UNIT-II: SIMULATION TECHNIQUE

A) Objectives:

1. To modify teacher behavior by the use of feedback device.

2. To modify socio-communication skills of teacher s behavior which is essential for effective teaching?

3. To develop in the student-teacher a basis for handling the problem in the class.

4. To develop teacher behavior taxonomy by using simulated teaching technique.

B) Planning Selection:

To acquaint with the concept of simulation technique there will be use of video lecture and as well as the power point presentation and pictures.

C) Sequencing:

1. Introduction

1.1 Meaning and Concept

1.2 Definitions

1.3 History of Simulation

1.4 Elements of Simulation

1.5 Nature of Simulation

2. Significance of Simulated Technique.

3. Procedure of Simulation Technique

4. Use of Simulation Technique

5. Role of the Teacher

6. Advantages and Disadvantages

7. Video Lecture

8. Power Point Presentation

9. Conclusion

10. Evaluation

11. Reference

D) Research the Target Audience:

To develop this e-content, the target group is M.ed student. As this unit is very much important for the M.ed students. It is because they are the future teachers and to develop themselves and to deal with

various problems of students it is very much necessary to deal effectively in every situation. As the concerned topic will help them to acquire certain skills towards problem solving, critical thinking, independent decision making and the modification of behavior of the student-teacher.

1. INTRODUCTION:

1.1 Meaning and Concept

Simulations are instructional scenarios where the learner is placed in a ‘world’ defined by the teacher. They present a reality within which students interact. The teachers control the parameters of this ‘world’ and use it to achieve the desired instructional results. Students experience the reality of the scenario and gather meaning from it.

A simulation is a form of experiential learning. It engages students by placing them directly into the conflict of the real situation. It comes alive as students interact with one another. It is strategy that fits well with the principles of student-centre and constructivist learning and teaching.

1.2 Definitions

a). Wynn, R (1964): “Simulation is an accurate representation of a real situation”.

b). Fritz, W R (1965): “Simulation may be considered as dynamic implementation of a model representing a physical or a mathematical system”.

c). Cruikshank, D R (1966): “Simulation is the creation of realistic games to be played by participants in order to provide them with life-like problem-solving experiences related to their present future work”.

1.3 History of Simulation

Since a long time age, simulation has been used by human and even animal to train their young ones for adaptation with their environment. At first, chess was assumes as the original form of the war game later on it developed into more serious and sophisticated military game to train new soldiers. The simulation technique has been known all over the world by educationist. The National Games Council was established in 1961 in USA and in 1970, the International Simulation and Games Association was found in Germany. It is the evidence of the importance of simulation techniques.

1.4 Elements of Simulation

Simulations take a number of forms. They may be containing elements of:

A game A role-play Socio-drama

Educational games

Educational games are games that have been specifically designed to teach people about a certain subject, expands concepts, reinforce development, understand an historical event or culture, or assist them in learning a skill as they play. Games can provide a context for learning, opportunities for inquiry and framework for collaboration and games help students to develop key learning skills such as cognitive processing, logical thinking and independent decision making. Role play game enables

students to take an imaginative leap out of the limited classroom. It provides a useful real-life skill use. Situation that students are probably to meet when using skills in the real world can be simulated. Role playing/simulation is an extremely valuable method for learning. It encourages thinking and creativity, lets student to develop and practice new behavioral skills in a relatively non threatening setting, and can create the motivation and involvement necessary for learning to occur.

Role Playing

Role playing is often referred to as ‘practice in reality’. Role playing provides practice in how to behave in selected situations. Role playing enables learners to understand the attitudes, feelings or situations whose roles they assume. In role-play games, participants are required to play realistic social roles. They interact with one another in terms of a common social situation. Important objectives of designing role-play games are to enable participants to learn to bargain, negotiate, compromise and make decisions.

