Think Pair Share

Think Pair Share (TPS) is a cooperative learning activity that may be used in a variety of classroom
sizes and subjects. When an instructor asks a topic, pupils first THINK to themselves before being prompted to
share their response with a person sitting nearby (PAIR). Finally, the groups SHARE with the entire class what
they discussed with their partner, and the discussion continues. Students are given time to think critically,
resulting in a learning atmosphere that promotes high-quality responses. TPS allows students to work in groups
toward a common objective, boosting their own and others' comprehension in a risk-free setting.

Procedure:
- Decide upon the text to be read and develop the set of questions or prompts that target key content
concepts.
- Describe the purpose of the strategy and provide guidelines for discussions.
- Model the procedure to ensure that students understand how to use the strategy.
- Monitor and support students as they work through the following:
T: (Think) Teachers begin by asking a specific question about the text. Students “think” about what they
know or have learned about the topic.
P: (Pair) Each student should be paired with another student or a small group.
S: (Share) Students share their thinking with their partner. Teachers expand the “share” into a whole-
class discussion.

Benefits:
The effect of this teaching strategy to students is the students are able to think and deepen their
knowledge on what is being asked by their teacher. They can be able to share their own ideas and thoughts with
classmates and builds oral communication skills to gain knowledge. It also helps focus attention and engage
students in comprehending the reading materials that is given to them.
Evidence:
V. Assignment
 For your assignment, this will also serve  (The students will copy and do the
as your performance task. Interview a assignment.)
barangay official about their experiences
in their position, and how will they think
about the future.
 Project Based
Project-Based Learning is a teaching style in which students develop information and skills by working
on an authentic, interesting, and complicated issue, problem, or challenge over an extended period of time.
Students work on a project that engages them in fixing a real-world problem or answering a challenging
question over a lengthy period of time ranging from a week to a semester. They demonstrate their knowledge
and abilities by generating a public product or giving a presentation in front of a live audience.

Procedure:
Students in project-based learning (PBL) design, develop, and build hands-on solutions to problems.
PBL has educational value since it tries to develop students' creative potential to work with challenging or ill-
structured problems in small groups. Typically, PBL takes students through the following phases or steps:
- Identifying a problem.
- Agreeing on or devising a solution and potential solution path to the problem (i.e., how to
achieve the solution).
- Designing and developing a prototype of the solution.
- Refining the solution based on feedback from experts, instructors, and/or peers.

Benefits:
As a results, students gain in-depth understanding of the subject matter as well as critical thinking,
cooperation, creativity, and communication skills. Project-Based Learning instills in students and teachers a
contagious sense of creativity. Project-based learning helps students develop teamwork and problem-solving
skills, along with the ability to communicate effectively with others. The collaborative nature of projects also
reinforces the Social and Emotional Learning (SEL) programs being implemented at progressive schools around
the world.
Evidence:
V. Assignment
 For your assignment, this will also serve  (The students will copy and do the
as your project. Make a model about your assignment.)
chosen topic about teaching science in
elementary (example: The Carbon Cycle).
 Laboratory
Laboratory learning is a strategy where learners include science in practicing experimenting with
objects. Within the laboratory, learning may occur in many ways, often through observing a case or phenomena,
performing hands-on practical trainings, or conducting experiments. The primary aim of arranging laboratory
learning for students is to develop the practical competence often within their area of specialization. Laboratory
learning provides opportunities for students to relate and reinforce the theoretical concepts taught in class. It
also targets a range of learning outcomes including experiential learning

