This document discusses various types of contrived experiences, models, and dramatized experiences that can be used for teaching purposes. It describes contrived experiences as edited versions of reality used as substitutes for real things in the classroom. Models are described as reproductions of real things in various scales. Dramatized experiences include plays, pageants, pantomimes, tableaus, puppets, and role playing, which can attract and engage students. These techniques are used to overcome limitations, edit reality, understand abstractions, and motivate learners.

1. Contrived
Experiences

2. These are “edited” copies of reality and are used as
substitutes for real things hen 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 situation.

3. Model
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.

4. Mock Up
Is an arrangement of a real device or associated devices,
displayed in such a way that representation of reality is
created. It may be simplified in order to emphasize certain
features. It may be an economical reproduction of a
complicated or costly device, to be observed for learning
purposes.
It is a special model where the pats of a model are singed
out, heightened and magnified in order to focus on that part
or process under study.

6. Specimen
Any individual or item considered typical of a group, class
or whole.

7. Objects
May include artifacts displayed in a museum or objects
displayed in exhibits or preserved insect specimens in science.

8. Simulation
Is a representation of a manageable real event in which the
learner is an active participant engaged in learning a behavior
or in applying previously acquired skills or knowledge.

9. Game
are used for many purposes:
1. To practice and/or to refine knowledge skills already acquired
2. To identify gaps or weaknesses in knowledge or skills
3. To serve a summation or review and,
4. To develop new relationships among concepts and principles.

10. Why do we make use of contrived experiences?
Models, mock ups, specimens and objects
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 intent to study
3. To overcome difficulties of size
4. To understand the inaccessible
5. Help the learners understand abstraction

11. General purposes of games and simulations
1. To develop change 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 be
assume
8. To motivate learners
9. To develop analytical processes
10. To sensitize individuals to another person’s life role

12. Teaching Dramatized
Experiences

13. Something dramatic is something that is stirring or
affecting or moving. If our teaching is dramatic, our
students get attracted, interested, and affected. It can
range from the formal plays, pageants to less formal
tableau, pantomime, puppets, and role playing.

14. Plays
Depict life, character, or culture or a combination of
all three. They offer excellent opportunities to portray
vividly important ideas about life.

15. Pageants
Usually community dramas that are based n local history,
presented by local actors. An example is a historical pageant
that traces the growth of a school.

16. Pantomime
Is the art of conveying a story through bodily movements
only. It effects on the audience depends on the movements of
the actors.

17. Tableau
Is a picture like scene composed of people against a
background. It is often used to celebrate
Independence day, Christmas, and United Nations.

18. Puppets
Unlike the regular stage play, can present ideas with
extreme simplicity without elaborate scenery or costume yet
effectively.

19. Types of Puppets
1. Shadow puppet
2. Rod puppets
3. Hand puppets
4. Glove and finger puppets
5. marionettes

26. Role Playing
An unrehearsed , unprepared and spontaneous
dramatization of a lets pretend situation were assigned
participants are absorbed by their own roles in the situation
described by the teachers.

27. 1 half crosswise
1. As a future teacher, throughout the day you are
called upon to be an actor or actress. In what
sense?
2. How can contrived and dramatic experiences can
be used for effective teaching?