Using simulations as tools to promote more powerful learning

Instructor: Ming-Puu ChenPresenter: Yu-ting Tsai2007.07.17

Roberta, L. (2005). Using simulations as tools to promote more powerful learning. Thinking classroom, 6(3), 18-22.

Simulation ： a formal definition• A problem-solving exercise that is undertaken

collaboratively and may be resolved through a combination of character identification, shared decision making, investigative inquire, and reflective practice within a scenario context.

• Two primary forms： (1) computer-based model (2) traditional role-play model

Benefits of simulations• Improved performance on standardized tests.

• Learning is more interesting and meaningful.

• Knowledge is easily scaffolded.

• Reading and writing skills are strengthened.

• Higher level thinking and problem-solving skills are emphasized.

Benefits of simulations• Improved performance on standardized tests. Many standardized tests now place a greater emphasis on the

application of knowledge and skills as well as on problem solving, which are at the heart of simulation.

• Learning is more interesting and meaningful. Simulations focus on topics of interest to students and involve rich

plots and characters. Students are active participants, as opposed to passive

recipients, in the learning process.

Benefits of simulations

• Knowledge is easily scaffolded. Skills and concepts are not thought in isolation from each other,

students are able to effectively build upon what they learn to create even more knowledge.

Simulations are taught from an interdisciplinary, cross-curricular approach, and a single simulation may likely contain substantial components.

• Reading and writing skills are strengthened. Teacher required students to write down what happened, what

tried, and what the results were, and… based their experiences in this exercise.

Benefits of simulations• Higher level thinking and problem-solving skills are

emphasized. Students utilize their higher level thinking skills as they

“continuously evaluate by reflection on how they analyzed and interpreted data, how they inferred points, and how logic was used to solve the mystery”

Students learned problem-solving skills as they worked in groups to decide upon ways in which to solve the problem and collaboratively wrote a script that would be enacted later.

Steps in creating a simulation• Ask the question. ”What do I want my students to know and be able to do?”

• Think about how the simulation you are creating will assist your students as they prepare for end-of-year assessment.

• Create a scenario. Interesting characters / setting / plot / overarching major problems / minor problems /

resolution to the problems / conclusion

• Create a rubric or scoring guide with which to evaluate students’ performance, as well as your own level of teaching effectiveness.

• An integrated curriculum can be formed and interdisciplinary studies engaged.

Role of the teacher during the simulation• Facilitates the simulation and serves as a learning coach

rather than an importer of knowledge.

• In the preparation stage of the simulation, making sure it is appropriate for students.

• Decide how student groups should be formed, or may allow students to make these decisions.

• Encourages students to resolve issues collaboratively at least three times before seeking help from the teacher.

→ emphasizes the importance of working together as a peer group to solve problem and make decisions

After the simulation concludes• Have a debriefing opportunity.

• Ask students to think about the simulation in which they participated and to consider the some questions.

→what are the most important things you learned from our simulation, and why do you view your choices as being valuable?

• I’d like you to talk about hoe the simulation we just completed compare with reality.

Let the creativity continue!