Transcript TEACHING WITH CONTRIVED EXPERIENCES

TEACHING WITH
CONTRIVED EXPERIENCES
CONTRIVED EXPERIENCES
is edited version of direct
experiences
design to simulate to real- life
situation
 examples are model, mock up,
objects, specimens, games and
simulation.

model
 is a reproduction of real thing in a
small scale, or large scale or exact
size, but made up of synthetic
materials
 substitute to a real thing which
may or may not operational
Atom
Globe
Mock up
 is an arrangement of a real device or
associated devices, display in such a way that
representation of reality is created
 substitute to real thing; sometimes it is giant
enlargement
 example is planetarium
objects
 May also include artifacts displayed in a
museum or things displayed in an exhibit or
preserved insect specimen in science
Animal skull
different horns
specimen
 Is any individual or item considered typical of
a group, class or a whole
Human Brain in Specimen Jar
Mosquito
simulation
 representation of a manageable real
event in which the learner is an active
participant engaged in learning
behavior or in applying previously
acquired skills or knowledge
Games
 forms of physical exercise taught to children
at school
 Plays
 Examples are relay, bees,
Purposes of games
 To practice or refine knowledge or skills
already acquired
 Identify gaps or weakness in knowledge or
skills
 serve as summation or review
 Develop new relationships among concepts
and principles
Difference between game and
simulation
 Games are played to win: there
is a competition
 Simulation needs not winner,
seems to be more easily
applied to the issues rather
than to processes
General purposes of simulation
and games in education
 Develop changes in attitude
 Change specific behavior
 Prepare for participants for assuming new roles
in d’ future
 Help individuals understand their current roles
 Increase the students’ ability to apply
principles
 Reduce complex problems or situations
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to manageable elements
Illustrate roles that may affect one’s life
but that one may never assume
to motivate learners
Develop analytical processes
sensitize individuals to another
person’s life
Why do we make use of
contrived experiences?
 To overcome limitations of space and time
 To “edit” reality for us to be able to focus on
parts or a process of a system that we intend
to study
 To overcome difficulties
 To understand inaccessible
 Help the learner understand abstractions
Questions enumerated by Edgar
Dale in evaluating contrived
experience used in class
 is the model or mock up necessary or can you
make use of the original?
 could some other device such as a photograph
or chart portray the idea more effectively?
 is the idea appropriate for the presentation in
a model?
 are the important details of construction
correct?
could wrong impressions of size, color and
shape result from using this model?
 does the model oversimplify the idea?
If it is purchased, will the model be used often
enough to justify its cost?
If it is to be made by the students, is the model
likely to be worth the time, effort and money
involved?
 will the model act as a stimulus to further
learning
application
1. Present contrived experiences and their various
form means of graphic organizer.
2. Compare a model and mock up.
3. Illustrate with examples the 5 reason why we
make use of contrived experiences.
4. Go over the RBEC. Identify objectives and topics
which can be taught with contrived experiences.