Procedure:
The laboratory is a one-of-a-kind learning environment that promotes and reinforces "learning by doing."
Assessing this learning can help students increase their conceptual knowledge of the theory-practice
relationship, higher-level reasoning skills, and practical proficiency in laboratory work.
It is important that you clarify the specific objectives of the laboratory context for learning, for both students
and assessors. These objectives should form the basis for all assessment decisions made. Learning outcomes
that can be assessed using laboratory work include:
 technical and manipulative skills in using laboratory equipment, tools, materials and computer
software
 an understanding of laboratory procedures, including health and safety, and scientific methods
 a deeper understanding of abstract concepts and theories gained by experiencing them as
authentic phenomena
 the skills of scientific enquiry and problem-solving, including:
 recognizing and defining a problem
 formulating hypotheses
 designing experiments
 collecting data through observation and/or experimentation
 interpreting data
 testing hypotheses
 drawing conclusions
 communicating processes and outcomes, and their implications.
 the complementary skills of collaborative learning and teamwork in laboratory settings
 understanding, and being prepared for, future possible roles in laboratory-based work.

Benefits:
Students may learn to apply scientific tools and conventions during laboratory experiences. They may,
for example, learn how to use scientific equipment appropriately and safely, make observations, take
measurements, and carry out well-defined scientific procedures.
Evidence:
 Workshop
The session begins with a general introduction to critical thinking and to its significance not only to the
academic but also to the vocational and personal success of students. This first session closes with questions and
answers. It is followed by hands-on sessions during which small group activities are used to illustrate the
application of various dimensions of critical thinking strategies to instruction as well as to personal life.
Each session is designed to build on the previous sessions and cultivates increasing knowledge of and
skill in critical teaching. Specific topics include: the intellectual standards essential to in-depth, higher-order
learning; the basic vocabulary of critical thinking; the micro-skills and macro-abilities of critical thinking; the
importance of precision in language usage; how to question student’s Socratic ally; how to design assignments,
activities, and tests that require critical thinking; and how to assess critical thinking skills and abilities.

Procedure:
There are three phases to conducting a workshop:
- planning
- preparation
- implementation (actually doing it)
In addition, once you're done, it's important to follow up with participants to get feedback on the workshop,
so you can improve it the next time. We'll look at each of these phases separately.

Benefits:
With the use of visualization-based exercises, the workshop aimed to teach students self-regulation skills
that would serve as a basis for learning and critical thinking in two areas: information processing and self-
testing. Students worked in groups or individually throughout the program, receiving quick feedback on their
development. Students gave the workshop sessions good ratings, and they outperformed the control groups on
workshop-related final test problems. For both lower- and higher-order thinking issues, this was the case. The
total score on the final exam showed a substantial correlation with student achievement, but not with the
outcomes of the workshops. This "how to study" workshop's sustained retention of a self-testing effect across
question levels and student achievement provides encouraging evidence in favor of its large-scale deployment
and ongoing assessment as a study aid for beginning biology students.
Evidence:
 Debate
This type of learning strategy is all about how two components are battling for their topic. It allows
students to become active on the said lesson while promoting critical thinking and enhance communication
skills by allowing both sides to defend their topics. Debate is especially intended to help pupils make well-
informed decisions by teaching them critical thinking abilities. Debaters are skilled at seeing recurring themes
in our thoughts and criticisms, identifying fallacies and presumptions, and reacting correctly to them.

Procedure:
Research and practice have shown effective debating in various formats for educational purposes.
Examples in undergraduate courses include dividing students into opposing groups that present in turn or
discuss in a relatively unstructured, free-flowing form, as well as role-playing or simulations of media and court
debates.
Much as the format can vary, a classroom debate that serves effective teaching and learning is
encouraged to incorporate four conceptual components:
(a) development of ideas with description, explanation, and demonstration,
(b) clash of opinions supported by reasons and evidence,
(c) extension or arguments against criticisms, which again are refuted by the opponent, and
(d) perspective, the process of weighing ideas and issues to conclude with a logical decision is made,
either about the issue or about the presentation of arguments

