LESSON 8

A
A Teaching
with B
Contrived Experiences C
What are Contrived
Experiences? A
✔ These are edited copies of reality.
A
✔ And are used as substitute for real things
when it is not practical or not possible to bring B
or do the real thing in the classroom.
✔ Design to stimulate to real-life situations
C
 What are varied
types of contrived
Experiences?
MODELS
A
A SIMULATION TYPES
MOCK UP
OF
CONTRIVED
B
EXPERIENCE
S C
OBJECTS SPECIMEN
MODELS
A
❑ Is a reproduction of a real thing in a small scale,
A or a large scale or exact size but made of synthetic
materials.
B
❑ A substitute for a real thing which may or may
not be operational. C
 MODELS
EXAMPLE:
A
A
B
C
MOCK-UP
❑ Is an arrangement of a real device or associated
A
devices, displayed in such a way that representation
A of reality is created.

❑ Maybe simplified in order to certain features. B

❑ A special model where the parts of a model are C
singled out, heightened and magnified in order
to focus on that part or process under study.
 MOCK- UP
EXAMPLE:
A
A
B
C
SPECIMEN
❑ Any individual or item consider typical of a group,
A
class or whole.
A
OBJECT B
C
❑ May also include ARTIFACTS dispayed in museam or
or object displayed in exhibits or preserved insect
specimen in Science.
 SPECIMEN & OBJECT
EXAMPLE:
A
A
B
C
 SIMULATION
A
A❑ Is a “representation of a manageable real event in
which the learners is an active participant engaged
in learning a behavior or applying previously B
acquired skills or knowledge.” (Orlich, et al, 1994)
C
 SIMULATION
EXAMPLE:
A
A
B
C
 Another instructional material
What is the for Contrived Experiences is
difference between
game & simulation? GAME
* GAME are played to win while A
SIMULATIONS need not have a
A GAME are used for winner.
any of these purposes:
✔ To practice and/or to refine
B
knowledge/skills already acquired,
✔ To identify gaps or weaknesses
in knowledge or skills
C
✔ To serve as a summation or review
✔ To develop new relationships among concepts and
principles.
 Why do we make use of
contrived experiences? A
A
1. To overcome limitations of space and time,
2. To “edit” reality for us to be able to focus on parts B
or a process of a system that we intent to study,
3. To overcome difficulties of size, C
4. To understand the inaccessible,
5. To help learners understand abstractions.
 10 General Purposes of Simulation and
Games in Education
1.
2.
To develop changes in attitudes.
To change specific behaviors.
AA
3. To prepare participants for assuming new roles in the future.
A
4.
5.
To help individuals understant their current roles.
To increase the students ability to apply principles
6. To reduce complex problems or situations to manageable
elements
B
7. To illustrate roles that may affect one’s life but not one may
never assume.
Group 2 TCP 1B C
8. To motivate learners
Omar Khatab M. Asid
9. To develop analytical processes
Rheasel S. Solamillo
10. To sensitive individuals to another
Berhana Hussam person’s life role.