COMMISSION ON HIGHER EDUCATION

LEYTE COLLEGES

TACLOBAN CITY

Subject: Educational Technology 1 Reporter: Ethel B. Refuerzo

Topic: Teaching in a Contrived Experience Instructor: Mr. Rolando B. Vidan LFT, MM

TEACHING IN A CONTRIVED EXPERIENCE

Contrived Experience is 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.
Design to stimulate to real-life situations.
What are the Varied Types of Contrived Experience?
MODEL
Is a reproduction of real thing in a small scale, or large scale or exact size, but made up of
synthetic materials.

A substitute to a real thing which may or may not operational.

Example: Globe, Atom, DNA Structure.

MOCK-UP

Is an arrangement of a real device or associated devices, displayed in such a way that

representation of reality is created.

May be simplified in order to certain features.

Example : Planetarium , Oceanarium

SPECIMEN

Any individual or item consider typical of a group, class or whole.

Example : Human Brain , Preserved Animals

OBJECTS
May also include ARTIFACTS displayed in museum or object displayed in exhibits or
preserved insect specimens in Science.

Example : Stone Age , Animal Skulls

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

Example : Fire Drill , Earthquake Drill

GAMES
Forms of physical exercise taught to children at school.

Example : Ball Games , Relays

Why do we make use of contrived Experiences?
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 of size

To understand the inaccessible.

Help the learners understand abstractions.

10 General Purposes of Simulations of Games in Education

To develop changes in attitudes.

To change specific behaviors.

To prepare participants for assuming new roles in the future.

To help individuals understand their current roles.

To increase the students ability to apply principles.

 To reduce complex problems or situations to manageable elements.

To illustrate roles that may affect one's life but that one may never assume.

To motivate learners.

To develop analytical processes.

To sensitive individuals to another person’s life role.

References:

https://vdocuments.net/teaching-with-contrived-experiences-55b0b3b5202d3.html

https://educationaltechnologyforus.weebly.com/teaching-with-contrived-experiences.html

https://www.slideshare.net/leeboy25/lesson-6-contrived-experience

http://dctedtech1sy2016.blogspot.com/2016/08/lesson-8-contrived-experiences.html

https://www.slideshare.net/zyraville/teaching-with-contrived-experiences-50056164

https://prezi.com/j0oyacwnhzs5/teaching-with-contrived-experiences/

https://sites.google.com/view/coneofexperience-educ4-filmaj/contrived-experiences

Corpuz, B. & Lucido P. 2008. Educational Technology 1. Metro Manila: Lorimar Publishing Inc.

EDTECH1 Brenda B. Corpuz, Ph.D. Paz I. Lucido, Ph. D.