The Value of Classroom Simulations
In order to prepare students for the future, we need to provide experiences in school that closely resemble real-life situations. One way of doing this is through classroom simulations. A simulation can be done during part of a class period, for a few days, over several months, or even longer if you wish.
Simulations are effective learning experiences because they are natural extensions of the primary way in which students have gathered information all their lives—through their daily experiences and play. They have played house, pretended to drive a car, or acted out a battle. Simulations are effective for practicing how to act in an environment where the consequences, if any, are safe and controlled.
Through simulations we can add to students’ prior experiences and even orchestrate a desired outcome. The more planning and creative input we can provide, the greater the possible growth for our students.
“You don’t have to wait for the right conditions for learning. You can create the right conditions.”
—Unknown
Read on to discover sample classroom simulations.
Hurricane Watch
In this simulation, tell students that a hurricane is coming their way. They need to predict the time at which the hurricane will arrive. Display a large map that includes a longitude and latitude grid, and provide each student with a smaller version of this map. Give students the speed and direction of the hurricane. Use maps of the wind systems and ocean currents to alert boats in the area that they must move to a safe place. Then pose the problem in the form of several questions. For example, How can all the boats make it in time? What needs to be done?
The Kidney Machine
Students act as a team that has to choose who will be assigned to vacancies on a life-saving kidney machine. The team examines information about 10 people and determines which two will be assigned to the vacancies. In groups, they discuss their selections and supporting reasons. Each group has to agree on two people and write a report to the hospital regarding their decision.
Architectural Design
Investors are opening a new teen center and are offering a generous prize for the design that utilizes space most effectively. Students form design companies that are vying for the prize. The design companies are given the outside dimensions of the building (with no room for expansion), the kitchen size, the number and types of equipment needed, and the band area and dance floor space requirements. Each design team crafts detailed drawings or a scale model of the proposed center and makes a presentation for investors.
Preserving Land
Students act as community members working to save a parcel of land as open space for recreation. The simulation begins when students learn the city plans to sell a parcel of empty land to a developer for a new commercial building. The land happens to be used by many community groups for picnics and sporting events, even though it is not officially designated as a park. The city, badly in need of funds, wants to sell the land. The students represent the interests of community members who want to preserve it for recreational use. In the simulation, students take on many roles to fight for their cause.
Did you know?
According to Aldrich (2005), “The positive results obtained for retention over time favors use of simulation games. Because games require the active participation of students, the material has a greater chance of being integrated into the cognitive structures of the individuals and thus being retained” (p. 270).
Research shows students enjoy learning and exert greater effort when they are active participants. They become more engaged when they get to conduct rather than read experiments and to engage in debates or role playing rather than listening to lectures (National Research Council, 2004).
Thorne (2007) states that students are likely to be most creative when motivated primarily by enjoyment, interest, satisfaction, and challenge.
The sample simulations above are based on those offered in the PLS® course Meaningful Activities to Generate Interesting Classrooms® .
Taking It Further
For more information about simulations (including examples), visit http://www.edutopia.org/simulation-nation or http://www.edportal.com/public/EdResources.aspx (type simulation in the Keyword|Phrase box).
References
Aldrich, C. (2005). Learning by doing: A comprehensive guide to simulations, computer games, and pedagogy in e-learning and other educational experiences. San Francisco: Jossey-Bass.
National Research Council (2004). Engaging schools: Fostering high school students’ motivation to learn. (Committee on Increasing High School Students’ Engagement and Motivation to Learn, Board on Children, Youth, and Families, Division of Behavioral and Social Sciences and Education). Washington, DC: National Academies Press.
Thorne, K. (2007). Essential creativity in the classroom: Inspiring kids. New York: Routledge.