EXPERIENCES

is edited version of direct experiences

Design to simulate to real-life situation

Examples are model, mock-up, objects,

specimen, games and simulation.
 MODEL

Is a reproduction of real thing in a small scale, or large scale

or exact size, but made up of synthetic materials.

Substitute to a real thing which may or may not

operational.
Globe
 MOCK UP

Is an arrangement of a real device or associated

devices, display in such a way that representation of
reality created.

Substitute to real things; sometimes it is giant

enlargement.
Atom
Oceanarium
Planetarium
 SIMULATION

Act of imitating the some situation.

Representation of a manageable real event in which

the learner is an active behavior or participant
engaged in learning behavior or in applying previously
acquired skills or knowledge.
What are Instructional
Simulations?
When students use a model of behavior to gain a better
understanding of that behavior, they are doing a simulation. For
example:
When students are assigned roles as buyers and sellers of some
good and asked to strike deals to exchange the good, they are
learning about market behavior by simulating a market.

When students take on the roles of party delegates to a political

convention and run the model convention, they are learning
about the election process by simulating a political convention.

When students create an electric circuit with an online program,

they are learning about physics theory by simulating an actual
physical set-up.
Why Teach with Simulations?

Instructional simulations have the potential

to engage students in "deep learning" that
empowers understanding as opposed to
"surface learning" that requires only
memorization.
Deep learning means that students:
Learn scientific methods
including:
the importance of model building.

the relationships among variables in a model

or models.

data issues, probability and sampling theory.

how to use a model to predict outcomes.

Learn to reflect on and
extend knowledge by:
actively engaging in student-student or
instructor-student conversations needed to
conduct a simulation.
Transfering knowledge to new problems and
situations.
understanding and refining their own though
processes.
seeing social processes and social
interactions in action.
Examples:

Election Process

Earth quake drill

Puppet show

Sarswela

Sari-sari Store (Mathematics Concept)

Typhoon Forecast
Osmosis Computer Simulation
 GAMES

Forms of physical exercise taught to children

at school.

Plays
Examples:
Relay
Ball Games
BEE
 Purposes of games

To practice or refine knowledge or skills already

acquired;

Identify gaps or weakness in knowledge of skills;

Serve as summation or review;

Develops new relationship among concepts and

principles.
 Difference between game and
simulation

Game are played to win: there is a competition.

Simulation needs not winner, seems to be more easily

applied to the issues rather than to processes.
General purposes of Simulation
and games in education
 Develop changes in attitude

Change specific behavior.

Prepare for participants for assuming new roles in the

future.

Help individuals understand their current roles.

Increase the students ability to apply principles.

 Reduce complex problems or situations to
manageable elements.

Illustrate roles that may affect ones life but that one
may never assume.

To motivate learners

Develop analytical processes.

Sensitize individuals to another persons life.

OTHER TYPE OF CONTRIVED
EXPERIENCES
Aquarium
TERRARIUM
AVIARY
Herbarium
HERBARY
VIVARIUM
ORCHIDARIUM
Why do we make use of
Contrived Experiences?
 To 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.

To understand inaccessible.

Help the learner understand abstraction.

Evaluating Contrived
Experiences used in
class
 Is the model or mock up necessary or can you make
use of the original?

Could some other device such as a photograph or

chart portray the idea more effectively?

Is the idea appropriate for the presentation in a

model?

Are the important details of construction correct?

Could wrong impressions of size, color and shape

result from using the model?
 Does the model over simplify the idea?

If it is purchased, will the model be used often enough

to justify its cost?

If it is to be made by the students, is the model likely

to be worth the time, effort and money involved?
Summing up

Contrived experiences are substitutes of real things

when it is not feasible to bring the real thing to the class.
The most important thing to remember when we
make use of models and mock ups are to make them as
close as the real represent. If for one reason or another they
could not replicate the real things. In size and color and we
should at least cautions the reader/learner or the user by
giving the scale.
Thank you for listening
and cooperation!!!

LEONARDO Z. CAMBOJA, JR.