Benefits:
Academic debates have long been used as an interesting and practical teaching/learning strategy
particularly at the tertiary levels of education. The use of academic debates as a teaching-learning strategy in the
classroom is expected to encourage proactive thinking, improve communication skills and facilitate immediate
feedback from students. Debates are planned classroom activities in which one particular claim or idea is
discussed, and then students plan together to present their opinions on the motion. The primary aim of these
debates is not only to win the contest but to develop students’ ability to think independently through a set of
claims or arguments, in order to deepen their understanding and enhance their ability to grasp an issue being
debated.
Evidence:
 Competition
Competition as type of learning strategy will help students to be competitive in all aspects to achieve
their desire goals. This can be performed as a group or individual where they will promote their communication
skills. My own education was heavily influenced by competition, which shaped my expectations for instruction
and learning. Although I found competition to be inspiring, others may not have felt the same way. Competition
can be an engaging technique for a small group of high achievers in the class, but it can also backfire on the rest
of the pupils. This is mirrored in other cultures, such as the toxic over-competition that cripples Asian students.

Procedure:
Competitive learning is a learning mechanism in which learning system components compete for the
execution of learning procedures. In contrast to noncompetitive learning algorithms, in which all components of
the learning system participate in the learning procedure at each learning step, in competitive learning
algorithms, only a subset of the components that meet a predefined criterion win the right to execute the
learning procedure. The competition between the learning system's components frequently results in a clear
partition of the training data or the underlying dynamics of the learning target among the components.

Benefits:
Research shows that competition can drive attention, physical effort, and learning. The social motivation
of competing against one’s peers can challenge a student to work much harder on his or her tasks than he or she
would independently feel compelled to do so. With a challenge in mind, a student might put in double the work
and retain double the information in order to obtain the upper hand. This is a fantastic way to encourage
students to get engaged and have fun in the process. Sometimes, all it takes to ignite a student’s passion for his
or her subjects is a friendly competition. Gamifying classroom instruction is a classic tool teachers’ use when
the afternoon slump hits and students’ start to glaze over during the lecture. A fun and informal quiz bowl or
other challenge are all it takes to get a classroom excited about the material again.
Evidence:
B. Motivation
 Before we start our lesson, I will group  (The students will be grouped into two
you into two and we will have a short groups and will do the activity.)
activity about our last lesson.
 Gamification
This strategy is for teachers on how will they conduct different gaming elements while engaging through
the use of creativity, communication skills, and critical thinking. Mostly of teachers uses this type of strategy to
have fun while discussing their lessons to the class.

Procedure:
Let’s assume you already know the “whys” behind gamification in education: why it works, why it’s
backed by research, and why so many teachers love it. Now, let’s focus on the next step: how to gamify your
classroom.
While there are a range of different methods and opinions on the best ways to do it, we’ve performed the
research and broken down five actionable steps to gamify education.
1. Assess your students
– Survey your class
2. Define learning goals
– Set learning and behavior goals
– Structure open projects to help meet these goals
3. Structure the gamified learning experience
– Adjust your scoring system
– Use “stages”
4. Identify resources
– Create a manual and organize teams
– Organize studying and learning teams
5. Apply gamification elements
– Make progress visible
– Offer rewards

Benefits:
While researchers and teachers around the world have given a range of answers to this question, a great
deal of them can all be boiled down into one simple sentence. Gamification makes learning fun.
And while “making learning fun” can sound vague or cliché, research has shown that gamification in
schools can help students with issues related to:
Focus — Students who have a hard time focusing may find it easier when tackling an engaging topic.
Skill-Building — Students can shy away from building certain skills until they see the relevancy.
Content Delivery — Students may have trouble processing content presented through traditional
methods, such as textbooks.
Evidence:
B. Motivation
 Before we start our lesson, I will give you  (The students will do the activity.)
a jumbled words that will make a
sentence. You will arrange the words by
its sequence.
 Discussion
Discussion is the most important type of teaching strategy because it is where the lesson itself is being
discussed to the class. This strategy requires different comprehensions that may allow students to understand the
lesson on their own. Discussion is important to learning in all disciplines because it helps students process
information rather than simply receive it. Leading a discussion requires skills different from lecturing. The goal
of a discussion is to get students to practice thinking about the course material. Your role becomes that of
facilitator. You design and facilitate the discussion rather than convey information. If you want to hold a
discussion, don’t do all the talking yourself; don’t lecture to the group or talk to one student at a time.

