Howard Gardner's theory of multiple intelligences has enlightened many educators to the different learning strengths various students bring with them and experienced teachers know this firsthand. Some students learn best by getting their hands dirty. But if hands-on experience isn't possible, simulations can be the next best solution. Simulations are a staged replication of an event or concept. Many simulations are enhanced by the use of technology and are delivered via the internet or specific software programs. Some simulations are created by teachers as they manipulate a classroom setting in order to enhance students' understanding of the nature of the concept or event. They can be simple or elaborate, short or long and they have the ability to engage students like no other activity.
Max Fischer, a National Board Certified teacher in the area of early adolescence, has used simulations in his social studies and history classes to engage students in active learning about events, concepts, and emotions connected to the area of study.
"I believe Howard Gardner's theory of multiple intelligences has enlightened many educators to the different learning strengths various students bring with them," Fischer told Education World. "While schools dominate in linguistic and logical/mathematical types of intelligences … [w]e tend to forget that affective and psycho-motor (or tactile) areas of learning are worthy avenues to pursue with most students.
"When students are given an affective outlet in which their feelings are aroused to stimulate learning, we are increasing their opportunities to learn cognitively as well," added Fischer. "Simulations help deliver variety to my instruction and keep students engaged to the point that discipline rarely becomes an issue."
Simulations can be categorized as "Discovery Learning", a learning concept which has been defined largely by Jerome Bruner. Discovery learning is "an approach to instruction through which students interact with their environment-by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments" (Ormrod, 1995, p. 442) The idea is that students are more likely to remember concepts they discover on their own. Teachers have found that discovery learning is most successful when students have prerequisite knowledge and undergo some structured experiences. (Roblyer, Edwards, and Havriluk, 1997, p 68).
Today's technologies, especially with high speed internet connections and virutal reality simulations supported by software such as Flash, can provide a virtual environment for students to explore. Through websites such as Nova's "Pyramids, the Inside Story", students can explore the pyramids of Egypt. They can wander the through the chambers and passageways of the Great Pyramid, and learn about the pharaohs for whom these monumental tombs were built. They can also follow the 1997 field season of a team of archaeologists as they excavated the bakery that fed the pyramid builders. Digital technology and the software Quicktime, allows students to control the image they see inside the pyramids, scrolling up and down, side to side, as if they were viewing the site themselves: http://www.pbs.org/wgbh/nova/pyramid/explore/khufudesclo.html
As technology continues to improve, simulations will become more and more realistic and applicable to more real life situations. One can only imagine how they will affect, and hopefully improve, teaching and learning in the future.
References:
Curriculum article. Simulations Engage Students in Active Learning.
Author: Gary Hopkins. Summary: Simulations engage students
in ways that few other activities can. Teacher Max Fischer, the author
of a book of simulation activities for the social studies classroom,
shares his initial simulation experiences, his process for creating
simulations, and tips for using simulations in the classroom.
http://www.educationworld.com/a_curr/curr391.shtml
Curriculum article. Educational Technology's Effect on Models of Instruction. May, 1997. Author: Judith Conway. Summary: Addresses the major problem that schools have not kept pace with society's expectations and presents needs for the rapidly changing world of the twenty first century. http://copland.udel.edu/~jconway/EDST666.htm
