SIMULATION

• An imitation of some real thing, state of affairs

or process
• Entails representing certain physical system
 Virtual reality
“Hands on”- participants
 Motivators
 Age appropriate- Developmental
age
 Inspirational-enhance activity
 Developmentally valid- level
 Empowering
 Phase

• Simulation – Intragroup
* First Phase – React & Interact
* Second phase – Interaction
perceived
 Method

• Not teaching-generated but learner-

generated
• Scope for congenial classroom climate
• Similar to brainstorming technique
• Free wheeling of ideas are encouraged
 Process
• Peer-group discussion & evaluation take
place
• Teacher’s talk minimised
• Paving way for free-thinking, innovation & creativity
• Paul Twelker indicate positive transfer of learning
• Shuns routine behaviour
• Provide scope for pedagogic development
• During & after- recall the entire learning process
 USES
• In many contexts
* include the modeling of natural or human
systems-to gain insight into their
functioning
*Technology for performance optimization,
Engineering, testing, training& education
*To show the eventual real effects of alternative
conditions & courses of action
 ACTIVITIES
• Clear objectives • Develop concepts &
Conceptualisation
• Know experience
• Differences (The physical
• Purpose unit &Training)
• Strive realism • Internalize concepts
• Create reality • Appropriate clothing
• Inspiring imagination • Fun

• Fully enclosed space

• Concept of size
 VIEWS
• To facilitate effective &interactive learning
• To work on a problem
• Make decisions & implement in realistic way
• Emphasize to assume or play roles
• Co-operative learning
 Mode of Conducting
• Familiar with topic
• Group should not have more than four
• Balanced mixture of stronger &weaker students
• Precise instructions
• Enough time for ice-breaking, intensifying
& consolidating
• Go round for motivating passive hearers
• Oral feedback – Quick response
 Modes of interaction
• Learner &text/notes
• Monodyatic
• Polydyatic
• Intragroup
• Intergroup
 Learner technique
• Indisputably learner-oriented &learning-
centered
• Interactive learning process –
convergent task or divergent task
• Convergent - Mono-directional
• Divergent - Disputable
 EDUCATION
• Focus on specific tasks
• Recent use- Animated Narrative Vignettes
(ANV)- cartoon-like video narratives of hypothetical
&reality-based stories (involves classroom teaching
& learning)
• ANV used
* To assess knowledge
* Problem solving skills
* Dispositions of children
 Agricultural education
• Helps the teaching fraternity
• Mind engaging task- based activity
• Help the learner learn to trouble shoot the
problems by means of knowledge,
understanding, application, synthesis, analysis
& evaluation
 Briefing
• Four elements
* Review the actual work of the
exercise
* Discussion of
* any important points raised
* the relationship between the
exercise & the subject matter
* the group processes
* any broader issues raised