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TEACHING WITH CONTRIVED EXPERIENCE 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.” SUCCESSF UL LOADING

TEACHING WITH CONTRIVED EXPERIENCE

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LOADING. TEACHING WITH CONTRIVED EXPERIENCE. “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.”. SUCCESSFUL. GROUP ACTIVITY. - PowerPoint PPT Presentation

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Page 1: TEACHING WITH CONTRIVED EXPERIENCE

TEACHING WITH CONTRIVED EXPERIENCE

“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.”

SUCCESSFUL

LOADING

Page 2: TEACHING WITH CONTRIVED EXPERIENCE

GROUP ACTIVITY

Page 3: TEACHING WITH CONTRIVED EXPERIENCE

1. An atom is invisible to the naked eye and so your Science teacher in the grades made use of a model which showed the neutrons, the protons and the electrons. Visualize the model of an atom that he/she used. Or do you remember it to be the project you submitted to science?

2. Recall the instructional material that your teacher used to demonstrate the revolution and rotation of the planets around the sun. Describe the material. Name it.

3. A teacher once said: “How can you claim Biology is the study of living things, when all you study are specimens preserved in formalin?”

Do you agree with the teacher?

4. A school wanted its students to learn the electoral process in action. So they did election of class officers and officers of the Supreme Student Council in a way similar to the local and national elections are conducted in the Philippines. Rules on qualification of candidates, manner of campaign, duration of campaign period, canvassing of votes were laid down by a “COMELEC”. There were also printed election ballots. How do you like it?

Model of an atom

Revolution and rotation of the planets

Go to Next

Preserved Specimens

Election in the Philippines

Page 4: TEACHING WITH CONTRIVED EXPERIENCE

Go Back

Model of an

Atom

Page 5: TEACHING WITH CONTRIVED EXPERIENCE

Revolution of earth around the sun

Go Back Rotation of earth around the

sun

Page 6: TEACHING WITH CONTRIVED EXPERIENCE

Go Back

Page 7: TEACHING WITH CONTRIVED EXPERIENCE

ELECTIONGo Back

Page 8: TEACHING WITH CONTRIVED EXPERIENCE

ABSTRACTION

Page 9: TEACHING WITH CONTRIVED EXPERIENCE

What are contrived experience?

These are “edited” copies of reality and are used as substitutes for real things when it is not possible to bring or do the real thing in the

classroom. These contrived experiences are designed to simulate real life situations.

Page 10: TEACHING WITH CONTRIVED EXPERIENCE

Kinds of

Contrived Experiences

Page 11: TEACHING WITH CONTRIVED EXPERIENCE

MODELS – reproduction of areal thing in a small scale, or large scale, or exact

size- but made of synthetic material. It is substitute for a real thing w/c may or may not be operational.” (Brown, et al, 1969)

MOCK-UP – is an “arrangement of a real device or associated devices,

displayed in such a way that representation of reality is created. The mock-up may be simplified in order to emphasize certain features. It maybe economical reproduction of a complicated or costly device, to be observed for learning purposes. Usually it is a prepared substitute for the real thing; sometimes it is a giant enlargement.” (Brown, 1969)SPECIMENS –

any individual or item considered typical of a group, class or whole.OBJECTS –

it may include artifacts displayed in museum or objects displayed in exhibits or preserved insect specimen in science.

Page 12: TEACHING WITH CONTRIVED EXPERIENCE

SIMULATION – “a representation of a manageable real event in w/c the leaner is

an active participant engaged in learning a behavior or in applying previously acquired skills or knowledge.” (Orlich, et al, 1994)GAME –

it is like simulation exepet that games are played to win while simulations need not to have a winner. Simulations seem more easily applied to the study of issues rather than to processes.

Page 13: TEACHING WITH CONTRIVED EXPERIENCE

Why do we make use of contrived experiences?We use models, mock-ups, specimens and objects to:

1. Overcome limitations of space and time.2. To “edit” reality for us to be able to focus on parts or process of a system that we intend to study.

4. To understand the inaccessible3. To overcome difficulties of size.

5. Help learners understand abstraction.

Page 14: TEACHING WITH CONTRIVED EXPERIENCE

10 general purposes of simulations and games in education according to Orlich, et al (1994)

1. To develop changes in attitude.

4. To help individuals understand their current roles.3. To prepare participants for assuming new roles in the future.2. To change specific behaviors.

7. To illustrate roles that may affect one’s life but that one may never assume.

6. To increase complex problems or situations to manageable elements.

10. To sensitize individuals to another person’s life.

5. To increase the student’s ability to apply principles.

9. To develop analytical processes.8. To motivate learners.

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Criteria in evaluating contrived experiences:- Is the model or mock-up necessary or can you make use of the original?

- Will the model act as stimulus to further learning?- Does the stimulated procedure reduce the amount of instruction required to master the desired skills, attitudes and information?

- If it is purchased, will the model be used often enough to justify cost?

- Could wrong impressions of size, color and shape result from using this model?- Does the model oversimplify the idea?

- Are the important details of construction correct?

- If it is workable, will it stand up under frequent use?- If it is to be made by students, is the model likely to be worth the time, effort and money involved?

- Is the idea appropriate for representation in a model? (is it too elementary? Too complicated?

- Could some other devices such as photograph or chart portray the idea more effectively.

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QUESTIONS:1. Compare a model and a mock-up by the use of a Venn Diagram.2. Illustrate with examples the 5 reasons why we make use of models, mock-ups, specimens and objects. Explain each.

3. Are Contrived Experiences visual or audio? Or are they multisensory?

4. Our students are avid users of computer games. Find ou how you can use these computer games in your lesson.