Teaching with

Contrived
Experiences
 What is Contrived Experiences?
• ~These are “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 simulate to
real-life situations.
• ~The second band of experiences in Dale’s Cone of
Experience.
Various Forms of Contrived Experiences

1.) MODELS
~A model is a “reproduction of a real thing in a small scale, or
large scale, or exact size – but made of synthetic materials.”
(Brown, et al, 1969)
Ex.
2.) MOCK UP Ex. Planetarium
~A mock up is “an
arrangement of a real
device or associated
devices, displayed in such
way that representation of
reality is created.” (Brown,
1969)
3.) SPECIMENS AND Ex
OBJECTS .
~A specimen is any
individual or item
considered typical of a
group, class or whole.
~Objects may also Ex. Artifacts in Museum
include artifacts
displayed in a museum
or objects displayed in
exhibits or preserved
specimens in science.
4.) SIMULATION
~Simulation is a “representation of a
manageable real event in which the
learner is an active participant engaged in
learning a behavior or in applying
previously acquired skills or knowledge”
(Orlich, et al 1994).
Ex. Fire and Earthquake drill
5.) GAMES
~Games are played to win while simulation
need not a have a winner.
Simulations seem to be more easily applied to
the study of issues rather than the processes.
WHY DO WE MAKE USE OF CONTRIVED
EXPERIENCES?
ADD TITLE HERE
We use models, mock ups, specimens and objects to:
No one indebted for others,while many people don't know how
to cherish others.No one indebted for others,while many people
don't know how to cherish others.

1.) Overcome limitations of 01 space and time;

2.) To “edit” reality for us to be able to focus on parts or a
04
process of a system that we intend to study; ADD TITLE HERE
3.) To overcome difficulties of size; No one indebted for others,while many people don't know how to
cherish others.No one indebted for others,while many people

4.) To understand the inaccessible

don't know how to cherish others.

5.) Help the learners understand abstractions.

We use simulations and games to
make our classes interactive and
to develop the decision-making
skills and knowledge construction
skill of our students.
Orlich, et al, (1994) enumerates ten 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 students’ ability to apply
principles.
6.) To reduce complex problems or
situations to manageable elements.
7.) To illustrates 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.
"NO MATTER where you're
FROM, your DREAMS are
VALID."
~Lupita Nyong'o
Thank You!!!
Reporters:
Gabriel, Trixia Mae S.
Fernando, Macel
Florendo, Aryah Marie