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Lesson 8 Teaching with Contrieved experiences


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Teaching with Contrived Experiences by: Leonardo Z. Camboja Jr., Bukidnon State University, MOGCHS-External Studies Center, Cagayan de Oro City, September 7, 2014

Published in: Education
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Lesson 8 Teaching with Contrieved experiences

  2. 2. is edited version of direct experiences  Design to simulate to real-life situation  Examples are model, mock-up, objects, specimen, games and simulation.
  3. 3. MODEL  Is a reproduction of real thing in a small scale, or large scale or exact size, but made up of synthetic materials.  Substitute to a real thing which may or may not operational.
  4. 4. Globe
  5. 5. MOCK UP  Is an arrangement of a real device or associated devices, display in such a way that representation of reality created.  Substitute to real things; sometimes it is giant enlargement.
  6. 6. Atom
  7. 7. Oceanarium
  8. 8. Planetarium
  9. 9. SIMULATION  Act of imitating the some situation.  Representation of a manageable real event in which the learner is an active behavior or participant engaged in learning behavior or in applying previously acquired skills or knowledge.
  10. 10. What are Instructional Simulations?  When students use a model of behavior to gain a better understanding of that behavior, they are doing a simulation. For example: When students are assigned roles as buyers and sellers of some good and asked to strike deals to exchange the good, they are learning about market behavior by simulating a market.  When students take on the roles of party delegates to a political convention and run the model convention, they are learning about the election process by simulating a political convention.  When students create an electric circuit with an online program, they are learning about physics theory by simulating an actual physical set-up.
  11. 11. Why Teach with Simulations?  Instructional simulations have the potential to engage students in "deep learning" that empowers understanding as opposed to "surface learning" that requires only memorization.  Deep learning means that students:
  12. 12. Learn scientific methods including:  the importance of model building.  the relationships among variables in a model or models.  data issues, probability and sampling theory.  how to use a model to predict outcomes.
  13. 13. Learn to reflect on and extend knowledge by:  actively engaging in student-student or instructor-student conversations needed to conduct a simulation.  Transfering knowledge to new problems and situations.  understanding and refining their own though processes.  seeing social processes and social interactions in action.
  14. 14. Examples:  Election Process  Earth quake drill  Puppet show  Sarswela  Sari-sari Store (Mathematics Concept)
  15. 15. Typhoon Forecast
  16. 16. Osmosis Computer Simulation
  17. 17. GAMES  Forms of physical exercise taught to children at school.  Plays
  18. 18. Examples:
  19. 19. Relay
  20. 20. Ball Games
  21. 21. BEE
  22. 22. Purposes of games  To practice or refine knowledge or skills already acquired;  Identify gaps or weakness in knowledge of skills;  Serve as summation or review;  Develops new relationship among concepts and principles.
  23. 23. Difference between game and simulation  Game are played to win: there is a competition.  Simulation needs not winner, seems to be more easily applied to the issues rather than to processes.
  24. 24. General purposes of Simulation and games in education
  25. 25.  Develop changes in attitude  Change specific behavior.  Prepare for participants for assuming new roles in the future.  Help individuals understand their current roles.  Increase the students’ ability to apply principles.
  26. 26.  Reduce complex problems or situations to manageable elements.  Illustrate roles that may affect one’s life but that one may never assume.  To motivate learners  Develop analytical processes.  Sensitize individuals to another person’s life.
  28. 28. Aquarium
  29. 29. TERRARIUM
  30. 30. AVIARY
  31. 31. Herbarium
  32. 32. HERBARY
  33. 33. VIVARIUM
  35. 35. Why do we make use of Contrived Experiences?
  36. 36. To overcome 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. To understand inaccessible. Help the learner understand abstraction.
  37. 37. Evaluating Contrived Experiences used in class
  38. 38.  Is the model or mock up necessary or can you make use of the original?  Could some other device such as a photograph or chart portray the idea more effectively?  Is the idea appropriate for the presentation in a model?  Are the important details of construction correct?  Could wrong impressions of size, color and shape result from using the model?
  39. 39.  Does the model over simplify the idea?  If it is purchased, will the model be used often enough to justify its cost?  If it is to be made by the students, is the model likely to be worth the time, effort and money involved?
  40. 40. Summing up Contrived experiences are substitutes of real things when it is not feasible to bring the real thing to the class. The most important thing to remember when we make use of models and mock ups are to make them as close as the real represent. If for one reason or another they could not replicate the real things. In size and color and we should at least cautions the reader/learner or the user by giving the scale.
  41. 41. Thank you for listening and cooperation!!! LEONARDO Z. CAMBOJA, JR.