contrived experience

1.       Present contrive experiences and their various form by means of a graphic organizer.

 

                                                FIVE VAROIUS FORM OF CONTRIVE EXPERIENCE

        3. Illustrate with example of 5 reason why we make use of mock ups,  models, specimens, and  objects

1.       To overcome limitation of space and time

Firsthand experience is effectively by enhancing learning, but it is too consuming of time and space as well as so costly. Through the use of contrived experience as such above, limitation of space and time can be surpassed. For example teacher want to teach how to make a power point presentation, using mock up and model can the teacher teach her student about it, instead of sending students in the computer laboratory to explain all about. Another thing when the pre-school teacher want to introduce real thing like frog to her students. While instead the teacher or the students sending themselves outside the room finding the real one or transfer them to the museum. Transfer of location is time killing.

2.       To edit reality for us to be able to focus on part or a process of a system that we intend to study.

Firsthand experience is much appropriately on learning acquisition, but  sometimes it will not be presented in instructional process often when the lesson is about solar system which moon, planets and sun are the key player. It is difficult to the teacher to bring those inside the class that can use as an  instructional materials in order to attained lesson objectives. However acquisition of learning will not end even the absence of the real thing is not be presented. Strategically speaking, teacher seek for alternative things to be equipped on the lesson purposes. Example: if the teacher intend teach to her student on how the solar eclipse is formed? To edit the reality, simulation is in need through the use of circle objects or ball with corresponding color and location signify the three elements such as the moon located between the earth and sun, light attached on the moon object to picture the reality of solar eclipse presented.

3.       To overcome difficulties of size

Size is a very common mistake to introduce things specially to those pictographic learning. Using the model one, learner can easily understand the difference between small and big. Example, when the young student believe that the mother carabao is bigger than the mother pig. Teacher should take place to prove that statement by showing both picture which one is big and small.

4.       To understand the inaccessible

 Using  a solar system sample given in above in such way is a good example in understanding the inaccessible  such as a real things the moon, planets and sun. While even the real things is not accessible to be presented in the class, using for such contrived experiences with model, object, specimens and mock up, acquisition of learning will not end. Another example, when real specimens will be included in your subject matter but you cannot bring it in the class apparently so we had  preserved specimens like preserve snake, fetus, skull, skeletal and the like in the museum that can be used in our learning process and acquisition of knowledge by the students.  

5.       Help the learning understand abstraction

Abstraction is a link of our learning but it will not guarantee the accuracy of knowledge and skill specially when the learners is active learning. Through the use of contrived experience presented  by the teacher, learners understand on what he read and abstraction turn genuinely to the mind of the students, while simulate new ideas and knowledge. The teacher used a theory which turn abstraction to the student. While the student trying to simulate the real thing, teacher now will be using the five form of experience to fully understand and to come up with the new ideas and let them express her understanding.