TEACHING WITH CONTRIVED EXPERIENCE

1. 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

2. GROUP ACTIVITY

3. 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 Preserved Specimens Go to Next Election in the Philippines

4. Model of an Atom Go Back

5. Revolution of earth around the sun Go Back Rotation of earth around the sun

6. Go Back

7. ELECTION Go Back

8. ABSTRACTION

9. 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.

10. Kinds of Contrived Experiences

11. 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.

12. 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.

13. 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. 3. To overcome difficulties of size. 4. To understand the inaccessible 5. Help learners understand abstraction.

14. 10 general purposes of simulations and games in education according to Orlich, et al (1994) 1. To develop changes in attitude. 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 student’s ability to apply principles. 6. To increase 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.

15. Criteria in evaluating contrived experiences: - Is the model or mock-up necessary or can you make use of the original? - Could some other devices such as 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? - 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 purchased, will the model be used often enough to justify cost? - 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?

16. 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.