This week I attended a lecture in which professor Gerald Knezek gave a presentation about simSchool. simSchool is a classroom simulator that is created for educators. The simulator has the potential to change the way pre-service teachers are trained. By playing teachers can build confidence in teaching, understand students’ behavior and learning styles, and practice classroom management techniques. The simulation offers several options to choose like; the number of students in the classroom, the tasks to assign to students and the things to say to the student. By using the laptop on the desk, you can request information from each student: personality, grades and learning styles. There are four different kinds of tasks: recall task, skill/concept task, strategic thinking task and an extended thinking task. By assigning a task to a student you can see how he reacts. After quitting the simulation it is possible to view student reports in which you can see the impact of the instruction and the results of your teaching.
Everly’s bad day
Together with a classmate I run the module “Everly’s bad day”. In this module there is one student in the classroom “Everly”, see figure 1.
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| Figure 1: The classroom. |
Everly is an on grade level student who is creative, self-confident, takes risks and likes stimulation. He is interested in new ideas and challenges, but he needs structure. When he has to work on an assignment he follows instructions and stays on task. He likes variety in tasks and interaction with the teacher and other students. By doing he learns the best.
To teach Everly we first followed a previously prepared teaching plan and after that we started experimenting by assigning different tasks and saying things to Everly.
The previously prepared teaching plan consisted of tasks that didn’t suit Everly, namely “Go over last week’s lessons”, “Take notes during lecture” and “Take an oral quiz”. These are all individual tasks and there isn’t much “learning by doing” in it. During the lesson we didn’t say anything to Everly to support or to motivate him. This first plan resulted in disappointing teaching effectiveness and student results.
After this experience we wanted to do better. Therefore we first looked on the laptop to request information about Everly’s personality and learning styles. On this basis we chose appropriate tasks. By running some teaching plans with team tasks and tasks were Everly could do something, we noticed that his happiness and academic performance increased. Also saying things to Everly to support, guide and give structure had a positive effect on his results.
Reflection
I think simSchool is a nice simulations to practice how to teach, it offers realistic situations in which knowledge has to be applied. In class teachers only have one chance, by using simSchool teachers have several chances to see which activities suits the best for which personality. For teacher training simSchool can be used as preparation for an internship. In this way students already can see how things they learned from a book or in class work out in ‘reality’. By using the simulations students can also identify patterns in their own behavior and experience the impact of their teaching in a short time. According to Cairns (1995) simulations are very effective because they provoke higher levels of arousal, motivation job involvement and problem solving. And simulations ask for perseverance and creativity.
I think simSchool is a nice simulations to practice how to teach, it offers realistic situations in which knowledge has to be applied. In class teachers only have one chance, by using simSchool teachers have several chances to see which activities suits the best for which personality. For teacher training simSchool can be used as preparation for an internship. In this way students already can see how things they learned from a book or in class work out in ‘reality’. By using the simulations students can also identify patterns in their own behavior and experience the impact of their teaching in a short time. According to Cairns (1995) simulations are very effective because they provoke higher levels of arousal, motivation job involvement and problem solving. And simulations ask for perseverance and creativity.
A pity is that the simulation only covers a small part of what teaching is about. In the simulation you have no influence on how the tasks are presented. The task “Take an oral quiz” for example can be presented in many different ways, by using technology or let a student present something. There are a lot of possibilities that the simulation doesn’t take into account. It’s also not realistic that you can assign different tasks to every student. For teachers it’s impossible to suit instructions to every individual, they don’t have the time for that. The simulation also doesn’t take into account which day it is, what time (early in the morning or in the afternoon) what kind of weather, the mood of the student etc. I can imagine that students aren’t motivated when it’s 30 degrees outside and they have to listen to an instruction. We also argued that learning doesn't always have to be fun. In the simulation Everly's academic performance and happinnes increased only for certain tasks. Because you want to achieve a good score you will focus on these aspects.
Concluding, I thinks it’s a nice simulation that can be used as an introduction, but not as a replacement for an internship because it only covers a small part of the things teacher have to thinks of.
Concluding, I thinks it’s a nice simulation that can be used as an introduction, but not as a replacement for an internship because it only covers a small part of the things teacher have to thinks of.
Combining pedagogies and technology
To support a pedagogy, different kinds of technology can be used. In this part there will be given a short description of several pedagogies and ways to support them with technology. Teachers almost always use a combination of pedagogies that's why different kinds of technology can be used for several pedagogies. To put ICT-applications into a lesson, the teacher should possess technical knowledge and expertise regarding the added value that ICT-applications can offer in the classroom.
Traditional learning
Traditional learning is generally teacher-centered and classical. Therefore this approach can be supported by an overhead projector, chalkboard, beamer, books etc.
Problem-based learning
Unlike traditional learning, problem-based learning is student-centered. A characteristic of problem-based learning is that students have to solve a realistic ill-defined problem in little groups. Students create their own knowledge by exchanging knowledge in the group. This should eventually result in a shared solution. This approach can be supported by many types of different technology, it depends on the situation. Like for communication MSN, Skype, Facebook and Twitter can be used. The simulation simSchool can also be used as an example of problem-based learning. As the way I used it, working in a little group to teach Everly.
Teachers almost always use a combination of pedagogies, so several technologies can be used for different kinds of pedagogies.
To support a pedagogy, different kinds of technology can be used. In this part there will be given a short description of several pedagogies and ways to support them with technology. Teachers almost always use a combination of pedagogies that's why different kinds of technology can be used for several pedagogies. To put ICT-applications into a lesson, the teacher should possess technical knowledge and expertise regarding the added value that ICT-applications can offer in the classroom.
Traditional learning
Traditional learning is generally teacher-centered and classical. Therefore this approach can be supported by an overhead projector, chalkboard, beamer, books etc.
Problem-based learning
Unlike traditional learning, problem-based learning is student-centered. A characteristic of problem-based learning is that students have to solve a realistic ill-defined problem in little groups. Students create their own knowledge by exchanging knowledge in the group. This should eventually result in a shared solution. This approach can be supported by many types of different technology, it depends on the situation. Like for communication MSN, Skype, Facebook and Twitter can be used. The simulation simSchool can also be used as an example of problem-based learning. As the way I used it, working in a little group to teach Everly.
Teachers almost always use a combination of pedagogies, so several technologies can be used for different kinds of pedagogies.
Inquiry learning
Like problem-based learning, inquiry learning is also student-centered. The difference is that the teacher starts with a question instead of a problem. Inquiry learning is a form of active learning, learning by doing. Students have to do research to solve the problem, by doing that they learn experimental and analytical skills. The role of the teacher can be seen as a guide. This approach can be supported by internet or online databases. Students can look up information on the internet or in the database for their research.
Like problem-based learning, inquiry learning is also student-centered. The difference is that the teacher starts with a question instead of a problem. Inquiry learning is a form of active learning, learning by doing. Students have to do research to solve the problem, by doing that they learn experimental and analytical skills. The role of the teacher can be seen as a guide. This approach can be supported by internet or online databases. Students can look up information on the internet or in the database for their research.
Project-based learning
Project-based learning is also student-centered. This approach focuses on projects that student have to work on in a group for a long time. A project consists of a problem that students have to apply to a real situation. The role of the teacher in this approach can be seen as a facilitator. Technologies that support project-based learning are similar to that of problem-based learning and collaborative learning.
Project-based learning is also student-centered. This approach focuses on projects that student have to work on in a group for a long time. A project consists of a problem that students have to apply to a real situation. The role of the teacher in this approach can be seen as a facilitator. Technologies that support project-based learning are similar to that of problem-based learning and collaborative learning.
Collaborative learning
In collaborative learning two or more people learn something together. By sharing knowledge in conversations and discussions the group creates ‘new’ knowledge. Technologies that can be used to support this pedagogy are MSN, Skype, Facebook, Blackboard, E-mail, Wiki, Dropbox, Mobile learning etc.
In collaborative learning two or more people learn something together. By sharing knowledge in conversations and discussions the group creates ‘new’ knowledge. Technologies that can be used to support this pedagogy are MSN, Skype, Facebook, Blackboard, E-mail, Wiki, Dropbox, Mobile learning etc.
Workplace learning
We talk about workplace learning when someone is learning knowledge or skills in a formal or informal way at his workplace. This can be supported by e-learning, like an electronic learning environment. But also books, videos and simulations can be used.
Want to try out simSchool? Take a look on http://simschool.org/ , enjoy!
We talk about workplace learning when someone is learning knowledge or skills in a formal or informal way at his workplace. This can be supported by e-learning, like an electronic learning environment. But also books, videos and simulations can be used.
