop the decision-making skills and knowledge construction skills of the students.)

10 General Purposes of Simulation and Games

1) to develop changes in attitude.

2) to change specific behavior.

3) to prepare participants for assuming new roles in the future.

4) to help individuals understand their current roles.

5) to increase the students’ ability to apply principles.

6) to reduce complex problems or situations to manageable elements.

7) to illustrate roles that may affect one’s life but that one may never assume.

8) to motivate learners.

9) to develop analytical processes.

10) to sensitize individuals to another person’s life role.

“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

THANK YOU…