This document discusses the use of contrived experiences in teaching. It defines contrived experiences as edited representations of reality that are used as substitutes for real experiences when bringing the real thing into the classroom is impractical or impossible. Examples include models, simulations, games, and role-playing activities. Contrived experiences allow teachers to focus on specific parts of a system or process and help students understand abstract concepts. They are evaluated based on factors like accuracy, simplicity, cost-effectiveness, and their ability to stimulate further learning. The overall document provides an overview of contrived experiences, examples of different types, their purposes in teaching, and standards for evaluating their effectiveness.

1. EDUCATIONAL TECHNOLOGY 1
Submitted By: Rex Anne Joy Donato
Submitted To: Prof.Mary Gene Panes

2. LESSON 8
Teaching with contrived
experiences

3. “We teach through a rearrangement of the raw reality a
specimen, a manageable sample of a whole... When the
direct experience cannot be properly in its natural setting.”

4. OBJECTIVES

To know the meaning of contrived experiences.

To know the use of contrived experiences.

To determine the varied types of contrived experiences.

To determine the standards of evaluating contrived
experiences.

5. ABSTRACTION
The model of the atom, the globe, the planetarium,
the simulated election process and the preserved specimen
fall under contrived experiences, the second band of
experiences in Dale’s Cone of Experiences.

6. The contrived experiences are the “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 stimulate to real-life situation.

7. We make use of representative models or mock ups
of reality for practical reasons and so that we can make the
real-life accessible to the students’ perception and
understanding. For instance, a mock up of Apollo, the
capsule for exploration of the moon, enabled the North
American Aviation Co. to study the problem of lunar flight.

8. Examples:
· Drama and role-playing
· Demonstrations
· Field Trips
· Exhibits and Models
· Motion Pictured and Video
· Visual Symbols
· Verbal Symbols

9. The contrived experiences varied in different types:
Model - reproduction of real thing in a small scale,or large
scale,or exact size but made of synthetic materials.

10. Mock up - an arrangement of real device or associated
devises displayed in such a way that representation of
reality is created.
Specimen- any individual or item considered of a group,
class or whole.

11. Objects- may also include artifacts displayed in a museum
or objects displayed in exhibits.

12. Simulation- a representation of a manageable real event in
which the learner is an active participant engaged in
learning a behavior or in applying previous skills or
knowledge.
Games - forms of physical exercise taught to children at
school.

13. PURPOSES OF GAMES
To practice or refine knowledge or skills already acquired
 Identify gaps or weakness in knowledge or skills
 serve as summation or review
 Develop new relationships among concepts and
principles


14. Contrived experience is use to overcome limitations of
space and time,to edit reality to focus on parts or a process
of a system that intent to study, to overcome difficulties of
size, to understand the inaccessible and help the learners
understand abstraction. The teacher use simulations and
games to make their class interactive and to develop the
decision-making skills and knowledge construction skills of
their students.

15. Questions enumerated by
Edgar Dale in evaluating
contrived experience used in
class.

16.  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 this model?
 does the model oversimplify the idea?
 If it is purchased, will the model be used often enough to
justify its cost?

17.  If
it is to be made by the students, is the model likely to
be worth the time, effort and money involved?
 could wrong impressions of size, color and shape result
from using this model?
 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?
 will the model act as a stimulus to further learning?
 Does the stimulated procedure reduce the amount of
instruction required to master the desired skills, attitude
and information?

18. ~THE END~