lesson# 8

Teaching with contrived experiences

contrived experiences

•  I have learned that  contrived experiences are the edited version of direct experiences which are use to substitute  for the real thing when it is not practical or not possible to bring in the classroom.
• Edited of reality and used as substitutes for real things when it is not practical or not possible to bring or do the real thing in the class room.These contrived experiences are designed to simulate real -life situation  

Models-is a reproduction of a real thing in a small scale large scale or exact size but made of synthetic materials.

Mock up-is an arrangement of a real device or associated devices, displayed in such a way that representation of reality is created.

Specimen-is any individual or item considered typical of group, class or whole. Objects may also include artifacts displayed in a museum or objects specimens in science.

Simulation - a representation of a manageable real event in which the learner in a active participants

Games- use for any of these purpose 

1. to practice & or to refine knowledge or skill
2. to identify gaps or weaknesses in knowledge
3. to serve as a summation or review
4. to develop new relationships among concepts & principle

Contrived experience is use to overcome limitations of space and time,to edit reality to focus on parts or a process of a system that intent to study, to overcome difficulties of size, to understand the inaccessible and help the learners understand abstraction. The teacher use simulations and games to make their class interactive and to develop the decision-making skills and knowledge construction skills of their  students.

lesson # 7

Direct, Purposeful Experiences and Beyond......

Direct experiences are first hand experiences that serve as the foundation of learning. The opposite of direct experiences are indirect or vicarious experiences.

Direct  experiences  lead us to concept formation and abstraction. We should not end our lessons knowing only the concrete. We go beyond the concrete by reaching the level of abstract concepts and also a complex, integrated process involving people, procedures, ideas, devices, and organization for analyzing problems and devising, implementing, evaluating, and managing solution to those problems, involved in all aspects of human learning.. It is the application of scientific findings in our method, process or procedure of working in the field trip of education in order to effect learning. It embraces curriculum and instructional design, learning environment, theories of teaching-learning. It is also a filed study and a profession. It is the use of all human inventions for teachers to realize their mission to teach in order that students learn.

v  These are our concrete and first hand experiences that make up the foundation of our learning.

v  These are the rich experiences that our senses bring from which we construct the ideas, the concepts, the generalizations that give meaning and order to our lives (Dale, 1969)

v  Example of Direct activities

v  Preparing meals

v  Making a piece of furniture

v  Performing a laboratory experiment

v  Delivering a speech

Lesson #6

Using and evaluating instructional Materials

• Do The material give a true picture of the ideas they present? Avoid misconception....
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  Materials that we select must: give a true picture of the ideas they present; contribute to the attainment of the learning objective; be appropriate to the age, intelligence and experience of the learners; be in good and satisfactory condition; provide for a teacher’s guide; help develop the critical and creative thinking powers of students; and be worth the time, expense and effort involved. 

To ensure effective use of instructional materials, the authors of Instructional Media, Smith Hayden and Nagel Thomas advise us to abide by the acronym PPPF, which means – Prepare Yourself; Prepare Your Students;Present the Materials and; Follow Up. Learning 

use of instructional materials is not the end in itself, but it is a means to an end, which is the attainment of the learning objective. Selecting appropriate instructional materials is one thing and it is another thing to ensure its effective use. And there is a need to follow up to find out if the objective was attained or not, otherwise they become useless.

Use of instructional materials can be of great help to the teacher to become effective in facilitating learning. etc.., adopt the guidelines provided by the experts in the selection of instructional materials and in their use.. Avoid the R.O.G. Syndrome (running out of gas) especially if the materials to be used are mechanical ones, hence it is a wise move to try out the materials ahead of the class schedule to avoid unwanted situations................... thanksssss

                         “It is better to be hated for what you are than to be loved for what you are not.”