Procedure:
Students may need to learn how to participate in a discussion. This includes learning about the purpose
of discussions, how to contribute and how to communicate their ideas effectively. Shy students need to learn
how to ensure that they are heard. Loud students need to learn how to moderate their dominance. All students
can learn how to engage in back-and-forth dialogue in a collegial manner. Students can also be taught how to
appropriately reply to opinions and comments that they disagree with.
It’s important for teachers to consider the following when planning a discussion:
- Will it be a whole-of-class activity or small group?
- How long will it go for?
- How much will you contribute during the discussion?
- What will it be based around (for example, questions, issues, concepts, ideas, case studies, etc.)?
- What is the point of the discussion? How does it help students meet their goals?

Benefits:
In order for students to learn in all subjects, discussion is essential because it allows them to think
critically about the material rather than just absorb it. Different abilities are needed for leading a debate than for
lecturing. Getting pupils to practice thinking critically about the course material is the aim of a conversation.
You start acting as a facilitator. Rather of delivering information, you create and lead the conversation. Avoid
talking to the group as a whole or speaking to a single student at a time if you want to lead a discussion.
Evidence:

Learning Center
This is a student-centered strategy, where not only
teachers are discussing the lesson. But also, the students are
allowed to say their own opinion or suggestions about the said
topic that they are discussing. Competition had a big impact on
my own education, influencing my expectations for instruction and learning. While I personally found
competition to be motivating, this may not have been the case for others. For a select few of the class's top
performers, competition can be an exciting strategy, but it can also backfire on the other students. Other cultures
also exhibit this, as evidenced by the poisonous over-competition that cripples Asian students.

Procedure:
There are a few things to consider before setting up your own learning centers:
- Age of Students — Your students’ age will determine what kinds of equipment and supplies you’ll need.
- Your Classroom Size — Your classroom and class size will help determine how many learning centers
feel comfortable in your space.
- Seating Arrangements — Will students sit at a table? Bean bag chairs? A carpet?
- Learning Center Type — Which learning centers make the most sense for your teaching style and
expertise?
While you’re designing and creating your classroom stations, it’s important to keep in mind that center
activities should not include new material. Instead, they should reinforce a topic you’ve covered together as a
class. While learning centers are intended to encourage independent study, they should do so with material that
students are already familiar with to solidify their understanding.
- Gathering center materials
- Organizing your materials
- Dividing students for learning centers
- Learning center management
- General learning center ideas

Benefits:
Learning centers are important for several reasons and can apply to any age. You will always have
students who learn differently than their classmates, and learning centers can help you ensure all your students
are getting the variation they need. Students can use centers or learning stations to explore further and practice
skills you’ve taught them in class. Children that learn by doing may thrive more in a space that allows them to
be independent of traditional classroom instruction. Learning centers offer the opportunity for you to easily
differentiate learning in your classroom. Activities that allow students to learn in their preferred styles lead to a
thriving environment, and centers allow kids to work at their own pace. Not only do stations present
opportunities for students to work in small groups, but they also help kids learn responsibility. Make sure your
stations include a supply list, plus instructions for use and cleanup. For example, if you’re learning center has
whiteboards or laminated writing materials, students should learn how to properly wipe everything down before
returning them to the bin or storage area.

Evidence:
B. Motivation
 Before we start our lesson, I will give you  (The students will do the activity.)
a jumbled words that will make a
 sentence. You will arrange the words by
its sequence.

