Contrived experiences are edited versions of reality used as substitutes for real things in the classroom. They are designed to simulate real-life situations when bringing the real thing is not practical or possible. Varied types of contrived experiences include models, mock-ups, specimens, objects, and simulations. Models are reproductions of real things on a smaller or larger scale. Mock-ups arrange parts to represent reality. Specimens and objects represent typical examples. Simulations allow active participation to learn or apply skills. Contrived experiences are used to overcome limitations of space and time, edit reality to focus on parts or processes, overcome size difficulties, understand inaccessible concepts, and help students understand abstractions.

1. TEACHING WITH CONTRIVED
EXPERIENCES

2. What are Contrived
Experiences?

3.  Is edited copies of reality andare used
as substitutes for real things when it is
not practical or not possibleto bring or
do the real thing in the classroom.
 Design to stimulate toreal-life
situations.

4.  WHAT ARE VARIED TYPES OF
CONTRIVED EXPERIENCES?
 WHAT STANDARDS CAN BE USED TO
EVALUATE CONTRIVED
EXPERIENCES?

6. MODELS
 Is a reproductionofa real thing ina small scale,
or large scale or exact size but made ofsynthetic
materials.
 A substitute for a real thing whichmay or may
not be operational.

7. Example of model:

8. MOCK-UP
 Is an arrangementof a realdeviceor
associateddevices,displayedin such a way
that representationof realityis created.
May be simplifiedin order to certain
features.

9. A special model where the parts of a
model aresingled out, heightened
and magnified in order to focus on
that part or process under study.

10. Example of Mockup:
PLANETARIUM in thesense
thatthe order or the arrangement
of the planetsis shown and thereal
processes of the planetsrotation on
their axis and the revolution of the
planetsaround thesun are
displayed .

11. SPECIMEN
Any individual or item consider
typicalof a group, class or whole.

12. OBJECT
 may alsoincludeARTIFACTSdisplayedin
museum or objectdisplayed inexhibitsor
preservedinsectspecimens inScience.

13. Example of specimen and object:

14. SIMULATION
 Is a representation of a manageable real
event in whichthe learner is an active
participant engagedin learninga behavior or
applyingpreviouslyacquiredskills or
knowledge.

15. exampleofsimulation:
a) The school election process
b) Fire and earthquake drills in school.

16.  Another instructional material includedin
contrived experiencesis a GAME.
What is the difference between
game and simulation ?

17.  Gameareplayed towin while simulations
need nothavea winner.
Why do we make use of
contrived experiences ?

18. We use models, mockup ,specimens and objectto :
1. Overcome limitations of space and time
2. to "edit" reality for us to beable to focus on parts
or a process of a system that we intendto study .

19. 3. to overcome difficulties of size
4. to understand the inaccessible
5. help the learners understand
abstractions .

20. 10 GENERAL PURPOSES OF
SIMULATIONS AND GAMES IN
EDUCATION

21. 1. To develop changes in attitudes
2. To changespecificbehaviors
3. To prepare participants for assuming
new roles in the future

22. 4. To helpindividualsunderstandtheir current
roles
5. To increasethe students ability to apply
principles
6. To reducecomplex problems or situations to
manageableelements.

23. 7. To illustrate roles that may affectone's life
but that one maynever assume.
8. To motivate learners
9. To develop analytical processes
10. To sensitive individuals to another
person’s liferole.

24. GAME
 Are used for any of these
purposes.

25. 1. To practice and / or to refine
knowledge /skills already acquired.
2. To identify gaps or weaknesses in
knowledge or skills.

26. 3. To serve as a summation or review.
4. To develop new relationships among
concepts and principles.