Socio Drama

Socio drama is method which a group of individuals select and spontaneously enact a specific social situation common to their experience. In doing this socio drama can provide an action forum for resolving conflicts among people with different views. It is also effective in clarifying values, developing social skills, solving problems, diagnosing an organization, developing and rehearsing action plans or improving personal effectiveness and awareness.

Socio drama groups may take several approaches to work with their shared experiences. They may work on problem-solving, developing deeper understanding, making decisions or learning new roles.

1.5 Nature of Simulation

a) This technique requires very systematic planning in advance that ensures attainment of desired goals.

b) It is a skill development technique.

c) Provide a mix of experiences that can be replicated for successive learners.

d) Provide a safe environment in which learning has priority over patient care or system demands.

e) Focus on application rather than uncertain recall of knowledge.

f) Provide immediate feedback on performance.

g) Provide suggestions to rectify the drawbacks.

h) It provides low risk.

i) Deep learning.

Check for understanding:

a) What do you mean by simulation technique?

b) Why simulation called as experiential learning?

c) How does educational games help in the modification of the behavior ?

d) What is role playing?

e) What are the teachers responsibilities in socio-drama?

2. Significance of Simulated Teaching:

Dr. Stone has pointed out the significance of this method in the following words…

“Simulation on techniques for all their artificiality can often be preferable to putting students in classroom to learn on their own or lecturing to them in classroom. In other spheres, pilots trained in the artificial circumstances of the link trainer or driving schools have their traffic simulators and the medical students their cadavers. And this is eminently sensible. By the same token classroom simulation removes the risk from the first steps of a new type and enables him to come to terms with demand of 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”

Therefore, it is clear that a pupil cannot become successful teacher till he acquires the teaching skill through ‘role playing’ in the classroom e.g. soldiers are put to face and fight artificial war. Stone has cited the example of a pilot under training who is made to face and pass through all the conditions, which he has to face in the air in artificially aircraft model in Air Force Training Centre. He is trained to understand and to control his problems in artificial aircraft model. Same in the position of a teacher. Simulation in teaching plays a great role; instead of telling him does and do not he should be put to simulate or role playing so that he could prove to be a successful teacher. Therefore, following the arts of simulation in teaching---

a) Solo-acting

b) Mimic

c) Development of expression

d) Emotional organization

e) Bodily expression

3. Procedures of Simulation Technique:

a) Assigning the Roles: In this step, the pupil-teachers are assigned the roles of teachers, students and observer respectively. The student-teacher has to play all three roles one after the other.

b) Deciding the skills to be Practiced: After assigning the roles, certain social skills are discussed which are to be practiced by student-teacher. The particular skill is decided which is to be practiced. Then planning and preparations are made for practicing the skill. Each student-teacher has to select a topic of his /her interest.

c) Preparation of Work Schedule: At this stage detail of the work schedule are prepared. It is decided who will start the teaching first, who will observe the lesson and who will intervene the conversation?

d) Determining the Techniques: The procedure and techniques of observation are decided i.e. how different types of data is to be observed and how it is to be recorded. The procedure for the interpretation of the data is also to be decided.

e) Organizing the first practice Session: The schedule is followed for the first practice session. Teaching is organized and observations are made for evaluating the teaching task of the actor. Observation is followed by discussion, leading to feedback appreciation and suggestion for the improvement of social-behavior.

f). Alternation of procedure: Now second practice session starts by changing topic, role and social skills. Every pupil-teacher is given the chance to play the role of a teacher , student and an observer.

Check for understanding:

a) Are the student gets equal opportunities to participate in the role playing?

b) How does the technique for observation is determined by the teacher?

4. Use of Simulation Technique:

Simulation promotes the use of critical and evaluative thinking. Because they are ambiguous or open- ended, they encourage students to contemplate the implications of a scenario. The situation feels real and thus leads to more engaging interaction by learners.

Simulation promotes concept attainment through experiential practice. They help students understand the nuances of a concept. Students often finds them more deeply engaging than other activities, as they experience the activity first-hand, rather than hearing about it or seeing it.