Experiment
Experimentation is a strategy where students are learning by doing processes and methods that resulting
based on their experience. They will perform trial and errors to conduct the right practicums and laboratory
activities.
Procedure:
It's simple to carry out an experiment in the classroom. It is probably a good idea to employ an experiment
that has already been prepared by someone else when you try one for the first time. An experiment that has been
published will usually have "instructor's notes" with comprehensive directions on how to carry out the
experiment. In certain situations, the instructor takes an active part in the experiment; in other situations, the
instructor takes a more passive position and gives the students more time to finish it. Additionally, most
teaching notes include ideas on how to modify the activity for various classroom sizes, such as large versus
small. They might also have modifications that could help customize the experiment for a particular instructor's
class.
Conducting a classroom experiment involves several important steps.
1. Instructor preparation
2. Student preparation
3. Conducting the experiment and collecting data
4. Analyzing the data and extending the experience
5. Assessing the student achievement of learning goals

Benefits:
Experiential learning or teaching is one of the most helpful to students when it comes to engaging real
life experiences. By this strategy, the students may be able to conduct an experiment by doing it in a
proper way by having those failures. Those failures will serve as their lesson to do better as they remake
the experiment data or product.
Evidence:

Discovery
Discovery is a strategy where the students will work on their own until they find the answers. This
strategy will require students to construct their own learning method to find their desire answers. Through an
inquiry-based, constructivist approach to education, discovery learning encourages students to build their own
knowledge through self-directed learning—basically, "instruction less" learning.

Procedure:
The discovery method of instruction consists of three phases to assist pupils in autonomously discovering and
investigating various topics. The following items are normally included in these steps:
1. Exploration - Exploration is the first stage of the discovery method of teaching students. Students are
allowed to investigate a subject or idea at this stage of the process by engaging in activities such as
reading, watching, and participating in experiments, amongst other activities. In addition to laying a
foundation of knowledge for the students to build upon in the next parts of the discovery process, this
stage aims to foster a sense of natural curiosity and interest in the subject matter the class is studying. As
students are in the discovery phase of the unit, their instructors may utilize a range of materials, such as
films, articles, and hands-on activities, to keep their attention and interest.
2. Invention - The invention process is the second phase of the discovery method of teaching. At this stage,
you will allow the students to apply their prior knowledge and imagination to develop original thoughts
and answers to connect the subject. This phase is intended to be completed for students to improve their
ability to think critically and independently, as well as their problem-solving skills. During the
innovation phase, instructors may give students a provocation or challenge connected to the subject and
then ask them to think of their ideas and develop their own answers. Students in a social studies class
must devise a strategy for combating poverty in their neighborhood as an assigned project.
3. Discovery - The actual process of discovery learning is the last stage in the discovery method of
instruction. At this stage, you will guide students through putting their thoughts and ideas to the test by
having them do experiments and conduct analyses. Students will benefit from this phase by developing a
more in-depth grasp of the material and strengthening their ability to solve problems in various contexts.
During the discovery phase, a teacher may give students a task or issue relevant to the subject and then
invite students to use materials to solve the problem.

Benefits:
Learning through discovery enables students to exercise higher-level thinking skills and better retain
knowledge as they go through the following phases to learn a business concept:
- Students get familiar with the subject matter on a high level by being confronted with a business
problem.
- Students collect data from various resources to analyze the details (for example, trends, formulas,
general concepts, variables) of the business problem and teach themselves the relevant information to
answer questions and critically evaluate their hypotheses. This is where they go through a self-directed
journey to improve their business acumen.
- Upon gathering new insights and refining their understanding of the different variables and models
involved in the business problem, students synthesize their discoveries and create their own
interpretation of the best solution based on their individual learning processes. That solution is presented
to faculty and peers for feedback. Students have the opportunity to leverage the feedback to reflect on
their work and conclusions.
As students go through discovery learning, they have a more active role in their learning outcomes, as they
must understand granular data and identify how different aspects of a business problem relate to one another to
find the optimal solution. As a result, students may become more inspired to learn concepts they do not know
and to better understand topics they do know, as they now have first-hand experience working through the
discovery process. Further, self-directed learning can boost students’ perceptions of their own capabilities.

