SIMULATION LESSON ON SMART ICE-CREAM

BY

Xxxxxxxxxx xxxxxxxxxxx

ROLL NO: 104

REGISTRATION NO: A01-1132-0039-19

SUBJECT CODE: LT42012P

SESSION: 2019-2021

SEMESTER: II

DEPARTMENT OF EDUCATION

UNDER THE GUIDANCE OF ARATRIKA MUKHERJEE (ASSISTANT PROFESSOR)

ST. XAVIER’S COLLEGE KOLKATA (AUTONOMOUS),

30, MOTHER TERESA SARANI, KOLKATA – 700 016

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 ACKNOWLEDGEMENT
I have taken efforts in this simulation lesson. However, it would not have been possible without the kind support and help of many individuals. I
would like to extend my sincere thanks to all of them.
I would like to thank Rev. Dr. Fr. Dominic Savio S., J., and Father Principal of St. Xavier’s College.
I would like to express my gratitude towards Professor Charlotte Simpson Veigas Vice Principal, Department of Education, and St. Xavier’s College
(Autonomous) Kolkata for her words of encouragement which assisted me in completion of this simulation lesson.
I am highly indebted to the Supervisor, assistant professors Aratrika and Ritin Roy, for their guidance, valuable criticism, constant and timely
supervision which made it possible to produce this practicum in time.

Date xxxxxxx Soreng

04.05.2020

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 CONTENT

SL. NO. TOPIC PAGE NO.

1.0 General introduction 4
1.1 Concept and purpose 4
1.2 Characteristics of simulated lesson 4
1.3 Process/steps 4
1.4 Suggested distribution of time 5
1.5 Suggested skill of practice 5
1.5.1 Skill of introduction 6
1.5.2 Skill of explanation 7
1.5.3 Skill of questioning 8
1.5.4 Skill of blackboard 9
1.5.5 Skill of closure 10
2.0 Skill of simulation 11
2.1 Skill of introduction 11
2.1.1 Observation 12
2.2 Skill of explanation 13
2.2.1 Observation sheet 14
2.3 Skill of questioning 15
2.3.1 Observation sheet 16
2.4 Skill of blackboard 17
2.4.1 Observation sheet 18
2.5 Skill of closure 19
2.5.1 Observation sheet 20
3.0 conclusion 21

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 1.0 GENERAL INTRODUCTION

SIMULATED LESSON

1.1 CONCEPT AND PURPOSE:

The dictionary meaning of the word simulation is pretence or imitation. Simulated lesson is a micro lesson which is taken up for teaching in a make
believe classroom situation. The primary purpose is enabling a teacher practice teaching with focus on a single teaching skill.

1.2 THE CHARACTERISTIC OF SIMULATED LESSON:

The characteristic of simulated lesson are as follows:

1. The roles of students, teacher and observers are played by the trainees by rotation.
2. The lessons are of short duration which aims to examine the use of particular teaching skill.
3. It is a liberal version of a micro –teaching.
4. The ultimate aim is to make the teacher aware of each and every behavior he/she displays in the class the classroom, its purpose and relevance
to teaching and learning.

1.3PROCESS /STEPS

The following steps are essential:

1. Students in each method group are to be divided into small batches preferably of ten students in each batch.
2. In the practice cycle all students will play the role of teacher one by one. While the others will be the observers and seven or eight will be the
students by rotation.
3. All trainees will have to make a micro- lesson focusing upon the skill.

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1.4 SUGGESTED DISTRIBUTION OF TIME

1. Preparation of time 20-30 minutes.

2. Teaching time 7-8 minutes for each teacher.
3. Feedback by observer 4-5 minutes.
 The teacher supervising the practice may comment on the skill after one cycle is completed.
 Feedback will be provided by the observer in a given format and also they explain their observation.

NOTEBOOK:

A notebook will be maintained by each trainee. The notebook will comprise the following.

