TEACHING WITH CONTRIVED EXPERIENCES

What are Contrived Experiences?

 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.
 Design to stimulate to real-life situations.
WHAT ARE VARIED TYPES OF CONTRIVED EXPERIENCES?

MODELS
Is a reproduction of a real thing in a small scale, or 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.
Example of model:

MOCK-UP
 It is an arrangement of a real device or associated devices,
displayed in such a way that representation of reality is
created.
 It may be simplified in order to certain features.
  A special model where the parts of a model are singled out,
heightened and magnified in order to focus on that part or
process under study.

SPECIMEN
 Any individual or item considers typical of a group, class or
whole.
OBJECT
 May also include ARTIFACTS displayed in museum or object
displayed in exhibits or preserved insect specimens in
Science.
Example of specimen and object:
SIMULATION
 It is a representation of a manageable real event in which
the learner is an active participant engaged in learning a
behavior or applying previously acquired skills or
knowledge.
Example of simulation: a) The school election process b) Fire
and earthquake drills in school.
Another instructional material included in contrived experiences
is a GAME. What is the difference between game and
simulation?
GAMES
 Are played to win while simulations need not have a
winner.
Why do we make use of contrived experiences?
We use models, mockup, and specimens and object to:
1. Overcome limitations of space and time.
2. To "edit" reality for us to be able to focus on parts or a
process of a system that we intend to study.
3. To overcome difficulties of size.
4. To understand the inaccessible.
5. Help the learners understand abstractions.

10 GENERAL PURPOSES OF SIMULATIONS AND GAMES IN

EDUCATION
1. To develop changes in attitudes.
2. To change specific behaviors.
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 sensitive individuals to another person’s life role.

Games used for any of these purposes.

1. To practice and / or to refine knowledge /skills already
acquired.
2. To identify gaps or weaknesses in knowledge or skills.
3. To serve as a summation or review.
4. To develop new relationships among concepts and principles.