simulation slides.pptx

SIMULATION

1. prepared by: MR. SUHEL KHAN M. Sc. nsg . (MSN) SIMULATION

2. Introduction: Simulation is basis of sensitive training, socio drama, role playing, psycho drama. It is not actual training. IT helps the students to practice and gain experience as in real life situations. Simulation is a techniques that enables adult learner to obtain skills, competencies, knowledge or behaviour by become involved in situation that are similar to those in real life.

3. teachers behavior : DG Ryan’s theory of teacher-behavior postulated that teachers behavior is modifiable.

4. Feedback devices: Simulated social skill training (SSST) Microteaching. Programmed instruction. Interaction analysis. T group training.

5. SIMULATED SOCIAL SKILL TRAINING (SSMT)

6. Limitations of current teaching practices : The pupil-teachers are sent to actual classroom without inducing the role of teacher. There is no provision for providing reinforcement for the pupil-teacher behavior. The teaching practices involve risk and humiliation for pupil-teachers

7. Meaning: Induce certain behaviors in artificial situation. A pupil-teacher has to play several roles as a teacher as a student and as a supervisor. Simulation gives us greater control over the teaching variables. based on socialdrama which is related to practice. The most important aspect of simulation is the introduction of the student to teaching is nonstressful conditions.

8. Definition: SSST can be defined as mechanism of feedback device to induce certain desirable behaviors among pupil-teachers by playing the role of teacher in their own group as an artificial situation of classroom teaching .

9. Founder: Cruick Shank (1968)

10. Assumption of simulation technique: The teacher-behavior is modifiable. The basic assumption is that there are certain patterns of teacher-behaviors can be described and practiced like any other skill. The teacher-behavior has its taxonomy. the social skills are developed by practice and limitation in a group.

11. Procedure of SSST: the following six steps are used in SSST technique: Step 1: the pupil-teachers are assigned roles which they have to play in SSST. Each individual has a chance to be as teacher, student as observer. Step 2: after assigning the role, certain social skills are discussed for a topic. Each candidate has to select a topic of his interest.

12. Cont…. Step 3: a schedule of organizing SSST is prepared who will start? Who will stop? When it should be stopped? And who will intervene the conversation? Step 4: the procedure and technique of observation is also decided. What kinds of data of observation are to be recorded? How can the data best interpreted?

13. Cont…. Step 5: the schedule is followed for the first practice session. The teaching is organized and observations are taken for evaluating the teaching task of the actor. The teaching is followed by discussion and demonstration to provide the feedback to the pupil teacher by giving the awareness of his social skills of teaching and suggestion for the improvement.

14. Cont…. Step 6: the procedure is now changed, by changing topic, teacher, pupils observer and social skills, every pupil-teacher should have the interest as high as, possible in playing the every role which is assigned to him. The topic and social skills should not be too easy or too difficult.

15. ELEMENTS OF SIMULATED TRAINING:

16. Taxonomy of teacher-behavior: Teacher behavior includes four major dimensions: A source dimension A direction dimension A function dimension and A sign dimension.

17. Source dimension: Of teaching provide interaction of the relationship of student and teacher at a basic level. Teaching is the interaction between projector entity called teacher and receptor entities within a classroom situation.

18. The direction dimension: the identification and classification of the nature of receptor entities provide the direction dimension

19. Function dimension: The teacher has to perform certain tasks. These tasks (presentation of subject matter) should be dealt with beliefs, attitudes, skills and processes of instruction. The second task is to establish and maintain interpersonal relationship among students in classroom. The third tasks constitute the function dimension of teaching.

20. A sign dimension: In order to observe a behavior it should be communicated in some way. The communication may require more than one mode of expression in fulfilling a given function. The mode of behavior makes the sign dimension.

21. Advantages of simulated teaching: Cruick Shank suggested a number of advantages of simulated technique. forces close links between theory and practice. opportunity to study and analyse critical teaching problems is provided. The students can acquire classroom manners.

22. Cont…… The student can understand behavioral problems of classroom and develop insight to encounter them. The technique provides reinforcement to students to develop teaching skills and avoid the risk of actual classroom encounter.

23. Use of simulated social skill training: This technique may be used in the following problems of teaching: The appropriateness of open or closed question skills is ascertained in teaching situations. The ability to ask questions is developed. The confidence in teaching is developed. It helps in developing social skills of teaching.

24. Cont…. It is a best replacement of demonstration lesson because every teacher-educator is not an effective teacher. It eliminates the opportunity of imitation of certain skills of teaching. Helps in maintaining consistency in the meaning of works.

25. Cont…. The microteaching can be best used for developing certain teaching skills but is difficult to use in our teaching-education program during teaching practices. It can combine with SSST to be employed in our situations to develop teaching skills.

26. Cont… It provides the feedback to each pupil-teacher and also helps them to act as teacher, pupil and observer to perceive the role in each situation. This may provide insight to make a decision about his own teaching activities. It helps in predicting consequence of teaching and may change the flow of actions of teaching.

27. THANK YOU