 Name of the skill

 Brief description of the skill and its components
 Teaching aids used
 Simulated lesson

1.5 SUGGESTED SKILL FOR PRACTICE

The five suggested skills for practice are as follows:

1. Skill of introducing a lesson

2. Skill of explaining
3. Skill of questioning
4. Skill of blackboard
5. Skill of closure

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 1.5 SKILL OF INTRODUCTION

1.5.1 CONCEPT AND PURPOSE:

The progress of a lesson and its effectiveness depends how effectively it has been introduced. While introducing a lesson a teacher becomes
aware of the task he /she has to execute to prepare the students foe receiving and integrating themselves with the lesson. This is particularly
important when the chief mode of curriculum transaction is lecturing and explaining by the by the teacher.
The skill has the following components:
1. Securing attention –the teacher undertakes such activities that may draw and maintain the attention of the whole class to the classroom.
2. Assessing motivation level-level of attention is often related to the level of motivation that the learner have. Usually the learners are
expected to have an optimum level of motivation at the beginning which may fluctuate with the effectiveness of teaching.
3. Linking with the past learning-this helps in sustaining both attention and motivation.
4. Specifying the main points to be taken up for the teaching- the main points or units of the contents may be specified while introducing the
lesson. This will help the students to get prepared for what they are expected to learn.
5. Using appropriate teaching aids- using charts, models, PowerPoint presentation, computer assisted introduction, experiments which helps
draw attention and motivation of the students towards the lesson.

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 1.5.2 SKILL OF EXPLAINING

Concept and purpose:

The term explanation has been use to incorporate within it all the function related to lecturing, explaining, illustrating or even what is
commonly known as presentation. This is thus the main part of teaching. In formal micro-teaching it is a sub divided into several skills
which are practiced separately one at a time. The purpose is to help the teacher acquired the effective behavior for teaching. The teacher
will be aware of what is being done and for what purpose.
It consists of following components:
1. Objective of specifying sub-unit- the teacher will learn to specify the objective of each sub-unit which in turn will determine his/her
subsequent activities.
2. Clarity and precision of language-the use of clear and unambiguous language I explaining a point is most essential, because it will
help the teacher in designing his lecture in which each word used will have some significant effect.
3. Continuity and relevance- the teacher will maintain the sequence of the content which must have continuity and relevant not only the
main topic but also to the earlier and later sub-units. Good sequencing ensures economy of time and effort in the classroom.
4. Using example and illustration –the teacher must learn to use illustration and examples wherever applicable.
5. Stimulus variation for maintaining attention –the teacher must learn to change from one sense modality to other change the nature
of simulation within the same modality at an optimum rate.

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 1.5.3 SKILL OF QUESTIONING

Concept and purpose:

Out of many activities of a teacher in the classroom asking question to the students is a major part of his behavior. Question are asked
to serve a wide variety of purpose and properly asked this skill alone can ensure good learning in the classroom itself. The teacher must
learn carefully to plan his question and must be aware of the language and the purpose of asking the question. The question must be
asked to serve the following purposes.
1. Securing attention
2. Arouse or assess motivation
3. Getting feedback
4. Provide feedback
5. Initiate problem solving
6. Evaluation in respect of specific learning objectives
7. Reinforcement

The different components of questioning are as follows:

1. PRECISION AND CLARITY OF LANGUAGE: question must by the teacher in precise, exact and clear language so that it
does not lead to confusion.
2. Linking with specific objective: teacher must learn how to ask questions evaluate specific learning objectives.
3. Refocusing and reinforcement: refocusing refers to the flexibility of questioning to suit the level of individual students.
Redirecting refers to the distribution of questions over the different segment of the class to ensure participation of the whole class.
4. Using student’s response for further questioning: response management is an important skill that helps the teaching learning to
be dynamic. In this component only the activity to utilize students response for further questioning.
5. Prompting: it is used to secure answer from students by providing adequate hints. Depending on the need of the outcome of
prompting the teacher either re-focuses his/her question or take up some points for re-teaching.

1.5.4 SKILL OF BLACKBOARD

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Concept and purpose:
Blackboard is used as an instant teaching aid for providing scope of visualization for summarizing the points, for elaborating
something by drawing or problem solving. If a blackboard is effectively used it helps the greatly. The teacher must be aware of
the purpose for which the blackboard is used. Blackboard should not repeat what already appears on the chart.
The different components of blackboard used are as follows:
1. Clarity of purpose –it is ensuring whether the teacher demonstrates that he/she uses the blackboard with a definite purpose.
2. Legibility of writing and drawing- to ensure whether writing and drawing are distinct enough so that it is clearly visible to
everybody in the class.
3. Line, spacing and time-they should be properly laid out, spacing should be even and writing too much on the blackboard
should be avoided.
4. Use of proper equipments and devices- to ensure whether adequate instruments are used I appropriate cases.
5. Use of student’s responses- students responses are to be used in blackboard writing by the teacher.

