Teaching with Contrived Experiences

 "We teach through a re-arrangement of the raw reality: a specimen, a manageable sample of a
whole... when the direct experience cannot be used properly in its natural setting."
 We cannot employ direct experiences as materials for instruction.

Contrived Experiences
 These are "edited" copies of reality and are used as substitutes for real thing when it is not
possible to bring or do the real thing in the classroom.
 Design to simulate to real- life situation
 by these contrived experiences students can create and imagine things that make the class
interactive.

 It allow students to be actively involved in an actual classroom set up. It support teachers to
become more effective in teaching. It also shows reality to the learners not just by stating the
certain topic and examples.
 So as a teacher it much better to bring the learners in reality even though it’s just a copy or a
substitute for real things. Show them the real objects or show something concrete. It’s not good
to state all the time the things in words or in a abstract way. Let them experience or engage
themselves in a real event so that they can acquired knowledge and new life skills. Make them
active participant wherein they can develop their critical thinking and decision-making skills in
Solving complex situation or problems.

This is the substitute of the specific things that impossible to bring in one area. For an example for the artifacts
elephants it's so hard to bring that in the classroom so we need to substitute this through the toys that it will be formed
as an elephants so you can wider explain to your learners that is he elephants.

The most important things to remember when we make use of models and mock ups are to make them
as close as we could to the real things it represents.
WHAT ARE VARIED TYPES OF CONTRIVED EXPERIENCES?

MODEL
 Reproduction of a real thing in a small scale, or exact size but made of synthetic materials
Figures that provides an image to hang ideas on
-it builds vocabulary, to develop learners understanding, encouraging high levels of understanding,
 increase the students’ ability to apply principles
MOCK-UP
 Is an arrangement of real device o associated devices displayed in such a way that representation
of reality is created.
PLANETARIUM in the sense that the order or the arrangement of the planets is shown and the real processes of
the planets rotation on their axis and the revolution of the planets around the sun are displayed.

SPECIMEN
is any individual or item considered typical of a group, class or a whole.
 OBJECTS
May also include artifacts displayed in a museum or things displayed in an exhibit or preserved
insect specimen in science.

Example: Science experiment (let the students investigates the force of gravity and how all
objects, regardless of their mass fall to the ground at the same rate. This activities demonstrate
that all objects fall at the same rate, regardless of their mass –concept known as the law of
falling bodies, so this is one way of exhibiting to the learners.

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.
Similar to simulations but is played to win.
Purpose – to identify gaps or weaknesses in knowledge or skill, to serves summation or reviews,
develop new relationships among concepts & principles.

The five reason why we make use of contrived experiences.

1. To overcome limitations of space and time.

Ex: Using Model of Planetarium or Solar System, if we try to have a direct experience with our solar
system we cannot bring the student to outer space within a short period of 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.

Ex: Using a mock-up of Human Digestive System, that show the process on how the digestive system
works.

3. To overcome difficulties.

Ex: Simulation of Tsunami Drill, in times of disaster we need to be prepared and to know what are the
things that we are going to do just in case it happens and apply what we learn during the actual
disaster.

4. To understand inaccessible. – (unable to be reached)

Ex: Using Specimens of Snake, if we try to teach the different types of snake, to overcome the
unavailability of the actual snakes it is good to use the specimens of the different types of snake.

5. To help the learner understand abstractions. (Conceptual;-something which exists only as an

idea. the quality of dealing with ideas rather than events)

Ex: Playing Games like the Pinoy Henyo, in games we can come up with a better understanding of the
lesson we taught that will lead to the higher thinking skills of student.