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