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Simulation Teaching Method

The document discusses the simulation teaching method. It defines simulation as imitating reality in a safe environment to provide experiences close to real-world activities. The objectives are to modify teacher behavior and skills through feedback, develop an appreciation of classroom problems, and ability to handle issues. Simulation allows trainees to practice high-risk tasks safely and learn from mistakes in a participatory way.

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Castillo Jay ann L.
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443 views

Simulation Teaching Method

The document discusses the simulation teaching method. It defines simulation as imitating reality in a safe environment to provide experiences close to real-world activities. The objectives are to modify teacher behavior and skills through feedback, develop an appreciation of classroom problems, and ability to handle issues. Simulation allows trainees to practice high-risk tasks safely and learn from mistakes in a participatory way.

Uploaded by

Castillo Jay ann L.
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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SIMULATION TEACHING

METHOD
OBJECTIVES OF SIMULATION METHOD
1. To modify Teacher behavior by the use of feedback devices.

2. To modify social-communication skills of teacher behavior which


are essential for effective teaching.

3. To develop psychological appreciation of the class room problems

4. To develop in the student-teacher a basis for handling the


problem in the class.
WHAT IS SIMULATION?
The word 'Simulated' means to imitate exactly. Interest is aroused in the
pupils through 'Role Playing' while teaching.
This skill is used by teachers and pupils in the classroom by playing some
role without any preliminary training i.e. spontaneous or without any
rehearsal.
Simulation refers to the imitation of real-world activities and processes in
a safe environment. Simulations aim to provide an experience as close to
the 'real thing' as possible; however, a simulated activity has the advantage
of allowing learners to 'reset' the scenario and try alternative strategies
and approaches.
TYPES OF SIMULATION

▪️Role playing
▪️Game
▪️Socio-Drama
SEQUENCE FOR STAGING A SIMULATION
▪️FIRST PHASE - Learners are given the informational input.
▪️SECOND PHASE - The learners work on the activity by
discussing the task or the problem set.

▪️THIRD PHASE - The teacher gives learners feedback on the


activity just performed
DEFINITION OF SIMULATED TEACHING
▪️Simulated teaching is the technique of learning and training, which
develops the ability in an individual regarding problem solving behavior.
▪️According to Fink, "Simulation is the controlled representation of
reality".
▪️According to Tansey. "Simulation is in the all-inclusive term which
contains those activities which produce artificial environment for the
participants in the activity. It is reproduction of reality".
▪️ According to Hall (2011), ""Total enterprise" simulations or
 management or business games.
WHY USE SIMULATIONS?
▪️Simulations promote the use of critical and evaluative thinking.
▪️The situation feels real and thus leads to more engaging
interaction by learners.
▪️Simulations promote concept attainment through experiential
practice.
▪️Students often find them more deeply engaging than other
activities, as they experience the activity first-hand, rather than
hearing about it or seeing it.
SIGNIFICANCE OF SIMULATION
TEACHING METHOD
Classroom simulation removes the risk from the first steps of a
new type and enable him to come to terms with demand of a
complex skill learning without the stress of the real situation. At
the same time it is to be preferred to merely 'telling' the student,
for much the same reason as it is better to allow beginning pilot to
practice operating the dummy controls rather than telling him
how to do it when he finds himself in the air.
TEACHER PREPARATION
▪️Teacher have a clear written statement in the course syllabus
about the goals of the simulation and an explanation of how the
simulation is tied to the course goals.
▪️ Teacher read ALL the supporting material for the simulation.
▪️ Teacher do a trial run of the simulation before assigning the
simulation to students, when possible.
▪️ Teacher make sure that specific facilities support the
simulation when these facilities are needed.
ACTIVE STUDENT PREPARATION
▪️The learning effectiveness of instructional simulation rests
on actively engaging students in problem solving.

▪️Students learn through instructional simulations when they


are actively engaged. Students should predict and explain the
outcome they expect the simulation to generate.
ADVANTAGES OF SIMULATION TEACHING
▪️Simulation allows trainees to deliberately undertake high-
risk activities or procedural tasks within a safe environment
without dangerous implications.
▪️ Simulation can improve trainees' skills and allow them to
learn from error.
▪️ Simulation offers trainee participation.
▪️Learners address hands-on and thinking skills, including
knowledge-in-action, procedures, decision-making, and
effective communication.

▪️Simulation provide a safe artificial environment within


which learners with low self-esteem may feel more inclined to
explore, investigate and express themselves.

▪️Simulation learning can be customized to suite beginners,


intermediates and experts to hone their skills as to speak.
▪️Simulation provides a valuable link between activities within
the classroom and life outside school.
▪️Simulation help teacher to connect the teaching material to
the student's real world and encourage the students to make a
relation between the knowledge that they have already had with
the application in their life as a member of society.
▪️ It is similar to the real life experience; the problems that
students will be found in the real life can be stimulated. So, the
students try to solve the problem and make a decision from
among alternatives to achieve a particular object.
DISADVANTAGES OF SIMULATION
TEACHING
▪️Simulation does not generate optimal solutions.
▪️It may take a long time to develop a good simulation model.
▪️In certain cases simulation models can be very expensive.
▪️The decision-maker must provide all information about the
constraints and conditions for examination, as simulation does
not give the answers by itself.
▪️Resources and time are required to develop a quality
learning experience with simulations

▪️Simulated experiences are more realistic than some other


techniques and they can be so engaging and absorbing that
students forget the educational purpose of the exercise.
SUGGESTIONS
▪️Don't Confuse Replication with Simulation
▪️Develop a Design Plan
▪️Avoid early conclusion of ideas.
▪️Get outside a problem and look at it from different angles.
▪️Give your subconscious a chance to work on the problem.

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