A DETAILED LESSON PLAN

IN EDUCATION TECHNOLOGY

I. OBJECTIVES:
At the end of the lesson, the students should be able to:
1. Know the meaning of contrived experience
2. Identify the various types of contrived experience
3. To appreciate the use of contrived experience in the classroom

II. SUBJECT MATTER:

Topic: Teaching with contrived experiences
Reference: Educational Technology by Brenda B. Corpus, Ph. B.
Pages 69-78
Materials: Power point Presentation and Visual Aids

III. PROCEDURE
a. Preliminary activities
Teacher’s Activity Student’s Activity
1. Prayer -(One of the students will lead the prayer)
2. Checking of Attendance
-Good morning class -Good morning ma’am
Please say present as I call your names -Yes ma’am
3. Review of previous lesson
-Class, let’s have a recap of our previous
lesson.
-Who can recall our past topic? -(One of students will raise his/her hand)
-Yes, Jonathan? -(Jonathan will recall the previous topic)
-Very well said Jonathan. Let’s give him -(The students will clap their hands)
a round of applause.

b. Motivation
Teacher’s Activity Student’s Activity
Ask the students if they have an idea of what is -(One of students will raise his/her hand)
a contrived experience.
-Anyone from the class can share his/her idea -(Yes ma’am. Then the student will explain his/her
on contrived experience? views/ideas.

c. Discussion
Teacher’s Activity Student’s Activity
Teacher defines contrived experience as edited -(The students should listen to the teacher as she
copies of reality and is used as substitutes for discuss about contrived experience.)
real things when it is not practical and not
possible to bring in to the real thing in the
classroom. Designed to stimulate to real-life
situations.

Types of contrived experience

1. Models- Reproduction of real thing in a
small scale but made by synthetic
materials.
 2. Mock-up- An arrangement of a real
device or associated devices displayed in
such a way that presentation of reality is
created.
3. Specimen- An example of something such
as a product or piece of work, regarded as
typical of its class or group.
4. Object- May also include artifacts displayed
in museum or objects displayed in exhibits
or preserved insect specimen in science.
5. Stimulation- Is a representation of a
manageable real event in which the learner
is an active participant engage in learning a
behaviour or in applying previously
acquired skills or knowledge
6. Game- Are played to win.
-Why do we use contrived experience in
teaching learning process?
1. To 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.
4. To understand inaccessible.
5. Help the learner understand the
abstractions.

Class did you understand our lesson? -Yes ma’am

(silence…)
Clarification:
If there will be no question we will have
a short quiz.

IV. EVALUATION
Choose the best answer.
1. It is the edited copies of reality, substitutes for real things.
a. Contrived Experiences
b. Mock up
c. Models
d. Game
2. A reproduction of a real thing in a small scale, or large scales, or exact size.
a. Games
b. Models
c. Simulation
d. Mock ups
3. Arrangement of a real device or associated devices.
a. Mock up
b. Games
c. Models
d. Simulation
 4. Any individual or item considered typical of a group, class or whole.
a. Games
b. Specimen
c. Mock up
d. Objects
5. Representation of manageable real event.
a. Simulation
b. Contrived Experience
c. Game
d. Models

V. ASSIGNMENT
In a long bond paper, present contrived experiences and their various forms by a graphic organizer.
The submission will be on our next meeting.