Simulation
Definition
A simulation is a form of experiential learning. Simulations are instructional scenarios where the learner is placed in a "world" defined by the teacher. They represent a reality within which students interact. The teacher controls the parameters of this "world" and uses it to achieve the desired instructional results. Simulations are in way, a lab experiment where the students themselves are the test subjects. They experience the reality of the scenario and gather meaning from it. It is a strategy that fits well with the principles of constructivism. In a simulation, the learner acts, the simulation reacts, the learner learns from this feedback. Examples of simulations: car and flight simulators, SIM City, Monopoly, mock elections, model UN. Note that in each of these cases, the “game” involves rules, and the students must make decisions. Each decision a student makes affects the outcome of the game.
For the students to learn what you intend for them to learn from the simulation, you must hold a discussion during and/or after the game. This is integral to the students' learning. There is so much we could have learned from playing Monopoly that went right through our heads because there was no discussion about what it all meant. (Not that there isn't time to play without focusing on learning. But that kind of play takes place outside of classrooms, not in them.)
How do I do it?
Step One: Orientation
Explain to your students what simulations are about and for. (If you mention some common games they play which are simulations, they might start thinking about what real life complex situations the games model, and might learn something about them.)
- Describe the particular simulation.
- Ensure the students understand the purpose of the simulation.
- Outline the rules for the students. I put the rules on an overhead, and leave the overhead on during the simulation. You could also write the rules on bristle board, and hang this in a conspicuous place during the activity.
- Assign roles to the students.
Step Two: The Simulation
The students participate in the game, playing their roles as assigned. You, are the coach and referee. You should stay uninvolved, except when you notice that you can facilitate the educational opportunities the simulation presents.
- While your students are playing, you could make anecdotal records, or fill in checklists.
Step Three: Debrief
For every teaching strategy involving a debrief, I will suggest a different method. There are a number of ways in which debriefs can be done. Please mix and match the different forms of debriefs you use.
- Put the students into small groups.
- Choose three or four learning objectives for the simulation. Write up these learning objectives as questions for discussion. One question should be about how the students think the simulation is like the real thing and how it is not like the real thing. Give each small group of students one question to discuss.
- Tell the students how much time they have to discuss the questions.
- Five minutes before the time is up, visit each group with a card which has written on it: Five minutes until presentation. “Choose a speaker and write a summary of your discussion for the speaker to present to the class.”
- An alternative to the above method would be to put groups who have discussed different question together to discuss their different questions and answers. This way, each group has an opportunity to discuss at least two of the questions.
- If you use this second method, you could have students write answers to the questions in a learning log instead of having them present to the class.
Why should I do it?
1.Motivational Advantages
Games are engaging and motivating approach to students. Itgets them involved and holds their attention longer. Childrenusually learn and retain more knowledge using role play.
2.Removal of Student – teacher Polarization
Students actually engage in the learning process rather thanpassive receiver of knowledge
3.Simulation as a Universal Behavioral Mode
Children learn the most from play when they have skilledteachers who are well-trained in understanding how playcontributes to learning
4.Gains Related to Relevance and Learning
Games provide a safe artificial environment within whichlearners with low self esteem learners may feel moreinclined to explore, investigate and express themselves.
5.Decision – making
It is similar to the real life experience; the problems thatstudents will be found in the real life can be stimulated. So,the students try to solve the problem and make a decisionfrom among alternatives to achieve a particular object.
6.Role Awareness
Many games enable players to embody different charactersthus helping to breed attitudes of tolerance andunderstanding.
7.An Interdisciplinary View
Simulation provides a valuable link between activities withinthe classroom and life outside school. Such a connection willhelp to make students to have better understanding to seethe world in different perspective.
8.Dynamic Framework
Games can be used to teach content that it is very difficultto teach in the classroom. Simulation offers differenttechnique from the others it can deliver all kind of issueswhich can not be limited by time perspectives.
9.Bridging the Gap to Reality
Simulation helps teachers connect the teaching material to the student’s real world and encourage the students to make a relation between the knowledge that they have alreadyhad with the application in their life as a member of society.
10.Gestalt Communication
The power of simulations is to transpose the normalclassroom into an authentic setting where language skillscan be evaluated under more realistic conditions. It prepares students to be able to face the complexity in the real world.
Evaluation
By the end of the exercise the teacher will have gained an impression ofhow the students and groups performed in general terms, and whether theexercise in itself was successful as an exercise.In evaluating the efficacy of the exercise, the teacher must bear in mindwhether the following questions may be answered positively:
• did the groups know what they were doing?
• were they able to operate without the assistance of the teacher?
• did they operate effectively and carry out all tasks as required?
• did they make decisions and exercise options?
• were all students/groups reasonably well motivated?
• were the bulk of linguistic interactions realistic and natural?
• did the students themselves feel the exercise was of benefit?
Assessment
Although it is difficult to give a student a grade for work carried out as part of a group, by using the recorded material, or notes made during observation, the teacher will be able to assess each student diagnostically
on the criterion of whether the majority of interactions would have been comprehensible to a fluent speaker of the target language. It is for the teacher, in accordance with her institution's guidelines, to determine which levels of pronunciation and usage of vocabulary and structure students have reached as part of the exercise. No guidelines can be given without reference to local practice vis-à-vis grading in general.
Recommended digital tools
- Online games
- Virtual reality games
Resources
http://www.languages.dk/methods/documents/Simulation_Manual.pdfh
ttp://www.mit.edu/~jasond/simulationmethods.pdf
http://olc.spsd.sk.ca/de/pd/instr/strats/simul/index.html
http://www.scribd.com/inggyyuliani/d/11316445-Simulated-Teaching
http://www.usask.ca/education/coursework/mcvittiej/methods/simul.html