Contrived ExperiencesThese are edited copies of reality and are used as substitute for real things when it is not practical or not possible to bring or do the real thing in the classroom.

Designed to simulate to real-life situations.Varied types of contrived experiencesModel is a reproduction of a real thing in a small scale, or large scale, or exact size-but made of synthetic materials. It is a substitute for a real thing which may or may not be operational (Brown et al, 1969)

Teaching with Contrived ExperiencesPresented by: Ms. Emelyn T. AborotSubmitted to: Ms. Rommelyn T. DacanayGuide Questions in Evaluating Contrived ExperiencesEdgar Dale (1969) enumerates the following question to evaluate contrives experiences:

Is the model or mock-up necessary or can you make use the original?Could some other device such as a photograph or chart portray the idea more effectively?Is the idea appropriate for representation in a model?(is it too elementary? Too complicated?Are the important details of construction correct?Thank You for Listening2. Mock-up is an arrangement of real device or associated devices, displayed in such a way that presentation of reality. The mock up may be simplified in order to emphasize certain features. It may be an economical reproduction of a complicated or costly device, to be observed for learning process. (Brown 1969). - Is a special model where the parts of a model are singled out, heightened and magnified in order to focus on that part or process under study.

3. Specimen and objectsa. Specimen any individual or item considered typical of group, class or a whole.

b. Object may also include artifacts displayed in a museum or objects displayed in exhibits or insect specimen in science.

4. Simulation is a presentation of a manageable real event in which the learner is an active participant engaged in behavior or in applying previously acquired skills or knowledge (Orlich, et al, 1994)

5. Game games are played to win unlike simulations it to have a winner. Competence is learning how to learn throughout ones life in this changing world entails the secure attainment of functional literacy, which includes essential abilities such as linguistic fluency and scientific numerical competence.

We use simulations and games to make our classes interactive and develop the decision-making skills and knowledge construction skills of our students. Orlich, et al (1994) enumerates ten (10) general purposes of simulations and games in education:To develop changes attitudes.To change specific behaviors.To prepare participants for assuming new roles in the future.To help individuals understand their current roles.To increase the students ability to apply principles .6. To reduce complex problems or situations to manageable elements.7. To illustrate roles that may affect ones life but that one may never assume.8. To motivate learners.9. To develop analytical processes10. To sanitize individuals to another persons life role.Cont..Games are used for any of these purposes:

To practice and/or to refine knowledge/skills already acquired.To identify gaps or weaknesses in knowledge/skills.To serve as a summation or review To develop new relationships among concepts and principles.Examples of games using Multiple Intelligence Tasks in the classroom by Thomas Armstrong (1994)Find someone who can:Whistle a few songs notes of any Filipino songStand on one foot with her eye closed for at least five secondsRecite at least four lines from any poem he has learned.Draw a stick figure of a man and woman.Briefly share a dream he/she had in the past monthComplete this numerical sequence: 36, 30, 24, 18 ____ and explain logic behind it.Honestly say he is relaxed and comfortable relating to other people during the exerciseEasily derive lesson from natureShare his philosophy of life.Could wrong impressions of size, color and shape result from using this model?Does the model oversimplify the idea?If it is workable, will it stand up under frequent use?If it is purchased, will the model be used often enough to justify its cost?Will the model act as a stimulus to further learning?Does the simulated procedure reduce the amount of instruction required to master the desired skills, attitudes and information?Group 1Present contrived experiences and their various forms by means of a graphic organizerGroup 1Present contrived experiences and their various forms by means of a graphic organizerGroup 3Illustrate with examples the five reasons why we make use of models, mock ups, specimens and objects given aboveGroup 4Go over K to 12 Curriculum Guide. Identify objectives and topics which can be taught with contrived experiences models, mock ups, specimens and objects, simulation and gamesApplication