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Lesson 12 teaching with contrived experiences

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Lesson 12 teaching with contrived experiences

  1. 1.  These are “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.  These Contrived Experiences are designed to simulate to real life situations.
  2. 2. Models Object Simulation Game Mock up Specimen
  3. 3.  A model is a “reproduction of a real thing in a small scale, or large scale, or exact size – but made of synthetic materials.  It is a substitute for a real thing which may or may not be operational” (Brown , et. Al. 1969).  The atom & the planetarium are classified as models.
  4. 4.  Is any individual or item considered typical of group, class or whole.
  5. 5.  Is an arrangement of a real device or associated devices, displayed in such a way that representation of reality is created.  Is 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.  The planetarium may also be considered a mock up.
  6. 6. Claudine Villar Marian Baredo
  7. 7.  May also include artificial displayed in a museum or objects displayed in exhibits or preserved insect specimens in science.
  8. 8.  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.
  9. 9.  Is there a difference between a game and a simulation.  Games are played to win while simulation used to have a winner simulation seems to be more easily applied to the study of issues rather than to process.
  10. 10.  Over limitations of space and time.  To “edit” reality for us to be able to focus on parts or a process of a system that we intend to study.  To overcome difficulties of size.  To understand the inaccessible  Help the learner understand abstractions.
  11. 11.  To developed changes in attitudes  To change specific behaviours  To prepare participants for assuming new roles in the future  To help individuals understand their current roles  To increase the student’s ability to apply principles  To reduce complex problems or situations to manageable elements  To illustrate roles that may affect one’s life but that one may never assume.  To motivate learners  To develop analytical process  To sensitive individuals to another person’s life role.

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