1.5.5 SKILL OF CLOSURE

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Concept and purpose-

The skill focuses on round up the whole lesson. After a lengthy classroom lecture it is essential for the teacher to round up the lesson effectively
because it determines how far the lesson will be retained and carried over to the next lesson.

The following are the components of skill of closure:

1. summarization- when the lesson was introducing the teacher had specified the main points. At the end of the lesson the teacher includes it with a
clear indication that the same points have been covered and summary of the lesson is prepared accordingly.

2. linking with real life- the teacher question the students as to whether they could see the relationship of this topic with their real life.

3. linking with future learning – indication is given about application of the lesson on the next lesson that is to be taught.

4. Evaluation – an immediate evaluation is done during closure. This is necessary for the success or failure of the lesson.

5. Adequacy of home assignments – to ensure whether assignments are given appropriately pertaining to the domain of the objectives.

2.1 SKILL OF INTRODUCTION

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TOPIC CONTENT OUT LINE COMPONENTS PROCEDURAL DETAILS
In order to secure the attention of students the students the trainee
teacher will show a chart, having pictures of four seasons and will
ask them to pay close attention to the charts and ask the following
question:
Securing attention  What are the different images you see in the picture?
In order to arouse motivation of the students the trainee teacher
will show a chart, having pictures of food items eaten during
Smart ice cream is a story of a different season and ask following question:
brave boy who scores 100/100 in Assessing motivation  What do you like to eat during summer?
SMART ICE math and English. When one of his  What are the food items eaten during the winter?
-CREAM friends’ gets 100/100 he feels In order to link with previous knowledge of the students the
BY jealous and thinks it is because of trainee teacher will ask the following question:
PAUL the ice-cream sold by peppi. So he  Name the poem or a story where you find the description
JENNINGS adds sand in all flavor of ice-cream Linking with previous of food items?
which was I van, except smart ice- knowledge  During summer when you go to market what do you like
cream which he eats. After eating to eat most?
smart ice-cream he started talking
like child and he was not smart any
more.

The trainee teacher then specifies the main points of the story:
Topic-smart ice-cream
Specifying the main Writer-Paul Jennings
points -Brave boy

Using appropriate The trainee teacher will be using the follow aid:
teaching aids  Chart with pictures of different season.
 Chat with each food items eaten during specific season.

2.1.1 Skill of Introducing a Lesson

Teacher: Date:
Topic:
Components Excellent Very good Good Average Below Poor Very poor
7 6 5 4 average 2 1
3

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Securing attention

Assessment of
motivational level

Linking with past

learning experience

Specifying the main

points

Using appropriate
teaching devices

Remarks: Observed by:

Skill of Introducing a Lesson

Teacher: Date:
Topic:

Components Excellent Very good Good Average Below average Poor Very poor
7 6 5 4 3 2 1
Securing attention

Assessment of
motivational level

Linking with past

learning experience

Specifying the main

points

Using appropriate
teaching devices

Remarks: Observed by:

2.2 SKILL OF EXPLAINING

TOPIC CONTENT OUTLINE COMPONENTS PROCEDURAL DETAILS

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 The trainee teacher now begins to explain keeping in mind the
objectives of the sub-units.
students will be able to –
 Tell the meaning of the difficulty words.
Terrific = wonderful
Specifying sub- unit  Tell the characteristic of the story-
Brave boy
Jerome Dadian
peppi

Smart ice cream is a story of a brave
boy who scores 100/100 in math and
SMART English. When one of his friends’ gets
ICE-CREAM 100/100 he feels jealous and thinks it is
BY because of the ice-cream sold by peppi.
PAUL JENNINGS So he adds sand in all flavor of ice-
cream which was I van, except smart
ice-cream which he eats. After eating
smart ice-cream he started talking like
child and he was not smart any more.
The trainee teacher will explain the lesson precisely and in clear
language.
Precision and clarity “Smart ice-cream” is a story about the brave boy who scores
of language 100/100 in math and English. Once Jerome Dadian got full mark
in math so brave was feeling jealous and wanted to find out the
secret. Therefore at night goes to ice –cream van and adds sand in
ice-cream .the feeling jealousy led him to be a crooked in life and
finally ends up being braves no more.
The trainee teacher will do the explanation by asking the
Continuity and following question:
relevance  Why was the brave boy jealous of Jerome Dadian?
 Why was brave boy talking like a baby?

