TEACHING WITH TEACHING WITH CONTRIVED CONTRIVED

EXPERIENCESEXPERIENCES

CONTRIVED EXPERIENCESCONTRIVED EXPERIENCES

is edited version of direct is edited version of direct experiencesexperiences

design to simulate to real- life design to simulate to real- life situationsituation

examples are model, mock up, examples are model, mock up, objects, specimens, games and objects, specimens, games and simulation.simulation.

modelmodel

is a reproduction of real thing in is a reproduction of real thing in a small scale, or large scale or a small scale, or large scale or exact size, but made up of exact size, but made up of synthetic materials synthetic materials

substitute to a real thing which substitute to a real thing which may or may not operationalmay or may not operational

Globe

Atom

Mock upMock up

is an arrangement of a real device or is an arrangement of a real device or associated devices, display in such a associated devices, display in such a way that representation of reality is way that representation of reality is createdcreated

substitute to real thing; sometimes it is substitute to real thing; sometimes it is giant enlargementgiant enlargement

example is planetariumexample is planetarium

objectsobjects

May also include artifacts displayed in a May also include artifacts displayed in a museum or things displayed in an exhibit museum or things displayed in an exhibit or preserved insect specimen in scienceor preserved insect specimen in science

Animal skull different horns

specimenspecimen

Is any individual or item considered Is any individual or item considered typical of a group, class or a wholetypical of a group, class or a whole

Human Brain in Specimen Jar Mosquito

simulationsimulation

representation of a manageable real representation of a manageable real event in which the learner is an event in which the learner is an active participant engaged in active participant engaged in learning behavior or in applying learning behavior or in applying previously acquired skills or previously acquired skills or knowledgeknowledge

Games Games

  forms of physical exercise taught to forms of physical exercise taught to children at school children at school

PlaysPlays Examples are relay, bees, Examples are relay, bees,

Purposes of gamesPurposes of games

To practice or refine knowledge or skills To practice or refine knowledge or skills already acquiredalready acquired

Identify gaps or weakness in knowledge Identify gaps or weakness in knowledge or skillsor skills

serve as summation or reviewserve as summation or review Develop new relationships among Develop new relationships among

concepts and principlesconcepts and principles

Difference between game Difference between game and simulation and simulation

Games are played to win: Games are played to win: there is a competitionthere is a competition

Simulation needs not winner, Simulation needs not winner, seems to be more easily seems to be more easily applied to the issues rather applied to the issues rather than to processesthan to processes

General purposes of General purposes of simulation and games in simulation and games in educationeducation

Develop changes in attitudeDevelop changes in attitude Change specific behaviorChange specific behavior Prepare for participants for assuming Prepare for participants for assuming

new roles in d’ futurenew roles in d’ future Help individuals understand their current Help individuals understand their current

rolesroles Increase the students’ ability to apply Increase the students’ ability to apply

principlesprinciples

Reduce complex problems or Reduce complex problems or situations to manageable elementssituations to manageable elements

Illustrate roles that may affect one’s Illustrate roles that may affect one’s life but that one may never assumelife but that one may never assume

to motivate learnersto motivate learners Develop analytical processesDevelop analytical processes sensitize individuals to another sensitize individuals to another

person’s lifeperson’s life

Why do we make use of Why do we make use of contrived experiences?contrived experiences?

To overcome limitations of space and To overcome limitations of space and timetime

To “edit” reality for us to be able to focus To “edit” reality for us to be able to focus on parts or a process of a system that we on parts or a process of a system that we intend to studyintend to study

To overcome difficultiesTo overcome difficulties To understand inaccessibleTo understand inaccessible Help the learner understand abstractionsHelp the learner understand abstractions

Questions enumerated by Questions enumerated by Edgar Dale in evaluating Edgar Dale in evaluating contrived experience contrived experience used in classused in class

is the model or mock up necessary or is the model or mock up necessary or can you make use of the original?can you make use of the original?

could some other device such as a could some other device such as a photograph or chart portray the idea photograph or chart portray the idea more effectively?more effectively?

is the idea appropriate for the is the idea appropriate for the presentation in a model?presentation in a model?

are the important details of construction are the important details of construction correct?correct?

could wrong impressions of size, color could wrong impressions of size, color and shape result from using this model?and shape result from using this model?

does the model oversimplify the idea?does the model oversimplify the idea? If it is purchased, will the model be used If it is purchased, will the model be used

often enough to justify its cost?often enough to justify its cost? If it is to be made by the students, is the If it is to be made by the students, is the

model likely to be worth the time, effort model likely to be worth the time, effort and money involved?and money involved?

will the model act as a stimulus to further will the model act as a stimulus to further learninglearning

applicationapplication1.1. Present contrived experiences and their Present contrived experiences and their

various form means of graphic organizer.various form means of graphic organizer.

2.2. Compare a model and mock up.Compare a model and mock up.

3.3. Illustrate with examples the 5 reason why Illustrate with examples the 5 reason why we make use of contrived experiences.we make use of contrived experiences.

4.4. Go over the RBEC. Identify objectives and Go over the RBEC. Identify objectives and topics which can be taught with contrived topics which can be taught with contrived experiences.experiences.

Summing upSumming upContrived experiences are substitutes of Contrived experiences are substitutes of

real things when it is not feasible to bring the real things when it is not feasible to bring the real thing to the class. real thing to the class.

The most important thing to remember The most important thing to remember when we make use of models and mock ups when we make use of models and mock ups are to make them as close as the real are to make them as close as the real represent. If for one reason or another they represent. If for one reason or another they could not replicate the real things in size and could not replicate the real things in size and color and we should at least cautions the color and we should at least cautions the reader or the user by giving the scale.reader or the user by giving the scale.

Making the connectionMaking the connection

The cone of experience, you learned that the The cone of experience, you learned that the bands of experience should not be taken bands of experience should not be taken literally. In the concrete , literal use of the cone literally. In the concrete , literal use of the cone of experience means that nif you are using of experience means that nif you are using contrived experiences you have to stick to it contrived experiences you have to stick to it alone. This is a misinterpretation of the cone. alone. This is a misinterpretation of the cone. Cone can be combined with each of the Cone can be combined with each of the contrived experience to make an intended contrived experience to make an intended lesson more concrete.lesson more concrete.

Your teacher education course requires Your teacher education course requires simulations. Which subjects or simulations. Which subjects or requirements of your course are forms of requirements of your course are forms of simulations? Is practice teaching a form simulations? Is practice teaching a form of simulation or more of direct of simulation or more of direct experience?experience?

Children are often asked to bring objects Children are often asked to bring objects to class for the “show and tell” to class for the “show and tell” experience. Suggest how these objects experience. Suggest how these objects can be combined with other bands of can be combined with other bands of experience in the cone for more effective experience in the cone for more effective teaching. teaching.

Are contrived experiences visual or Are contrived experiences visual or audio? Or they multi-sensory?audio? Or they multi-sensory?

Our students are avid users of computer Our students are avid users of computer games. Find out how you can use these games. Find out how you can use these computer games in your class.computer games in your class.