TEACHING WITH CONTRIVED EXPERIENCE
The model of atom, the globe, the planetarium, the simulated
election process and the preserved specimen fall under contrived experiences, the second band of experiences in Dale’s
Cone of Experience.
WHAT ARE 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 atom, the planetarium as classified as 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. It is a substitute for a
real thing which may or may not be operational.” (Brown, et al, 1969)
The planetarium may also be considered a mock up. A MOCK UP is “an arrangement of a real device or associated devices,
displayed in such a way that representation of reality is created. This mock upmay
be simplified in order to emphasize certain features. It may be an economical
reproduction of a complicated or costly device, to be observed for learning
purposes. Usually, it is a prepared substitute for a real thing; sometimes it
is a giant enlargement.” (Brown 1969) The planetarium is an example of a mock
up, in the sense that the order or the arrangement of the planets is shown and
the real processes of the planets’ rotation on the axis and the revolution of
the planets around the sun are displayed. A MOCK UPis a special model where the parts of a model are singled
out, heightened and magnified in order to focus on the part or process under
study.
The preserved specimens fall under SpECIMENS and OBJECTS. A SpECIMENis any
individual or item considered typical of a group, class or whole. OBJECT may also include artifacts displayed in a museum or
objects displayed in exhibits or preserved insect specimen in science.
The school election process described above is a form of 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). In addition to the election of
class and school officers given above other examples of these are fore and
earthquake drill which schools usually conduct. Organizers of earthquake drills
and fire drills create a situation highly similar to the real situation when a
building is on fire or when an earthquake happens.
Another instructional material included in contrived
experiences is GAME. Is there a
difference between games and simulation? Games are played to win while
simulation need not to have a winner. Simulation seem to be more easily applied
to the study of issues rather than processes.
WHY DO WE MAKE USE OF
CONTRIVED EXPERIENCES?
We use models, mock ups, specimens, objects, 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 of size
4.
To understand the inaccessible, and
5.
Help the learners understand abstraction
We use simulations and games to make our classes interactive
and to develop the decision-making skills and knowledge construction skills of
our students. Orlich, et al (1994) enumerates ten (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 students’ ability to apply
principles
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
1.
To sensitize individuals to another person’s
life role
In English subject, David sudol
(1983) found that literary concepts could be successfully taught by involving
the students by having them develop characters and then develop a plot. Sudol
also suggested that similarly, you could select classic quote, for example, the
opening paragraph from A Table of Two Cities by Charles Dickens, “It was the
best of times, it was the worst of times” and ask the students to simulate a
plot, a story line, characters and location. Use the current year. How closely
do you think the students might parallel Dickens? After the simulation, A Table
of Two Cities could be read both for knowledge and for comparison to the
student outlines.
GAMES
Games are used for any of these purposes:
1.
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, and
4.
To develop new relationships among concepts and
principles
If you want a class that is fully alive, think of how you
can integrate native games in your lessons. Refer to Science and Mathematics of Toys, a sourcebook for teachers,
published and printed by the Institute for Science and Mathematics Education
Development of the University of the Philippines.
Finally, what questions should we ask in evaluating any
contrived experience used in class? Edgar Dale (1969) enumerates the following:
·
Is the model or mock up necessary or can you
make use of the original?
·
Could some other devices such as photograph or
chart portray the idea more effectively?
·
Is the idea appropriate for representation in a
model? (is it too elementary? Too complicated?)
·
Are the important details of construction
correct?
·
Could wrong impressions of size, colors and
shape result from using this model?
·
Does the model oversimplify the idea?
·
If it is workable, will it stand up under
frequent use?
·
If it is to be made by students, is the model
likely to be worth the time, effort and money involved?
·
If it is purchased, will the model be used often
enough to justify the cost?
·
Will the model act as a stimulus to further
learning?
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