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Simulated Teaching Strategy

Simulated teaching is an educational and development strategy that helps individuals improve problem-solving abilities. It has been characterized as serving a strong role in which the student plays a part in an artificially manufactured setting. Simulation has been encouraged as a method of challenging learners' misunderstandings. Experiential learning improves quality education, promoting analytical skills and self-directed understanding.

Those who participate in active learning better comprehend the particular subject than students who merely attend lectures. Students in classrooms who employ experiential learning approaches see themselves as more effective practitioners than students who do not use similar methods. Simulations are one type of experiential learning applied in educational and community contexts, involving an ineffective audience learning where individuals learn from one another rather than simply the speaker on stage.

In simulated teaching, the student assumes the instructor's position, dresses in a teaching costume, prepares excellent materials, and presents the lesson in the classroom like a genuine teacher would. However, several behavioral abilities cannot be learned merely by listening to lectures or reading books but must be learned via experience. According to this viewpoint, a simulation is a great tool for developing more realistic and immersive learning settings.

Features of Simulated Teaching

  • Simulated teaching provides a link between academic knowledge and practical applications.
  • Simulated teaching allows you to identify and solve problems throughout a lesson.
  • Simulated teaching aids in developing good classroom communication skills in teaching assistants.
  • Simulated teaching helps to teach assistants to comprehend and cope with behavioral issues in school.
  • Simulated teaching aids in the development of teaching strategy skills.
  • Simulated teaching allows teaching assistants to perform the role of instructor, student, and administrator.
  • Simulated teaching boosts the morale of the trainee.

Simulated teaching is a design that aims to mirror real-life situations as nearly as possible, with students playing the roles of teachers. Students react to developments in the circumstances by examining the implications of their choices and future behaviors as the simulation progresses. In this approach, simulated teaching has proven to be more efficient than the typical teaching style in producing outstanding educational success. As a result, it improves instructional expertise, enthusiasm, personality, and identity.

It is critical for teachers who employ simulation in the curriculum to include time for conversations both during and after the simulation. The goals of the conversation are to guide the right methods of managing simulated teaching and then offer feedback for improvement in teaching and behavior adjustments. The conversation should be as well-planned as any lesson, give closure for the exercise, and focus on simulated learning goals. Thus, discussion allows students to gather their particular experiences, examine the ideas presented in the simulation, and link these principles to real-world situations.

Simulation Method in Teaching

  • Orientation

The instructor plans a comprehensive introductory session to establish the notion of models, their applications in education, the actions to be taken in simulated teaching, the responsibility of trainees, and the creation of a setting for teaching practice.

  • Demonstration

Following orientations, the teacher presents the sample lesson from new instructors in the same class, going through all simulated teaching processes. Finally, the trainees analyze the shown lesson to grasp every element of simulated teaching.

  • Forming of groups

The instructor forms groups based on the capacity of the classroom in this phase. This team consists of the teacher, learners, and monitors who ensure that the simulated teaching runs smoothly.

  • Role Allocating

The teacher assigns duties to team members during this process. All of the trainees must take on all of the responsibilities. Trainees primarily play three functions: instructor, learner, and administrator.

  • Ability selection for practicing

Only after roles are assigned, the teachers choose a topic and some particular abilities for simulated teaching practice. They can also explore skills and topics with the course instructor to further understand. However, the topic should be of such a kind that it covers all of the skills at once.

  • Work schedule preparation

After selecting skills and a subject, the instructor creates a work plan for simulated teaching practice. The work plan establishes who will start the simulated teaching, who might disrupt the training session, and who will end the session. Ultimately, the timeline will determine when you will conclude the session.

  • The teacher must determine techniques of observation.

This phase involves deciding on the observing strategy. It specifies the sorts of data to be captured and how you interpret them. As a result, this stage is tied to the evaluation method.

  • Practice session organization

The first training session is scheduled with allocated responsibilities when all planning is completed. The instructor and other learners then offer quick comments on the teacher's performance. Furthermore, data on trainee progress is meticulously collected so that evaluation may take place. As a result, the session will continue until all of the trainees have completed their first round of teaching practice.

  • Changing the process

Following the end of the lesson, a discussion should be held so that the trainees may make any required revisions. Then, the trainees organize the next round of instruction by changing their method based on the data obtained. The trainees' roles, topics, and abilities are changed in this stage so that everyone has a chance to play all of the parts throughout the simulated teaching exercise. As a result, the cycle of simulated instruction continues until each learner is taught.

Simulated teaching provides learners with several chances that extend well past the usual classroom environment. For example, it can give the student the chance to take on a new position, learn through doing, and make decisions in a secure environment. New activities in the classroom always benefit the students and encourage cognitive development. Simulated teaching inculcates a sense of confidence and authority in students. It is an effective learning method that teachers must try once and see the results themselves.

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