This document discusses simulation as a teaching and learning method. Simulation is defined as creating an artificial experience that reflects real-life conditions without the risks. It allows students to practice decision-making, problem-solving, and develop human interaction skills in a safe environment. The document outlines the steps in simulation training, including assigning roles, deciding skills to practice, lesson preparation, observation techniques, and altering the procedure. Student teachers take turns in the roles of teacher, student, and observer to develop their teaching skills through simulation.

2.  The act or process of simulating
 To assume the appearances or characteristics
of reality.

3.  Simulation can be defined as “an operating
representation of central features of reality as an
attempt to give the appearance and or to give the
effect of something else.”
- Barton

4.  Simulation is “a method whereby an artificial or
hypothetical experience is created, that engages the
learner in an activity that reflects real life conditions
but, without risk- taking consequences of actual
situations.”
- Rystedt& Lindstrom (2001)

5.  To help students to practice decision- making and
problem solving skills.
 To develop human interaction abilities in a controlled
and safe setting.
 To achieve cognitive; affective; and psychomotor
outcomes.
 Students have a chance to apply principles and
theories they have learned in daily life.

6.  Effectively controls extraneous variables that
might interfere with learning.
 Provide a mix of experiences that can be
replicated for successive learning.

7.  Provide a safe environment in which learning
has priority over patient care or system
demands.
 Focus on application rather than uncertain
recall of knowledge.
 Provide immediate feedback on the
performance.

8.  Ned Flander has recommended 6 steps in
simulation training techniques;

9. 1. Assignment of roles
2. Deciding the skills to be practiced
3. Preparation of work schedule
4. Determining the techniques of observation
5. Organizing the first practice of lesson
6. Alteration of procedure.

11. The student teachers are assigned the roles of
teachers; students and observers respectively.
Every pupil teacher has to play all the 3 roles
one after another
It is done in a rotation basis.

13. A few social skills are discussed which are to
be practiced by the student teachers.
Planning and preparations are made
The topic is selected according to the interest
and intelligence .

15. In order to run the program of practice
successfully.
In this stage it is decided who will teach first
and who will observe the lesson.
It is also decided how the turning for
everyone will be occur.

17. Teacher decides the procedure of observing
the lesson
How different type of data is to be observed
and interpreted is decided through the
discussion at this stage.

19. First practice of lesson is started and it’s
observations are recorded for judging the
teaching behavior.
Discussion leading to feedback and
suggestions for the improvement of the
lesson.

21. There is a change of teacher; change of
observer and change of teaching skills also
there is change in the topic to be taught.
Every student teacher is given an opportunity
to play the role of a teacher; a student and an
observer.

22.  Simulations are time consuming
 Mechanisms for feedback of data may require
the use of sophisticated materials
 Simulation limits aspects of reality situations
 Learners may not find the simulation relevant
to their situation.

23.  Costly to conduct
 Simulations cannot be made in all subjects in
curriculum
 There is a possibility to arouse emotions;
especially in role playing
 Specific skills are needed for the teachers

24.  The process and outcome of the simulation
may not always be predictable.
 Craft man ship is needed for local
construction.