Manipulative Media PDF

SH1904 MANIPULATIVE MEDIA Manipulatives in the context of education are physical tools of teaching, engaging students visually and physically with objects such as coins, blocks, puzzles, markers, etc. The use of manipulatives is constructivist because students are...

SH1904 MANIPULATIVE MEDIA Manipulatives in the context of education are physical tools of teaching, engaging students visually and physically with objects such as coins, blocks, puzzles, markers, etc. The use of manipulatives is constructivist because students are actively engaged in discovery during the learning process. A teacher provides the materials along with basic directions, but students should be allowed to explore the materials and ask questions before and during the lesson.” TYPES OF MANIPULATIVE MEDIA TRADITIONAL MANIPULATIVE MEDIA Traditional Manipulative Media is actually being used in particular schools, wherein they use different materials that the students can use to have a hands -on experience regarding the lesson. EXAMPLES: ADVANTAGES: DISADVANTAGES: -Hands-on learning -Not available for everyone -Increase confidence -Disinterest in discussion type learning & motivation for learning -Expensive -Opportunity for collaboration -Multisensory -Variation in learning 08 Handout 2 *Property of STI  student.feedb [email protected] Page 1 of 3  SH1904 VIRTUAL AND DIGITAL MANIPULATIVE MEDIA With the dawn of the digital age, education should keep up with the 21st-century learners’ interests. To do so, education has been merged with technology in such a way that students can learn more with the aid of these devices. EXAMPLES: ADVANTAGES: DISADVANTAGES: -Hands-on learning -Not available for everyone -Increase confidence -Distraction & motivation for learning -Dependence on them -Plenty of resources -Engaging -Attention grabber -Flexible and easy access -No clean up needed 08 Handout 2 *Property of STI  student.feedb [email protected] Page 2 of 3  SH1904 BRIEF HISTORY JOHANN HEINRICH PESTALLOZI (1746-1827) He asserted that students need to learn through their senses and physical activity He argued for “things before words, concrete before abstract.” FRIEDRICH FROBEL (1782-1852) He is the “Father of Kindergarten.” He created the world’s first kindergarten in Germany. Influenced by Pestalozzi’s ideas, Froebel’s kindergarten was filled with “toys” categorized as a specific set of “gifts” that are physical objects such as balls, blocks, rings, tiles, and sticks. These gifts were carefully designed to help children recognize and appreciate the common patterns and forms found in nature MARIA MONTESSORI (1870-1952) She extended Froebel’s ideas by developing materials for older children and inspiring a network of schools in which manipulative materials (montessori materials) play a central role. To create an “education of the senses,” Montessori developed new materials and activities to help children develop their sensory capabilities. Montessori hoped that her materials would put children in control of the learning process, enabling them to learn through personal investigation and exploration JEAN PIAGET (1896-1980) He theorized that children must first construct knowledge through “concrete operations” before moving on to “formal operations,” thus, the need for concrete manipulatives to develop direct physical experience, equilibration, assimilation, and accommodation. 08 Handout 2 *Property of STI  student.feedb [email protected] Page 3 of 3