3. DEFINITION
• A simulation is a visual
representation of a process or
concept. Simulations can be
interactive, requiring user input.
4. DEFINITION
• Simulation is the imitation of the
operation of a real-world process or
system over time. The act of
simulating something first requires
that a model be developed; this
model represents the key
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6. • Is a role – playing where the process
of teaching is displayed artificially
and an efforts to practice some
important skills of communication is
made.
The teacher and students simulate
an actual life situation or a person’s
actual role.
7. PRINCIPLES
• Players take on
roles that are
representative
of the real
world and then
make decisions
in response to
their
assessment of
the setting
they find
themselves in.
8. • The experiences simulated are
consequences that relate to their
decisions and general performance.
• Monitoring the results of their
actions to reflect upon the
relationship between their own
decisions and the resultant
consequences.
9. VALUES OF SIMULATION
TECHNIQUE
• Enables the learner to learn directly
from experience.
• Promotes a high level of critical
thinking.
10. • Students understand the decision
making process easily.
• Simulation enables the learners to
empathize with the real life situation.
• Provides feedback to the learners on
the consequences of actions and
decisions made.
12. • Simulation motivates the learners
by making real life situations
exciting and interesting.
• Simulation enables teachers and
learners to assess the realism of the
situation by uncovering
misconceptions.
13. STEPS IN SIMULATION
1. SELECTING THE
ROLE PLAYERS
2. SELECTING &
DISCUSSING THE
SKILLS
3. PLANNING
4. DECIDING THE
PROCEDURES OF
EVALUATION
5. PROVIDE
PRACTICAL LESSON
14. SELECTING THE ROLE PLAYERS
• A small group of 4 or 5 student teachers is
selected .
• They are assigned different letters in
alphabetical order.
• The role assignment are rotated within the
group so as to offer every one a equal
chance.
15. SELECTING & DISCUSSING
SKILLS
• The skills to be practiced are
discussed and the topics to fit in
the skill are suggested.
• The group members chose one topic
for each exercise.
16. PLANNING
• It has to be decided as to who will
start the conversation and as to who
will top the interaction and when.
17. DECIDING ON EVALUATION
• In this step it is decided as to how to
record the interaction and how to
present it to an actor.
• This facilitates the process of giving
feedback.
18. PROVIDING PRACTICAL LESSON
• The role players
should be
provided
reinforcements
on their
performance to
give them
training for
playing their part
well.
21. ROLE PLAYING
• The role (false / actual) is performed
in an artificial environment.
• This gives the learners an
understanding of a situation or
relationship among real life
participants of the social process.
22. • The learner gains some perception
of the actions, attitudes and insight
of persons or situations.
23. SOCIO DRAMA
• Socio drama seeks to utilize role
playing as means of finding out the
solution to a problem situation
assigned to the role players.
• The problems may be false or based
on real life situations, and the actor is
required to find out an acceptable
solution.
25. ADVANTAGES
• Simulation helps in the integration
of theory and practice.
• This method requires the teacher
to be an active participant in the
process.
26. • No risk is involved. The decisions are
made and carried out without physical
or psychological harm to the
stakeholders.
• Controlled teaching assignments are
possible.
• Learners can obtain experiences that
are real.
27. • Simulation motivates both the
teacher and the learner. It changes
the teacher’s behaviour and
introduces novelty in the whole
process.
• Every student is expected to have
experiences that are different from
the usual laboratory type
experiences common to all.
28. • It stimulates the learners towards
purposeful activities and hence they
are motivated and interested.
• It removes the student-teacher
polarization.
• Simulations are self monitoring.
29. • The learners have opportunity to
observe the consequences of their own
decision, which influences further
actions.
• Simulation is a universal behaviour
mode.
• Simulation sharpens decision making
skills.
30. • Simulation provides a dynamic
framework.
• Simulation works to bridge the gap
between the unreal and real.
• It allows the learners a greater
flexibility in addressing facets of
complexity.
31. DISADVANTAGES
• Simulation cannot be practiced in
the subjects in the curriculum.
• Simulation cannot be used in case of
small children because mechanism
is to difficult for them to follow.
32. • It requires a lot or preparation in the
part of the teachers, very few teachers
are ready to take up extra work.
• Learning is a serious activity which is
highly individualized and needs
concentration on the part of the
learners and simulation reduces the
seriousness of learning.
33. • Simulation is time consuming.
• Simulation has difficulty in using
analytical approach.
• Many simulators are needed, which
may not be practically possible.