Evidence:
 Presentation
Short oral presentations in groups are typically informal and need little preparation. Students discuss
their ideas or opinions on a certain subject. There is a basic opening statement, two to three main points, and a
statement at the end of this kind of discussion. Because they are speaking to a small number of people rather
than the entire class, these quick oral presentations can aid in students' confidence-building. The discussion is
brief, and they are not required to produce and arrange graphics for it. Participants should be informed in
advance that they will be required to speak about a specific topic because there still needs to be substance to the
lecture.

Procedure:
Preparing a presentation can be an overwhelming experience if you allow it to be one. The strategies and
steps below are provided to help you break down what you might view as a large job into smaller, more
manageable tasks.
- Analyze your audience.
- Select a topic.
- Define the objective of the presentation.
- Prepare the body of the presentation.
- Prepare the introduction and conclusion.
- Practice delivering the presentation.

Benefits:
Most people concur that student speeches have a major positive impact on the presenter. Students get a
widely relevant professional skill speaking in front of an audience—by participating in presentations. They gain
knowledge on how to prepare content for public speaking, and practice—especially with constructive criticism
—helps them become better speakers. However, those of us who assign presentations to our students are aware
that there is a drawback namely, the way the other students react to these presentations. Students are generally
required to pay attention when the teacher is speaking, at least somewhat; yet, when their peers are speaking,
they may become completely unresponsive. This not only makes it harder on the presenter, but it also increases
the likelihood that the pupils who are listening are not learning anything.
Evidence:
E. Application
 Make a poster about showing how Philippine  (The students will do the activity.)
Culture works.
 Brainstorming
Brainstorming is a kind of large- or small-group discussion that helps students come up with a variety of
ideas for possible next steps or solutions on a given subject. Brainstorming is an excellent teaching strategy to
generate ideas on a given topic. Brainstorming helps promote thinking skills. When students are asked to think
of all things related to a concept, they are really being asked to stretch their thinking skills. All too often, a child
with special learning needs will say they don't know. However, with the technique of brainstorming, the child
says what comes to mind as it relates to the topic. Brainstorming promotes success for students with special
needs as there is no one right answer.

Procedure:
1.) Select a leader and a scribe (the teacher may take on one or both of these roles).
2.) Define the problem or idea to be brainstormed. Make sure everyone is clear on the topic being explored.
3.) Set up the rules for the session. They should include:
- letting the leader have control
- allowing everyone to contribute
- suspending evaluation of ideas until all ideas are gathered
- assuming that all contributions are valid
- recording each answer, unless it is a repeat
- setting a time limit and stopping when that time is up.
4.) Start the brainstorming. The leader can open the floor or select members of the group to share their answers.
The scribe should write down all responses, ideally so that everyone can see them. Make sure not to evaluate or
criticize any answers until the brainstorming is complete.
5.) Once you have finished brainstorming, go through the results and begin evaluating the responses. This can
be done quickly by a show of hands to rank the ideas.
6.) Some initial qualities to look for when examining the responses include:
- looking for any answers that are repeated or similar
- grouping similar concepts together
- eliminating responses that definitely do not fit.
7.) Now that you have narrowed your list down somewhat, discuss the remaining responses as a group
It is important for the teacher to:
- establish a warm, supportive environment
- emphasise that a quantity of ideas, rather than their quality, is the goal at this stage, and that it's
okay for students to suggest unconventional or improbable ideas
- discourage evaluative or critical comments from peers during the brainstorming phase
- encourage all students to participate, and provide opportunities for them to do so
- initially emphasise the importance of listening to expressed ideas, and model the recording of
each idea.
Benefits:
Students can develop connections, discuss ideas with classmates, and think critically about concepts and
solutions through brainstorming. When brainstorming, there are frequently no wrong responses, allowing
students to freely express their ideas without worrying about coming up with something incorrect. Pro-con
grids, free writing, listing, outlining, mapping, and webs are examples of brainstorming exercises.