The trainee teacher will use the following examples during

Using examples and explaining these words.
illustration  How a brave boy helped his friend in his studies and
made him to score good marks.
 Brave boy won many prizes in school.
At the time of explaining the trainee teacher changes the
Stimulus variation modulation of voice to emphasis the main points.
 Brave boy saw
Happy ice-cream
Pimple ice-cream

2.2.1 Skill of Explaining

Teacher: Date:
Topic:
Components Excellent Very good Good Average Below average Poor Very poor

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 7 6 5 4 3 2 1
Objectives to the
subunit

Clarity precision of
language

Continuity and
relevance

Using examples and

illustrations

Stimulus variation

Remarks: Observed by:

Skill of Explaining
Teacher: Date:
Topic:
Components Excellent Very good Good Average Below average Poor Very poor
7 6 5 4 3 2 1
Objectives to the
subunit

Clarity precision of
language

Continuity and
relevance

Using examples and

illustrations

Stimulus variation

Remarks: Observed by:

2.3. SKILL OF QUESTIONING

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 TOPIC CONTENT OUTLINE
Smart ice cream is a story of a
brave boy who scores 100/100 in
math and English. When one of
Smart ice-cream his friends’ gets 100/100 he feels
By jealous and thinks it is because of
Paul Jennings
the ice-cream sold by peppi. So he
adds sand in all flavor of ice-
cream which was I van, except
smart ice-cream which he eats.
After eating smart ice-cream he
started talking like child and he
was not smart any more.
COMPONENTS PROCEDURAL DETAILS
The following question will be asked by trainee teacher in a
clear and precise form to avoid any confusion in students.
Precision and clarity of Who is the writer of this story?
language Instead of –who do you think this story is written by?
The trainee teacher will ask the following question.
Link with specific  Name the writer of this story?
objectives  Construct a sentence using the word “flavor”?
The trainee teacher will ask the following question.
 Teacher: who was showing off?
 Student: the brave boy.
 Teacher: why was showing off?
Refocusing and redirecting  Student: because he was scoring more.
 Teacher: why boy was jealous?
 Student: do not know.
The trainee teacher will ask the following question.
 Teacher: give me a situation where you felt jealous?
Using students response  Student: I was jealous of my brother when he got extra
chocolate from my mother.
 Teacher: was it good feeling?
 Student: no it was not.
The trainee teacher will ask the following question.
 Teacher: what color ice-cream did Mr. peppi give to
long nose boy?
 Student: no answer.
Prompting  Teacher: the word starts with the letter G.
 Student: green
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2.3.1 Skill of Questioning
Teacher: Date:
Topic:
Components Excellent Very good Good Average Below Poor Very poor
7 6 5 4 average 2 1
3
Precision and clarity
of language

Linking with specific

learning objectives

Refocusing and
redirecting

Using students
response

Prompting

Remarks: Observed by:

Skill of Questioning
Teacher: Date:
Topic:
Components Excellent Very good Good Average Below average Poor Very poor
7 6 5 4 3 2 1
Precision and clarity of
language

Linking with specific

learning objectives

Refocusing and redirecting

Using students response

Prompting

Remarks: Observed by:

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 2.4 SKILL OF BLACKBOARD WRITING
TOPIC CONTENT OUTLINE
Smart ice cream is a story of a
brave boy who scores 100/100 in
math and English. When one of
his friends’ gets 100/100 he feels
SMART ICE- jealous and thinks it is because of
CREAM the ice-cream sold by peppi. So he
BY adds sand in all flavor of ice-
PAUL cream which was I van, except
JENNINGS smart ice-cream which he eats.
After eating smart ice-cream he
started talking like child and he
was not smart any more.
2.4.1 Skill of black board
Teacher: Date:
COMPONENTS PROCEDURAL DETAILS
The teacher will rewrite the difficult words and its
meaning to maintain the clarity and purpose of the
Clarity of purpose topic.
Terrific=wonderful
Flavor=a particular type of taste
Soft hearted = kind
The teachers will demonstrate good, clear and
legible handwriting with correct spelling.
Legibility of writing or
drawing The brave boy got hundred out of hundred in math.
The teachers will write in the straight line while
demonstrating the skill and also maintain proper
Line ,spacing and time space in between the lines while writing on the
blackboard.
 He was a smart boy.
 Peppi was a good man.
The trainee teacher will use proper equipment and
Use of proper equipments devices such as blackboard, white chalk, duster,
and devices ruler, pointer etc.
Mr. peppi was a good man.
Brave boy scored hundred marks.
The trainee teacher will maintain the continuity of
topic and ask few questions while explaining.
Teacher: what is the meaning of soft hearted?
Use of students response
Student: a kind person.
Teacher: in this story who is soft hearted?
Student: Mr. peppi the ice-cream seller.
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Topic:
Components Excellent Very good Good Average Below Poor Very poor
7 6 5 4 average 2 1 Remarks: Observed
3 by:
Clarity of purpose
Skill of black board
legibility of
writing and Teacher:
drawing Date:

