Pampanga State Agricultural University

Magalang, Pampanga
COLLEGE OF EDUCATION
Bachelor of Elementary Education

TEACHING WITH CONTRIVED EXPERIENCES

(Technology for Teaching and Learning)

SUBMITTED BY:
Arceo, Sunshine C.
Austria, Alona Jeaan
Catacutan, Ronnett
Soliman, Debbie
Tuazon, Jocelyn
BEED-2A

SUBMITTED TO:
Prof. Divina C. Ladrillo
Lesson 3: Teaching with Contrived Experiences

What is Contrived Experience?

 It is an edited version
of direct experience.

 These are edited copies of reality and are used as substitutes for real-life things when it is
not practical or not possible to bring or do the real thing inside the classroom.

The varied types of Contrived Experiences

MODELS

 A reproduction of a real thing in a small scale, or a large scale or exact size- but made of
synthetic materials. It is a substitute for a real thing which may or may not operational –
Brown, et. al, 1969
EXAMPLES:

MOCK UP

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

representation of reality is created.

EXAMPLES:

SPECIMEN

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

EXAMPLES OF SPECIMEN COLLECTION

BLOOD CULTURE URINE

CULTURE

SPUTUM CULTURE THROAT CULTURE

OBJECTS

 Artifacts displayed in a museum or objects displayed in exhibits or preserved insects

specimen in science.

EXAMPLES:
SIMULATION

 Representation of manageable real event in which the learner is an active participant

engaged in learning a behavior or in applying previously acquired skills or knowledge.

EXAMPLES:

WHAT IS THE DIFFERENCE BETWEEN A GAME AND SIMULATION?

GAMES

 Are played to win while simulations need not have a winner.

 We use simulation and games to make our classes interactive and to develop the decision-
making skills and knowledge construction skills of our students.
 Another instructional material included in contrived experience is a game.

GAMES ARE USED FOR ANY OF THESE PURPOSES:

1. To practice an/or refined knowledge/skills already acquired.

2. To identify gaps or weaknesses in knowledge or skills.

3. To serve as a summation or review, and

4. To develop new relationships among concepts and principles.

TEN GENERAL PURPOSES OF SIMULATIONS AND GAMES IN EDUCATION

1. To develop changes in attitude.

2. To change specific behaviors.

3. To prepare participants in the assuming role in the future.

4. To help individuals understand their current roles.

5. To increase students ability to apply principles.

6. To reduced complex problems or situations to manageable elements.

7. To illustrate roles that may affect once’s life but that one may never assume.

8. To motivate learners.

9. To develop analytical process.

10. To sensitive individuals to another person’s life role.