Direct purposeful experiences
I. Objectives
1. Identify different activities under direct, purposeful experiences
2. Appreciate importance of hands-on activities.
3. Know the appropriate use of direct, purposeful experiences in different
activities and lessons to achieve effective learning
II. Direct Purposeful Experiences and Beyond
A. Description of Direct Purposeful Experiences
1. These are our concrete and first hand experiences that make up the
foundation of our learning.
2. 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)
3. They are the sensory experiences.
B. Example of Direct Purposeful Activities
1. Preparing meals or snacks
2. Making a piece of furniture
3. Performing a laboratory experiment
4. Delivering a speech
5. Taking a trip
C. Purpose of Direct, Purposeful Experiences
1. It serves as the foundation of concept formation, generalization and
abstraction.
2. It leads us to concept formation and abstraction.
3. Its aim is to develop higher level thinking skills.
D. Reasons that direct experiences is described to be purposeful
1. 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 experience.
2. These experiences are undergone in relation to a purpose, i.e. learning
3. It is done in relation to a certain learning objective.
4. Purposeful because the experiences are not purely mechanical. They are not a
matter of going through the motion.
E. Implications to the teaching- learning process
1. It gives students opportunities to learn by doing.
2. It let the students immerse in the world of experience
3. It makes use of real things as instructional materials for as long as possible
4. It helps the students develop the five senses to the full to heighten their
sensitivity to the world
5. It guides the students so that they can draw meaning from their first hand
experiences and elevate their level of thinking.
F. Impact of Direct Purposeful Experiences
1. Advantages
a. We can gain knowledge through experience.
b. Serves as the foundation of concept formation, generalization and abstraction.
2. Disadvantages
a. There would be a possible wrong interpretation of the experience that will
lead to inappropriate knowledge.
b. When misguided or misinterpreted, it could possibly cause confusion.
G. Summary
1. Direct experiences are first hand experiences that serve as the foundation of
learning. The opposite of direct experiences are indirect or vicarious experiences
2. Direct experiences lead us to concept formation and abstraction. We should not
end our lessons knowing only the concrete. We go beyond the concrete by
reaching the level of abstract concepts.
1. Identify different activities under direct, purposeful experiences
2. Appreciate importance of hands-on activities.
3. Know the appropriate use of direct, purposeful experiences in different
activities and lessons to achieve effective learning
II. Direct Purposeful Experiences and Beyond
A. Description of Direct Purposeful Experiences
1. These are our concrete and first hand experiences that make up the
foundation of our learning.
2. 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)
3. They are the sensory experiences.
B. Example of Direct Purposeful Activities
1. Preparing meals or snacks
2. Making a piece of furniture
3. Performing a laboratory experiment
4. Delivering a speech
5. Taking a trip
C. Purpose of Direct, Purposeful Experiences
1. It serves as the foundation of concept formation, generalization and
abstraction.
2. It leads us to concept formation and abstraction.
3. Its aim is to develop higher level thinking skills.
D. Reasons that direct experiences is described to be purposeful
1. 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 experience.
2. These experiences are undergone in relation to a purpose, i.e. learning
3. It is done in relation to a certain learning objective.
4. Purposeful because the experiences are not purely mechanical. They are not a
matter of going through the motion.
E. Implications to the teaching- learning process
1. It gives students opportunities to learn by doing.
2. It let the students immerse in the world of experience
3. It makes use of real things as instructional materials for as long as possible
4. It helps the students develop the five senses to the full to heighten their
sensitivity to the world
5. It guides the students so that they can draw meaning from their first hand
experiences and elevate their level of thinking.
F. Impact of Direct Purposeful Experiences
1. Advantages
a. We can gain knowledge through experience.
b. Serves as the foundation of concept formation, generalization and abstraction.
2. Disadvantages
a. There would be a possible wrong interpretation of the experience that will
lead to inappropriate knowledge.
b. When misguided or misinterpreted, it could possibly cause confusion.
G. Summary
1. Direct experiences are first hand experiences that serve as the foundation of
learning. The opposite of direct experiences are indirect or vicarious experiences
2. Direct experiences lead us to concept formation and abstraction. We should not
end our lessons knowing only the concrete. We go beyond the concrete by
reaching the level of abstract concepts.
Sample Activity
Here is a sample activity that I prepared when I discussed about Direct Purposeful Experiences.
Activity: Preparing a Snack
A. Choosing the snack
1. Consider the individuality of the children (allergies and cultural practices and
beliefs) in choosing the snack
2. Choose snacks that will have good implications on their physical and mental
growth as well as their future health
3. Offer children nutritional snacks.
4. Avoid processed foods and serve foods as close to natural state possible
5. No junk foods, soft drinks and foods with high cholesterol, sodium and sugar
content to prevent obesity and malnutrition
B. Preparing the materials
1. Buy fresh and clean ingredients such as fruits and vegetables.
2. Choose child-friendly equipments and materials. Make sure that the materials
that will be used are developmentally appropriate.
3. Make sure that all the materials are clean and sanitized before using.
4. Prepared environment is important. Try to use colorful materials to attract the
kids and in order for them to participate actively in the activity.
5. Choose place for the activity wherein children could move freely and be able
interact with other students and with the materials.
6. Prepare garbage bags and rags to keep the activity place clean.
C. Making other materials
1. Visuals for the ingredients and the procedures
a. Make sure that the writings on the visuals are big enough to be read.
b. Use colorful and artistic designs in making visual materials. Recycled materials
could be used as well so that the kids will be exposed to the idea of being
resourceful.
c. Try to make it interesting so that it could capture the attention of children.
d. Use pictures with labels on the ingredients and put less word on the procedure
part so it will not be boring for the kids to look at.
2. Paper placemats
a. Let children make their own placemats using different art materials.
b. Placemats are used in order for the tables not to be messy when doing cooking
activities and during snack time.
c. Placemats could also prevent kids on putting the ingredients and the materials
on the surface of the table.
d. It could also help children develop their manners on eating and preparing
foods.
Activity: Preparing a Snack
A. Choosing the snack
1. Consider the individuality of the children (allergies and cultural practices and
beliefs) in choosing the snack
2. Choose snacks that will have good implications on their physical and mental
growth as well as their future health
3. Offer children nutritional snacks.
4. Avoid processed foods and serve foods as close to natural state possible
5. No junk foods, soft drinks and foods with high cholesterol, sodium and sugar
content to prevent obesity and malnutrition
B. Preparing the materials
1. Buy fresh and clean ingredients such as fruits and vegetables.
2. Choose child-friendly equipments and materials. Make sure that the materials
that will be used are developmentally appropriate.
3. Make sure that all the materials are clean and sanitized before using.
4. Prepared environment is important. Try to use colorful materials to attract the
kids and in order for them to participate actively in the activity.
5. Choose place for the activity wherein children could move freely and be able
interact with other students and with the materials.
6. Prepare garbage bags and rags to keep the activity place clean.
C. Making other materials
1. Visuals for the ingredients and the procedures
a. Make sure that the writings on the visuals are big enough to be read.
b. Use colorful and artistic designs in making visual materials. Recycled materials
could be used as well so that the kids will be exposed to the idea of being
resourceful.
c. Try to make it interesting so that it could capture the attention of children.
d. Use pictures with labels on the ingredients and put less word on the procedure
part so it will not be boring for the kids to look at.
2. Paper placemats
a. Let children make their own placemats using different art materials.
b. Placemats are used in order for the tables not to be messy when doing cooking
activities and during snack time.
c. Placemats could also prevent kids on putting the ingredients and the materials
on the surface of the table.
d. It could also help children develop their manners on eating and preparing
foods.