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Background Information |
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DESCRIPTION OF STRATEGY |
| Mixes information about a skill with demonstrations, practice, feedback, and coaching until skill is mastered. Simulations and demonstrations are developed from real life situations, allows students to learn from self-generated feedback. |
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PURPOSE OF STRATEGY |
| To enable students to learn firsthand from the simulated experiences built into the game rather tan from teachers' explanation or lectures. When demonstrating, teachers should involve students through each step. For example, in a textiles and clothing demonstration, a teacher can demonstrate one step, and then provide students with the opportunity to master the concept or skill. An interactive demonstration that avoids straight lecture will result in a higher learning curve for students. |
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TEACHER'S ROLE |
| To raise students consciousness about
the concepts and principles underpinning the simulations and their own
reactions. Managerial Function: Explaining: explain rules/procedures so students can carry out most of the activities Refereeing: Control student participation to ensure benefits are realized--assign students to groups or teams Coaching: Giving students advice that enables them to function more efficiently, supportive advisor, not preacher or disciplinarian Discussing: Lead discussions about how demonstration or activity simulates real world, what difficulties and insights the students had, what relationships can be discovered between simulation and subject matter being explored Facilitator, non-evaluative but supportive attitude |
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LEARNER'S ROLE |
| To engage in activity
(simulation/demonstration) to achieve the goal of the
simulation/demonstration focusing on the realistic factors until goal is
mastered To work together and share ideas To evaluate peer ideas |
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PRIOR KNOWLEDGE NEEDED |
| Knowledge of the concepts covered within the demonstration/simulation, how to work in a group |
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STEPS/STAGES/PARTS OF INSTRUCTIONAL STRATEGY |
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Orientation: Broad topic of demonstration/simulation presented and concepts incorporated into activity Participant Training: Set up scenario, rules, roles, procedures, scoring, types of decisions to be made, goals, assign roles, hold abbreviated practice session Operations: Conduct activity and administration, obtain feedback and evaluation of performance and effects of decisions, clarify misconceptions, continue simulation/demonstrations Participant Debriefing: Summarize events, perceptions, difficulties, insights; analyze process, compare activity to real world, relate to course content, appraise and redesign simulation/demonstration |
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EXAMPLES OF WHEN METHOD MIGHT BE USED |
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Simulations/Demonstrations can stimulate learning about: 1. Competition 2. Cooperation 3. Empathy 4. The Social System 5. Concepts 6. Skills 7. Efficacy 8. Paying the Penalty 9. Role of Chance 10. Ability to Think Critically This strategy could be used in an independent living class to simulate or demonstrate a family unit, forming a budget, planning for unexpected expenses, learning to deal with the decisions that face the family unit. The students could be divided into groups that decide upon a family name, values, long and short-term goals, etc. Also, demonstrations can effectively introduce a concept, unit, or topic. Students can see through visual means the need or importance of concept. |
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RESOURCES |
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Apple Learning Interchange: http://ali.apple.com/ali_sites/ali/exhibits/1000328/Demonstrations.html Simulation Background Information: http://www.usask.ca/education/coursework/mcvittiej/methods/simul.html What are Simulations? http://olc.spsd.sk.ca/DE/PD/instr/strats/simul/ Facts about Teaching Strategies: http://ohioline.osu.edu/4h-fact/0018.html |
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HOW STRATEGY FITS INTO FCS NATIONAL STANDARDS |
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This strategy can be used in a performance assessment to show that the students understand the content that has been covered within National Standards and other content area standards. |
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DESCRIPTION OF COMMUNITY AND STUDENTS |
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Rigorous Social System Cooperative Interactive Environment flourishes Non-threatening |