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    Direct Contrived Dramatized Experiences 1

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    Justeen Balcorta
    1. The document discusses different types of experiences along a cone from direct and concrete to indirect and abstract. It emphasizes using real objects for direct experiences to build a foundation for learning. 2. Contrived experiences like models, games, and simulations are described as edited versions of reality that can be used when real experiences are not practical or possible. They help overcome limitations and focus learning. 3. Various forms of contrived experiences are presented, including models, games, role playing, puppetry and dramatization. Questions for evaluating the effectiveness of any contrived experience are also provided.

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    Direct Contrived Dramatized Experiences 1

    Uploaded by

    Justeen Balcorta
    352 views24 pages
    1. The document discusses different types of experiences along a cone from direct and concrete to indirect and abstract. It emphasizes using real objects for direct experiences to build a foundation for learning. 2. Contrived experiences like models, games, and simulations are described as edited versions of reality that can be used when real experiences are not practical or possible. They help overcome limitations and focus learning. 3. Various forms of contrived experiences are presented, including models, games, role playing, puppetry and dramatization. Questions for evaluating the effectiveness of any contrived experience are also provided.

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    1. The document discusses different types of experiences along a cone from direct and concrete to indirect and abstract. It emphasizes using real objects for direct experiences to build a foundation for learning. 2. Contrived experiences like models, games, and simulations are described as edited versions of reality that can be used when real experiences are not practical or possible. They help overcome limitations and focus learning. 3. Various forms of contrived experiences are presented, including models, games, role playing, puppetry and dramatization. Questions for evaluating the effectiveness of any contrived experience are also provided.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    352 views24 pages

    Direct Contrived Dramatized Experiences 1

    Uploaded by

    Justeen Balcorta
    1. The document discusses different types of experiences along a cone from direct and concrete to indirect and abstract. It emphasizes using real objects for direct experiences to build a foundation for learning. 2. Contrived experiences like models, games, and simulations are described as edited versions of reality that can be used when real experiences are not practical or possible. They help overcome limitations and focus learning. 3. Various forms of contrived experiences are presented, including models, games, role playing, puppetry and dramatization. Questions for evaluating the effectiveness of any contrived experience are also provided.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 24

    CONE OF

    EXPERIENCE
    Direct Purposeful Indirect Experiences
    Experiences

    Concrete and first hand experiences that make Experiences of other people
    up the foundation of learning

    Sensory experiences Vicarious experiences


    Why purposeful?

    Experiences are not purely mechanical, not mere sensory excitation.

    Experiences are undergone in relation to a purpose, learning.


    Where should these direct, purposeful experiences lead us to?

    Direct experiences must not be the period or the dead end.

    Learning must be brought to a higher plane- generalization and


    abstraction.
    What is the implication of direct, purposeful experiences to the teaching- learning process?

    1. Immerse students to the world of experience.


    2. Use real things as instructional materials as long as we can.
    3. Help students develop the five senses to the fullest to heighten their sensitivity
    to the world.
    4. Guide students so that they can draw meaning from their
    firsthand experiences and elevate their level of thinking.
    “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.

    Designed to simulate real- life situations


    Why do we make use of contrived experiences?

    1. To overcome limitations of space and time


    2. To “edit”reality in order 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

    5. To help the learners understand abstractions


    GAMES
    Purposes: 1. To practice/ refine knowledge

    2. To practice/ refine skill

    3. To identify gaps and weaknesses in knowledge or skills

    4. To serve as summation or review

    5. To develop new relationships among concepts and principles


    Questions to ask in evaluating any contrived experience
    1. Is the model/ mock up necessary or can you make use of the original?
    2. Could some other device such as a photograph or chart portray the idea more effectively?

    3. Is the idea appropriate for representation in a model? Is it too elementary? Too complicated?

    4. Are the important details of construction correct?

    5. Could wrong impressions of size, color, and shape result from using this model?
    Questions to ask in evaluating any contrived experience
    6. Does the model oversimplify the idea?

    7. If it is workable, will it stand up under frequent use?


    8. If it is to be made by the students, is the model likely to be worth the time, effort and
    money involved?

    9. If it is purchased, will the model be used often enough to justify its cost?

    10. Will the model act as a stimulus to further learning?


    Activities:
    Presentcontrived experiences and their various
    forms by means of graphic organizer.

    Compare a model and a mock up by the use of a


    Venn Diagram.
    Formal Plays- depict life, character, or culture or
    a combination of all
    Pageants- community dramas that are based on local
    history, presented by local actors

    Tableaus- picture- like scenes composed of people aginst a


    backgroud
    Pantomime- art of conveying a story through
    bodily movements
    Puppets- can present ideas with extreme simplicity

    Types of Puppets

    Glove and Finger Puppet


    - makes use of olf gloves to
    which small costumed
    figures are attached
    Marionette
    - flexible, jointed puppets
    operated by strings or wres
    attached to a cross bar and
    maneuvered from directly
    above the stage
    Rod Puppet
    - Flat cut- out figures
    tacked to a stick, with one
    or more movable parts, and
    operated from below the
    stage level by wire rods or
    slender sticks
    Hand Puppet
    - the puppet’s head is
    operated by the forefinger of
    the puppeteer, the little
    finger and thumb being used
    to animate the puppet
    Shadow Puppet
    - black flat silhouette made
    from lightweight cardboard
    and shown behind the screen
    Role Playing- unrehearsed, unprepared, and spontaneous
    dramatization of a “let’s pretend”situation where
    assigned participants are absorbed by their own roles in
    the situation described by the teacher

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