Line, spacing and Topic:

time

Use of proper
equipment and
devices

Using students
response

Components Excellent Very good Good Average Below Poor Very poor
7 6 5 4 average 2 1
3
Clarity of purpose

legibility of writing
and drawing

Line, spacing and

time

Use of proper
equipment and
devices

Using students
response

Remarks: Observed by:

2.5 SKILL OF CLOSURE

TOPIC CONTENT OUTLINE COMPONENTS PROCEDURAL DETAILS

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Smart ice cream is a story of a
brave boy who scores 100/100
in math and English. When one
SMART ICE- of his friends’ gets 100/100 he
CREAM feels jealous and thinks it is
BY
because of the ice-cream sold
PAUL JENNINGS by peppi. So he adds sand in all
flavor of ice-cream which was I
van, except smart ice-cream
which he eats. After eating
smart ice-cream he started
talking like child and he was not Linking with future
smart any more.
2.5.1 Skill of closure
Teacher:
The teacher will summarize the lesson by mentioning the
main points-
In this short story smart ice-cream by paul Jennings, the boy
Summarization was really brave and scored full marks in math and English
but he was jealous when his friend, Jerome scored full marks
in math and English. He decided to find out to know, how his
friend scored full marks and realizes that it is all because of
the ice-cream sold by Mr. peppi. He finally adds sand in all
flavor of ice-cream except in smart ice-cream, which he eats
and as a result he becomes no more smart and brave.
The teacher will ask the question to link the knowledge
acquired with day to day life.
Link with real life Teacher: how have you felt by helping others in need?
Student: I felt happy by helping others.
Teacher: have you ever helped your friend?
Student: yes I have helped my friend.
The teacher will link whatever is learnt to help the student to
understand the next lesson.
What can we learn from the life of brave boy?
learning When your friend scores more than you what must you do?
The trainee teacher will ask few questions to evaluate the
current knowledge of the students.
evaluation What special ice-cream did Mr. peppi give to students?
Why the brave boy was no braver anymore?
The trainee teacher will give appropriate home work.
Adequacy of assignments Construct the sentence using the appropriate words.
Terrific, show-off, strange, flavor.
Date:
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Topic:
Components Excellent Very good Good Average Below average Poor Very poor
7 6 5 4 3 2 1
Summarization

Linking with real life

activities

Linking with future

learning

Evaluation

Adequacy of assignment

Remarks: Observed by:

Skill of closure
Teacher: Date:
Topic:
Components Excellent Very good Good Average Below average Poor Very poor
7 6 5 4 3 2 1
Summarization

Linking with real life

activities

Linking with future

learning

Evaluation

Adequacy of assignment

Remarks: Observed by:

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 3.0 CONCLUSION

Simulation is a powerful and effective tool for educators and trainee teacher to be used in their teaching learning process. It allows trainee teacher
to practice teaching in an artificial setting which is similar to classroom teaching. Trainee teacher teach in a stress free environment where instead
of real students the peer group act as students of the target group. Simulated teaching focus on one skill at a time and the class room size is
usually of five to ten peers. It helps the trainee teacher to experiment and also reflect on strength and weakness in his teaching. The feedback
from the observers helps in the improvement of the teaching skills. In addition, simulated lesson helps the teacher to stimulate the students
thinking into a higher level in taxonomy bloom, such as analysis, evaluating, creating, etc. it also provides a life experience to the students.

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