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Lesson 8: Teaching With Contrived Experiences

Contrived experiences are used as substitutes for direct experiences that cannot be brought into the classroom. Examples include models of atoms and planets, simulations of elections, and games. Contrived experiences help visualize concepts, clarify processes, and make abstract ideas more concrete. When using contrived experiences, teachers should evaluate whether a model or simulation is necessary, accurate, and will help further learning without oversimplifying concepts or requiring too much effort. The goal is to edit reality in a way that helps students understand essential details.

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Shaira Loveña
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60 views12 pages

Lesson 8: Teaching With Contrived Experiences

Contrived experiences are used as substitutes for direct experiences that cannot be brought into the classroom. Examples include models of atoms and planets, simulations of elections, and games. Contrived experiences help visualize concepts, clarify processes, and make abstract ideas more concrete. When using contrived experiences, teachers should evaluate whether a model or simulation is necessary, accurate, and will help further learning without oversimplifying concepts or requiring too much effort. The goal is to edit reality in a way that helps students understand essential details.

Uploaded by

Shaira Loveña
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Lesson 8

Teaching with Contrived Experiences


• “When the direct experience cannot be used
properly in the natural setting, we teach
through a re-arrangement of the raw reality, a
specimen, a manageable sample of a whole”

• If for one reason or another, we cannot


employ direct experience for instruction, let us
make use of an “edited version” of direct
experience – the contrived experience.
• 1. An atom is invisible to the naked eye. So your
Science teacher made use of a model which
showed the neutrons, protons and the electrons.
• 2. When you studied the rotation of the earth on
its axis and its revolution around the sun, how
are each planet represented?
• A teacher wanted her students to learn the
electoral process. So they did election of class
officers of the Supreme Student Council in a very
similar way local and national elections are
conducted in the Philippines.
• *Discussion Question:
• 1. Did the materials (ex. Model of an atom,
globe and the planetarium help you –
• - visualize an atom?
• - with clearer picture of the earth?
• - understand the rotation of the planets on
their axis and their revolution around the sun
much better?
• We make use of contrived experience to
overcome limitations of space and time, to
“edit” reality for us to be able to focus on
parts or process of a system that we intend to
study, to overcome difficulties of size, to
understand the inaccessible and to help the
learners to understand abstractions.
• We use simulations and games to make our
classes interactive
• 10 General Purpose of Simulation and Games
in Education:
• 1. to develop changes in attitude
• 2. to change specific behavior
• 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 sensitize individuals to another person’s
life role.
– In addition to the election process, there are other
examples of simulation activities you can conduct
in school*
• Games are used for any of these purposes:
• To practice and/or refine knowledge/skills
already acquired,
• To identify gaps or weaknesses on knowledge
or skills
• To serve as summation or review
• To develop new relationships among concepts
and principles
• An example of a game that you can play at the
beginning of the year is the Human Intelligent
Hunt*
• Finally, What questions should we ask in
evaluating Contrived Experience used in class?
• 1. Is the model or mock up necessary or can
you make use of the original?
• 2. Could some other device such as
photograph or chart portray the idea more
effectively?
• 3. Is the idea appropriate for representation in
a model? (Is it too elementary? Too
complicated?)
• 4. Are the important details of construction
correct?
• 5. 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 to be made by students, is the model
likely to be worth the time, effort and money
involved?
• If it is to be purchased, will the model be used
often enough to justify its cost?
• Will the model act as stimulus to further
learning?
• Does the simulated procedure reduce the
amount of instruction required to master the
desired skills, attitude and information?
• Sum Up! – Contrived experience are
substitutes of real things when it is not
feasible to bring the real things to the class.
These include models, mock ups, specimen,
objects, simulations and games. The most
important things to remember is to make
them as close as we could to the real things it
represent. If for one reason or another they
could not replicate the real things in size and
color, we should at least give cautions to the
user or learner by giving the scale.

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