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281 Forum Assignment for 3/23/03
The Definition of a Simulator:
A simulation is a training device or role-playing activity that attempts to engage and prepare learners for a real-life situation. Classroom simulator lessons could be used in all disciplines. Some of the interesting examples I found include, drivers training, reenacting the writing of the Declaration of Independence, the trial of Susan B. Anthony, and the space shuttle launch.
Literature Review:
The authors of this text provided several situations that clearly explained what exact a simulator is and how to use it as a training instrument. They provided examples such as behind the wheel driver training, space shuttle, or rocket launches, and the reenactment of the United States Cabinet.
I could especially relate to the above mentioned examples because they all deal with real-life situations that are around each of on an almost daily basis.
The chapter goes on to clearly define the roles that instructors will play in this sort of a lesson. Authors, Joyce and Weil define that teachers need to play an active role in a simulation lesson. Instructors need to define the activity, coach the lesson, referee the simulation, and discuss the outcome.
This chapter also provides a model for teaching a simulation activity. This model outlines the syntax, the social system, the reaction, and the system of support. This is explained with a summary chart of four phases. The phase chart deemed helpful to me because it takes you step by step though the simulation process.
Finally, this literature provides a model of instructional nurturant effects. This model visually outlines how the simulation model will effect instruction and learning.
Reading chapter 21 in Models of Teaching will greatly help someone wanting clarification to what exactly a simulation, is, how it will impact students, and what role an instructor must play in the teaching process.
The purpose of this review was to examine the literature on the effectiveness of computers in the content area of social studies by using computer simulations. I found article reviews dealing with both simulations and social studies difficult to find.
This particular review was divided up into the following categories, "drill and parctice study guide", "games and simulations", "inquirty and problem solving", "graphics", "word processing and writing", and finally, "conclusions and recommendations".
I found this article useful and interesting because it explained the usefullness and effectiveness of computers in the area of social studies. I really connected with the opnion of the author that by using simulations in the academic discipline of social studies will promote critical-thinking skills. This article would certainly support the use of simulations in the classroom.
A Simple Example of a Simulation:
Without Technology.....
Students will reenact Lowell factory life conditions of the mid 1800's.
With Technology...
Students will reenact the above stated conditions while being recorded. Then the class will watch the recording and graph excel exactly who was fastest, neatest, and most productive. Results will be displayed via a power point projector.
8th Grade Social Studies Lesson Using a Simulation:
Objective: As a result of this lesson, students will reenact the life of a 19th century skilled labor factory worker.
Background Knowledge:
Students will have studied factory life and conditions in the mid-1800's via information from their social studies text with a major focus on the mills in Lowell Massachusetts.
Set-Up and Materials:
Students will need to position their desks in two straight rows of 15 students each. Each student will need something to write with and the "head" of each line will need a stack of blank paper. One student will be needed to video tape the simulation.
Activity:
Without explaining to students why they are doing this, assign each a body part of a man to draw. The student with the stack of paper will draw the head, the next the arms, the legs, and so on. Explain that each member of the assembly line needs to produce the best illustration that they can in the least amount of time. Reinforce that their "job" is dependant on this. Then instruct both teams to compete against each other in a ten minute time period. The winning team will produce the most drawings with the neatest illustrations.
Wrap-Up: When time is up students are to stop where they are and then the finished products are counted and tallied. Students will then watch how they worked on the video that was recorded.
Independent Practice:
Students will then go home and create an excel spreadsheet with the results of the competition. Finally, each student will return to class with the results from their team on an excel graph that will be displayed on the power point projector.
Reflection and Feedback:
I actually did this lesson to my 8th grade students last trimester. The results were overwhelmingly positive. This lesson deemed to be a high interest, fun, educational lesson on the Industrial Revolution. However, I did not incorporate the technology factor. This addition could be an interesting way to assess students with this type of lesson.
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