Simulation helps students appreciate more deeply than management of the environment, policies, community and culture. For example, by participating in a resource distribution activity, students might gain an understanding of inequality in society. Simulation can reinforce other skills indirectly, such as debating, a method associated with some large-scale simulations, and research skills.

5. Role of Teacher:

In a gaming situation the teacher should behave like a consultant, a referee, or both. At first, the teachers introduce the game to the students, during the games the teacher acts as a consultant to those who need assistance in interpreting the rules or in making moves in the game. Finally, after the game ends the teacher can discuss all about the game process with the students. The teacher becomes the controller and controls the events in the same way as a traffic controller, helping the flow of traffic and avoiding bottlenecks, but not telling individuals which way to go. Teacher provides space for free interaction to the students. This reduces anxiety and facilitates learning. The teacher must take on some additional responsibilities in role playing/simulation. In particular, the teacher must keep learners motivated by simulating their curiosity and keeping the material relevant.

6. Advantages:

a) When an environment cannot be duplicated exactly, simulation may help to make a realistic as possible.

b) As simulation held in systematically, it may give way for information through developing and operating a situation.

c) Simulation helps to manage difficult system by breaking it down into sub-systems through using required skills and information.

d) Simulation helps the teacher to solve difficult problems which is beyond his ability to overcome and it helps the teacher to synthesize and infer a good solution.

e) It can be conducted in low costs.

f) Simulation may also indicate which variables in a complex operation or system are important and how they are related to each other.

g) Helps to remove the monotony of students life.

h) It is replicable. Students get more opportunities here.

Disadvantages of Simulation:

a) The beginner participants may face some difficulty in asking different kinds of questions. Even a simple task such as ‘open’ and ‘closed’ questions may provide an introductory challenge.

b) The observer may record incorrectly.

c) The most common error in serious skill training is the misconception that adults can play the role of the pupils.

d) Simulation attempts to portray real situations in a simple way and which is very difficult.

e) There is a tendency to use the results of a single simulation as the sole basis of generalization.

f) Commercially developed simulation games are expensive.

g) It is teacher centric.

h) There may be no in-depth learning.

i) Although students get the freedom but they cannot select the roles by their own.

Check for understanding:

a) How simulation helps in deep learning?

b) How a teacher should observe the students in simulation technique?

7. Video Lecture

8. Power point presentation

9. Conclusion

Simulation is an innovative approach because students engage in genuine communication in playing their roles. Active involvement stems from participation in worthwhile, absorbing interaction which tends to make students forget they are learning a new skill. Students have the opportunity to try out new behaviors in a safe environment, which help them develop long-term motivation to master additional skills. In addition to encouraging genuine communication, active involvement, and a positive attitude, the simulated ‘real life’ problems help students develop their critical thinking and problem solving skills.

If the role playing/ simulation technique is employed, it should be integrated with other learning activities, given the preparation and care which is required in any learning method, and adapted to student needs and levels. If these guidelines are followed, it can be a rewarding experience for both the students and teachers.

10. Evaluation:

Some questions

a) Define simulation technique.

b) How simulation is a skill development technique?

c) Why simulation technique is called as the safe environment for learning?

d) Define the role of teacher in simulation technique?

e) “Simulation technique is a systematic planning”. Discuss.

f) Why simulation technique is considered as the teacher-centric approach?

11. Reference:

*Aggarwal J C (2014), “Essentials of Educational Technology” 3rd Edition, Vikas Publishing House PVT LTD.

*anwaarahmadgulzar.blogspot.com>simulated teaching

(Date: 27-03-2018, Time: 7:35 pm)

*https://teaching.unsw.edu.au>simulations

(Date: 27-03-2018, Time: 8:15 pm)

*https://www.slideshare.net>mobile>simulation

(Date: 30-03-2018, Time: 10:10 pm)

*www.studylecturenote.com

( Date: 03-04-2018, Time: 11:30 pm)