Beruflich Dokumente
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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
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
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 ones life but that one may never assume to motivate learners Develop analytical processes sensitize individuals to another persons life
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.
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.
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.