Evidence:
F. Evaluation
 For your group activity. You will have a group  (The students will do the activity.)
where individually will say their ideas and
opinions for your chosen topic.
 Role Playing
One type of experiential learning is role playing. Students act out roles that have been allocated to them
in a scripted play. The role play can be conducted in groups or one-on-one, with each participant adopting a role
or character. The script for a role-play lays out all of the roles and ground rules. Through the act of acting out a
specific role or character in a secure context, role plays can immerse students in simulated real-world scenarios
and offer them very powerful learning experiences. Role plays provide students with the opportunity to take part
in activities which mirror career-related scenarios. To help students understand the use of role-playing sessions,
role plays should be content-focused, match learning objectives, and be relevant to real-world situations. Role
playing exercises encourage students to think more critically about complex and controversial subjects and to
see situations from a different perspective. When properly employed, role plays can motivate students in a fun
and engaging way.

Procedure:
It is easy to set up and run a role-playing session. It will help to follow the five steps below.
- Identify the situation
- Add details
- Assign roles
- Act out the scenarios
- Discussed what you have learned

Benefits:
It's most useful to help you or your team prepare for unfamiliar or difficult situations. For example, you
can use it to practice sales meetings, interviews, presentations, or emotionally difficult conversations, such as
when you're resolving conflict. By acting scenarios like these out, you can explore how other people are likely
to respond to different approaches; and you can get a feel for approaches that are likely to work, and for those
that might be counter-productive. You can also get a sense of what other people are likely to be thinking and
feeling in the situation. Also, by preparing for a situation using role-play, you build up experience and self-
confidence with handling the situation in real life, and you can develop quick and instinctively correct reactions
to situations. This means that you'll react effectively as situations evolve, rather than making mistakes or
becoming overwhelmed by events. You can also use role-play to spark brainstorming sessions, to improve
communication between team members, and to see problems or situations from different perspectives.
Evidence:

Simulation
 Simulation strategy is where students will be able to perform and finish a certain task to conduct a
product or activity. Simulation-based learning places students in situations where they can put their classroom
knowledge into practice. In healthcare, simulation training has been part of curricula since the 18th century; it
has been continually evolving as technology advances. This post explores the history of simulation in
healthcare, highlights its advantages over other methods of learning, details the types of simulation
environments, and shows how simulation-based learning benefits healthcare providers, students, and patients.

Procedure:
A simulation is a form of experiential learning. It is a strategy that fits well with the principles of
student-centered and constructivist learning and teaching; that is, learning and teaching that gives students
power over what they learn and how they learn it, and that allows students to build their understanding of what
they're learning through their experiences and interactions, rather than just passively receiving information.
Simulations take a number of forms. They may contain elements of:
- a game
- a role-play
- a tabletop exercises
- an activity that acts as a metaphor.
Simulations are characterized by their non-linear nature and by their deliberate ambiguity, which encourages
students to think independently as they make decisions. The inventiveness and commitment of the participants
usually determines the success of a simulation.

Benefits:
Simulators encourage the application of analytical and critical thinking. They urge pupils to consider the
ramifications of a scenario because they are unclear or open-ended. Students react more eagerly and
interactively to the exercise because they feel as though the situation is real.
Through simulations, students can acquire new ideas and learn how to apply them subtly in unexpected
circumstances. Because they participate in the action directly, students frequently find them to be more intensely
engaging than other types of exercises.
Through simulations, students can gain a deeper understanding of how politics, the environment,
communities, and culture are managed. Students may learn about social injustice, for instance, by taking part in
a resource distribution exercise. Researching and discussing are two other abilities that simulations can help you
develop indirectly.

Evidence: