Involving
Students in Simulated (and Real) Democratic
Processes and Procedures:
Tips
for Using Simulations
Are
simulations complicated? They can be, and teachers should ask themselves
the question “Is it worth it” before deciding to undertake
a simulation. With good planning, however, simulations can be powerful
learning experiences. Below are some general tips for using simulations
in the classroom:
•
Be very clear about your objectives. Knowing what you want students
to learn and the skills you want them to gain or practice will
help you select the type of simulation that will help you achieve
those objectives. Being clear about your objectives will also
help you plan the simulation so that all students can achieve
your goals.
•
Break the simulation down into the steps and decide how much
time you will allot to each step. Prepare directions for students,
including the various role assignments. Be sure that every student
has some task to accomplish in every phase of the simulation.
For example, in a mock trial, all students can assist in the
preparation of the cases; however, there may not be enough active
roles in the trial for everyone. Students not serving as lawyers,
witnesses, the defendant/complainant, jurors, or the judge,
should be asked to observe for specific criteria on which they
will later report or to act as reporters, observing and writing
stores or preparing newscasts following the trial.
• Identify the knowledge and skills students will need
to succeed in the simulation. For example, many simulations
involve role playing and small-group work. If students do not
have experience with these strategies, provide some instruction/practice
before undertaking the simulation.
• Make sure students have access to any resources they
need to be successful in the simulation. The best simulations
deal with controversial issues; students will need materials
that present multiple perspectives on these issues in order
to succeed. Teachers may provide those materials or allow students
to conduct research to find information; even in the latter
case, however, teachers need to be sure beforehand that grade-level-appropriate
materials are available.
• Determine whether students will benefit from coaching
or other forms of participation by outside resource persons.
For example, an attorney coach can be very helpful in prepping
and conducting a mock trial; a staff member from a legislator’s
office could help in debriefing a simulated legislative hearing.
Line up the outside resource people that you have identified.
• Set up the classroom so it can best accommodate the
activities of the simulation. This may require some rearranging
of desks, clearing of open spaces, or provision of props.
• Introduce the simulation briefly by outlining the rules
and procedures. Explain the purpose of the simulation in terms
of what students will learn; be clear that while a simulation
may appear to have a “winner” (the site prevailing
in a mock trial, for example), that does not mean students on
the other side learned less or were less successful. Explain
students’ roles as well as how their participation will
be assessed (if it will be).
• Debriefing the simulation is critical. You may be tempted
to skip the debriefing stage because a simulation has already
taken more time than you planned and students clearly enjoyed
it—DON’T GIVE IN TO THIS TEMPTATION. A good debriefing
is critical in helping students bring meaning to the experience.
Many teachers find it useful to begin the debriefing with a
brief one-page worksheet with questions designed to elicit students’
reactions to the simulation. The worksheets can then be used
as a starting point for the debriefing discussion, which can
be conducted in small or large groups. The questions should
be focused on the purposes of the simulation, relating the simulation
to students’ previous learning and comparing the simulated
processes and procedures with how the processes operate in real-life.
The
Teacher Reflectionsprovided in this module also provide useful tips based on
teachers’ experiences using this instructional strategy.
