TEACHING WITH CONTRIVED

EXPERIENCES

What are Contrived

Experiences?

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

Design to stimulate to real-life situations.

WHAT ARE VARIED TYPES OF CONTRIVED EXPERIENCES?

WHAT STANDARDS CAN BE USED TO EVALUATE CONTRIVED EXPERIENCES?

MODELS Is a reproduction of a real

thing in a small scale, or large scale or exact size but made of synthetic materials.

A substitute for a real thing which may or may not be operational.

Example of model:

MOCK-UP Is an arrangement of a

real device or associated devices, displayed in such a way that representation of reality is created.

May be simplified in order to certain features.

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.

Example of Mock up:PLANETARIUM in the sense that the order or the arrangement of the planets is shown and the real processes of the planets rotation on their axis and the revolution of the planets around the sun are displayed .

SPECIMENAny individual or

item consider typical of a group, class or whole.

OBJECT may also include

ARTIFACTS displayed in museum or object displayed in exhibits or preserved insect specimens in Science.

Example of specimen and object:

SIMULATION Is a representation of a

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

example of simulation:

a)The school election processb) Fire and earthquake drills in

school.

Another instructional material included in contrived experiences is a GAME.

What is the difference between game and simulation ?

Game are played to win while simulations need not have a winner.

Why do we make use of contrived experiences ?

We use models , mock up , specimens and object to : 1. Overcome limitations of

space and time 2. to "edit" reality for us to be able to focus on parts or a process of a system that we intend to study .

3. to overcome difficulties of size 4. to understand the inaccessible 5. help the learners understand abstractions .

10 GENERAL PURPOSES OF SIMULATIONS AND GAMES IN EDUCATION

1. To develop changes in attitudes

2. To change specific behaviors

3. To prepare participants for assuming new roles in the future

4. To help individuals understand their current roles 5. 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 one's life but that one may never assume. 8. To motivate learners 9. To develop analytical processes 10. To sensitive individuals to another person’s life role.

GAME Are used for any of these purposes.

1. To practice and / or to refine knowledge /skills already acquired.

2. To identify gaps or weaknesses in knowledge or skills.

3. To serve as a summation or review.4. To develop new relationships among concepts and principles.