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Direct, Purposeful And Contrived Experience
Direct, Purposeful And Contrived Experience
Direct, Purposeful And Contrived Experience
Direct, Purposeful And Contrived Experience
Direct, Purposeful And Contrived Experience
Direct, Purposeful And Contrived Experience
Direct, Purposeful And Contrived Experience
Direct, Purposeful And Contrived Experience
Direct, Purposeful And Contrived Experience
Direct, Purposeful And Contrived Experience
Direct, Purposeful And Contrived Experience
Direct, Purposeful And Contrived Experience
Direct, Purposeful And Contrived Experience
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Direct, Purposeful And Contrived Experience

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  • 1. Direct, Purposeful and Contrived Experience
  • 2. Testimony <ul><li>“ It was only when I went to the Manila zoo that I learned that a giraffe is that tall and an elephant is that big” – Grade 2 pupil. </li></ul>
  • 3. What are direct and purposeful experiences? <ul><li>These are concrete and firsthand experiences that make up the foundation of our learning. </li></ul><ul><li>These are the rich experiences that our senses bring from which we construct the ideas, the concepts, the generalization that give meaning and order to our lives. </li></ul><ul><li>Ex. preparing a meal, making a piece of furniture doing power point presentation, performing a laboratory experiment, delivering a speech, taking a trip, or climbing a mountain. </li></ul>
  • 4. Why are the direct experiences purposeful? <ul><li>They are not mechanical and a matter of going through the motion. </li></ul><ul><li>They are not mere sensory excitement. </li></ul><ul><li>They are experiences that are internalized in the sense that these experiences involve the asking of questions that have significance in the life of the person undergoing the experience. </li></ul>
  • 5. What are the implications of direct, purposeful experience to learning? <ul><li>Provide students with opportunities to learn by doing </li></ul><ul><li>Make use of real instructional materials as much as we can </li></ul><ul><li>Help in the development of five senses to the full to heighten their sensitivity to the world </li></ul><ul><li>Draw meaning from their first hand experience </li></ul><ul><li>Budget of purchasing materials sets the tea cher free from worrying. </li></ul>
  • 6. Contrived Experience
  • 7. Vignette: <ul><li>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. </li></ul>
  • 8. Statements to Ponder <ul><li>Why is the atom depicted by a model? Is it not better if you see the real atom itself? </li></ul><ul><li>Can you think of a better way of seeing planet earth other than the globe? </li></ul><ul><li>Is there a more interesting way of showing the rotation of the planets on their axis and their revolution around the sun? </li></ul><ul><li>Biology is real science of life if what you study are alive. Justify the use of preserve specimens in Biology. </li></ul>
  • 9. What are contrived experiences? <ul><li>These are edited copies of reality and are used a substitutes for real things when it is not practical or not possible to bring or do the real think in the classroom. </li></ul><ul><li>These contrived experiences are designe d to simulate to real-life situations. </li></ul><ul><li>The atoms, planetarium, globe, the simulated election process and preserve specimen are examples of contrived experiences </li></ul>
  • 10. Types of Contrived experiences <ul><li>Models, and Mock –up – atom, planetarium are reproductions of real thing in a small or large scale which may not be operational. </li></ul><ul><li>Specimen & Objects – is any individual or item considered typical or a group. Object may include artifacts displayed in a museum or objects displayed in exhibit. </li></ul><ul><li>Simulation – is a “representation” of a manageable real event in which the learner is an active participant engaged in learning a behaviour or in applying previously acquired skills or knowledge. </li></ul>
  • 11. Types of Contrived experiences <ul><li>Games – are use for any of these purposes: </li></ul><ul><ul><li>To practice and/or refine knowledge/skills already acquired, </li></ul></ul><ul><ul><li>To identify gaps or weaknesses in knowledge or skills </li></ul></ul><ul><ul><li>To serve as a sum mation or review and </li></ul></ul><ul><ul><li>4. To develop new r elationships among concepts and principles. </li></ul></ul>
  • 12. Why do we use them? <ul><li>Having the original is impossible </li></ul><ul><li>It is the most effective and appropriate way to portray the idea </li></ul><ul><li>it can justify the cost if purchased </li></ul><ul><li>It can stimulate to further learning </li></ul>
  • 13. Enrichment: <ul><li>What are the advantages and disadvantages in using direct, purposeful and contrived experiences? </li></ul><ul><li>Make a list of subjects or requirements of your course in which you can use these experiences. </li></ul>

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