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 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 Present contrived experiences and their various form means of graphic organizer. Compare a model and mock up. Illustrate with examples the 5 reason why we make use of contrived experiences. Go over the RBEC. Identify objectives and topics which can be taught with contrived experiences.

Summing up Contrived experiences are substitutes of real things when it is not feasible to bring the real thing to the class. The most important thing to remember when we make use of models and mock ups are to make them as close as the real represent. If for one reason or another they could not replicate the real things in size and color and we should at least cautions the reader or the user by giving the scale.

Making the connection The cone of experience, you learned that the bands of experience should not be taken literally. In the concrete , literal use of the cone of experience means that nif you are using contrived experiences you have to stick to it alone. This is a misinterpretation of the cone. Cone can be combined with each of the contrived experience to make an intended lesson more concrete.

Your teacher education course requires simulations Your teacher education course requires simulations. Which subjects or requirements of your course are forms of simulations? Is practice teaching a form of simulation or more of direct experience? Children are often asked to bring objects to class for the “show and tell” experience. Suggest how these objects can be combined with other bands of experience in the cone for more effective teaching.

Are contrived experiences visual or audio? Or they multi-sensory? Our students are avid users of computer games. Find out how you can use these computer games in your class.