about simulation

1. SIMULATION
2014
ASSIGNMENT
Simulation is one of the techniques which have been
tried out as an innovation in teacher education for
providing suitable feedback and modifying teaching
skills.
SAI PRIYA S
REGISTER N0:13973015
MATHEMATICS
K.U.C.T.E KOLLAM

3. INDEX
DATE S.NO TOPIC PAGE NO.
20/12/2014 1 INTRODUCTION 1
2 DEFINITION OF SIMULATION 1
3 SIMULATION IN EDUCATION 2
4 APPLICATION OF
SIMULATION IN THE
TRAINING OF TEACHERS
2
5 USE OF SIMULATION
TECHNIQUES
4
6 VALUE OF SIMULATION 5
7 LIMITATIONS OF
SIMULATION
5
8 CONCLUSION 6
9 REFERENCES 7

4. INTRODUCTION
Simulation may be defined as a role playing in which the process of
teaching is enacted artificially and an effort is made to practice some
important skill of communication through this. The student teaches
and the students stimulate a particular role and try to develop an
identity with the actual classroom environment. In the world of
science technology, simulation is almost a must. Engineers build
models, study their performance, make some adjustments and build a
prototype.
DEFINITION OF SIMULATION
1. R. Wynn (1964): “Simulation is an accurate representation of
realistic situation”.
2. W. R. Fritz: Simulation may be considered as a dynamic
implementation of a model representing a physical or a
mathematical system.
3. Dr. R. Gerick Shank (1966): Simulation is the creation of
realistic games to be played by participants in order to provide
them with the life-like problem. Solving experiences related to
their present or future work.

5. SIMULATION IN EDUCATION
The International dictionary of education defines the term as
“teaching technique of used particularly in management education
and teaching in which a real life situation and values are simulated by
substitutes displaying similar characteristics. It also means techniques
in teacher education in which students act out or role play teaching
situations in an attempt to make theory more practically oriented and
realistic use of simulation: According to E. Stones and S. Morris
(1972) “simulation techniques for all their artificiality can often be
preferable to putting students in the classroom to learn to their own or
to lecturing to them about the classroom.
APPLICATION OF SIMULATION IN THE
TRAINING OF TEACHERS
For removing some of the deficiencies of the demonstration lessons
based on traditional lines, mechanism of simulated teaching is
adopted in teacher training. Student-teachers are trained in some
artificial laboratory like conditions student teachers are not directly
allowed to use school children for practicing their teaching skills and
modify their teaching behavior. They are first provided opportunities
to acquire the necessary teaching experiences. Through simulated
teaching in playing the role of teachers in their own institution within
their own group of fellow trainees and there after they are sent to
schools for practice teaching. In simulated teaching, every student

6. teacher plays three different roles, teachers, pupil and observer. The
student teacher delivers his lesson to his process that plays the role of
students. Some students play the role of observers. The superior or
the teacher educator is also present. The peers and the teacher
educator observe the lesson and note down all the good and weak
points. Conceiving the classroom interaction-teaching behavior,
content taught, skills practiced and methodology used etc. After the
lesson is over there is frank and free discussion for getting feed-back
and there by modifying and improving classroom interaction.
Following steps are usually followed in the mechanism of simulated
teaching.
1. Orientation of the student teachers with the concept of
simulation, it’s use in teacher training steps to be followed in
simulated teaching, role of student teachers as students, teachers
and observers and the setting for adopting simulated teaching.
2. Selection of the specific teaching skills to be practiced.
3. Demonstration lesson by the teacher educator
4. Formation of groups of student teachers.
5. Assignment of roles- Teacher, student and observer to student
teachers.
6. Determining the procedure and technique of observation of the
classroom interaction.
7. Delivering the lesson by the student teachers.
8. Follow up and further modification in the teaching technique.

7. USE OF SIMULATION TECHNIQUES
Dr. Gerick Shank (1968) developed a teacher training system which
is capable of presenting the student with up to thirty-one different
simulated problems related to teaching. Following are the various
steps
1. The participant is introduced into the situation that is if he was a
new teacher in a school.
2. The participant is provided with the information and
opportunities to solve the problems of a beginning teacher.
3. The participant is exposed to a variety of potential solutions to
particular problems.
4. The participant is given the opportunities of observing the
results of his chosen line of action.
5. The participant is introduced to the situation by film strips.
6. The participant is then presented with 31 problems, 10 in films
and others in role playing situations, written incidents or
combinations.
7. After the presentation of each problem, the participant responds
to an incident response sheet.
8. The participant, then identifies the factors influencing the
problems, locates the relevant information.
9. Small group discussions follow which consider the analysis and
action taken.
10. Small group discussions are followed by large group discussion
11. The objective of the discussion is to push the analysis of the
teaching problem and not to come up with the right answer.

8. VALUE OF SIMULATION
1. Simulation helps to build confidence in the student teacher.
2. Simulation bridges the gap between the theory and practice
3. Simulation enables the trainer to learn directly from experience.
4. Role playing enables the individual to emphasize with the real
life situations.
5. Simulation provides feedback to the learners on the
consequences of actions and decisions made.
6. Simulation techniques motivate students by making the real life
situations exciting and interesting.
7. Post simulation analysis enables teachers and learners to access
the realism of the situation by uncovering misconceptions.
LIMITATIONS OF SIMULATION
1. The beginner participants may face some difficulty in asking
different kinds of questions. A simple task such as open and
closed questions may provide an introductory challenge.
2. It is quite possible that during an exercise the observer may
record incorrectly.
3. The most common error in serious skill training is the
misconception that adults can play the role of pupils.
4. Simulation attempts to portray real situations in a simple way
and which is very difficult.
5. There is a tendency to use the results of a single simulation as
the role bases of generalizations.

9. CONCLUSION
The Training Group Technique enables the experienced teacher
to improve his behavior and the pupil teacher to improve his
skills and abilities as a good teacher. The training group gives
opportunities to live through enquiry in order to improve one’s
own behavior and to get perception of the group behavior. This
technique has the justification for creating efficient means if
continued self-assessment and adequate readiness in teacher
education. It provides a context of a human relations program to
the problem of social interaction. With proper feedback devices
developed through this training, the teacher will not only
improve his behavior, but also increase the effectiveness of his
teaching programs.

10. REFERENCES
1. Modern Trends In Educational Technology – Prof.
Jagannath Mohanty, Neelkamal Publications Pvt. Ltd
2. Essentials of Educational Technology, Innovations in
Teaching-Learning – J. C Aggarwal, Vikas Publishing
House Pvt. Ltd