This document discusses contrived experiences, which are edited versions of reality used in teaching when real things cannot be brought into the classroom. Contrived experiences include models, mock-ups, specimens, simulations, games, objects, and artifacts. Models are large or small reproductions, while mock-ups allow manipulating parts. Simulations are also edited realities, while games have winners. Contrived experiences help overcome limitations of space, time, size, and inaccessibility to help students understand abstractions. Their purposes include developing skills and attitudes, illustrating roles, and motivating learners. Games specifically help practice and refine knowledge or identify gaps. Replicas are exact size models and realia are actual real objects.

1. TEACHING with CONTRIVED
EXPERIENCES

2. What is contrive experience?
 Contrive experience are the edited copies of
reality and are used to substitutes for real things
when it is not practical or not possible to bring in
the classroom.

3. What are the contrive experience?
 The contrive experience are the following:
 Models – it is a reproduction of a thing in a
large scale or in a small scale.
 Mock up – is a special model where the parts of
a model are single out or manipulate.
 Specimen- is any individual or item considered
typical of a group, class or whole.

4. 1. Objects – may also include artifacts displayed in
a museum or objects displayed in exhibits or
preserved insect specimen in science.
 Simulation – it is an edited version in reality.
 Games – it is played to have a winner and it
promotes competition.

5. What is the difference between
model and mock up?
 The model is a large scale or small scale of a real
thing, while the mock up it is a special model
where the parts of a model can single out,
detachable or manipulate.

6. What is the difference between
simulation and games?
 Games are played to have a winner, while the
simulations do need have a winner.

7. Why do we make use of contrived
experience?
We use contrive experience to:
1. overcome limitations of space and time,
2. to edit reality for us to be able to focus on
parts or a process of a system that we intend
to study,
3. to overcome difficulties to size,
4. to understand inaccessible , and
5. help the learners understand abstractions.

8. There are 10 general purposes of
simulations and games in education
 1. to develop changes in attitudes
 2. to change specific behaviors
 3. to prepare participants for assuming new roles
in the future
 4. to help individuals understand their current
roles
 5. to increase the student’ ability to apply
principles

9.  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 assume
 8. to motivate learners
 9. to develop analytical processes
 10. to sensitize individuals to another person’s life
role

10. Games is used for any of these
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 as a summation or review,
 4. to develop new relationships among concepts
and principles.

11. There is another contrive experience, the replica and
realia.
The replica is another model which is an exact size of
a real thing.
The realia is a real object.

12. Slideshare
By
Michelle M. Corpus