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
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.
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. 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.