Want to try out simSchool? Take a look on http://simschool.org/ , enjoy!
Cairns, K. (1995). Using Simulations to Enhance Career Education. Retrieved on 10 oktober, 2011 from http://www.counseling.org/Resources/Library/ERIC%20Digests/95-067.pdf
Hi Imke!
BeantwoordenVerwijderenYour reflection on simSchool is interesting, first you seem really positive, but then it occurs your not. I totally agree with you. It can be an introduction and it is nice to play with, but it is not realistic enough to use it as a replacement for an internship.
How you describe the different pedagogies and technologies is really clear. Only sometimes I wonder what the use of the differnt technologies is. Like with collaborative learning, why would mobile learning support this pedagogy? Also I wonder how you think about using technology to learn people the different pedagogies. SimSchool is an example of it and you tell what you think about that, but what about different technologies? Would something else work better?
Greetings,
Mila
Hi Mila,
BeantwoordenVerwijderenThanks for your comment! You had some questions. Maybe you already read my blog on cool tools for schools? In this blog I talk about the game Seek 'n Spell. I think this is a good example of how mobile learning can support collaborative learning.
When it comes to teaching people different pedagogies by using technology I think a simulation works the best. In this way you can immediately see how things turn out. Maybe a video recording of different students in which is shown how they react on certain tasks and pedagogies is also a good option. But in this case you don't have control over it yourself. I think that the experience of dealing with situations yourself and having control is an important aspect of understanding the effects different pedagogies.
Greetings,
imke
You have some very good ideas and I appreciate being able to red them. I have a few comments on this section of your reflection:
BeantwoordenVerwijderen"It’s also not realistic that you can assign different tasks to every student. For teachers it’s impossible to suit instructions to every individual, they don’t have the time for that."
One strategy is to subgroup similar students then give them an approach that best suits them. Also note that one of the promises of technology is to enable the full personalization of learning experiences. So there may be more than one way to think about how to allow all students to work at their best.
"The simulation also doesn’t take into account which day it is, what time (early in the morning or in the afternoon) what kind of weather, the mood of the student etc. I can imagine that students aren’t motivated when it’s 30 degrees outside and they have to listen to an instruction."
We do have the student mood, but you are right that we do not have many other aspects. One of our challenges is to find an empirical basis for making a computational model of these other aspects. For example, if it is 3:00 pm (or 30 degrees), what is the impact on the students from this and will it be the same impact for all students? If it is the same impact, is there an experimental evidence for this? Can we use the evidence to make a model of that impact? If it is different, how should the computation decide how to give each student the impact it should give them? We would LOVE for you and others to think about these issues and provide us with options and ideas.
"We also argued that learning doesn't always have to be fun. In the simulation Everly's academic performance and happinnes increased only for certain tasks."
We have probably named this aspect with a word that is misleading you. The concept is closer to "affiliation" or "feeling of personal relevance" than it is to "pleasure." We use two of the variables that are involved in social experience (Agreeableness and Neuroticism) to make that metric. This is possibly debatable as well; its just a choice in modeling but does have consequences such as leading you to believe that we were trying to make the student "happy" or to "have fun" - but what we want to do is reflect whether or not the student has "cognitive-emotional" struggle on these two dimensions (or not).
Thanks for the insights.
Hi Imke,
BeantwoordenVerwijderenThans for your reaction. I have also read your blog article, gooed work. I agree that simSchool is an useful tool for teachers. In my bog article I also agree with the fact you said "A pity is that the simulation only covers a small part of what teaching is about". SimSchool covers a part of what teaching is about, so you learn in the simulation how it is to focus on multiple students and keep them working and make the content understandable for the students. A thing I miss for example, are guidelines for the preparation of the lesson. I also think it would be useful to provide information about the good practices in teaching during the simulation. For example, when students get uninterested of unmotivated.
Greetings,
Xander
Hi Imke,
BeantwoordenVerwijderenNice blogpost about simSchool and your experiences with it. I appreciate your reflection very much, but I am wondering what you think about David's suggestions, especially related to "subgrouping similar students then give them an approach that best suits them". In this way you don't have to individualize education completely, but you can try to make the lesson more suitable for small(er) groups of students. And yes, I agree with you: simSchool should not be a replacement of internships, but that's (luckily) not the goal of simSchool!