LINK PRACTICE AND SIMULATION
WELCOM
E
SUBMITTED BY
LAKSHMIPRIYA R
PHYSICAL SCIENCE
MOUNT CARMEL COLLEGE OF
TEACHER EDUCATION FOR
WOMEN
LINK PRACTICE
The link practice may be defined as a process of selection,
organisation and utilisation of different teaching skills to form an
effective pattern for realising the specified instructional objectives in a
given teaching learning situation.
Link practice involves the integration of skills.
The main objectives of integration of teaching skills are to
help in the transition from microteaching situation to real
teaching situation regarding the synthesis of teaching skills in
view of the teaching situation and instructional objectives.
FEATURES OF LINK PRACTICES
Link Practice sessions are normally arranged with about 20
pupils for about half the normal class period, that is, 20
minutes.
The trainee prepares a series of eight short lessons on a
single unit and teaches each lesson for 20 minutes using the
appropriate skills particular to the content.
The number of lessons used in link practice is also flexible
but should cover adequately the topic that the trainee has
chosen.
The skills of set induction and closure which are not
practiced in microteaching session are effectively used in the
proper place in the link session.
In the link practice lessons, trainees gain sufficient practice
and control over the use of components of the skills
appropriately with the content.
At the end of each lesson, the trainee should have a review
with tutor, not only of that lesson but also of the general
strategy of the set of lessons.
SIMULATION
MEANING OF SIMULATION
Simlation may be defined as a role playing in which the
process of teaching is enacted artificially and an effort is
made to practise some important skill of communication
through this.
DEFINITION OF SIMULATION
According to R. Wynn (1964), Simulation is an accurate
representation of realistic situation.
According to W. R. Fritz (1965), Simulation may be
considered as a dynamic implementation of model
representing a physical or a mathematical system.
APPLICATION OF SIMULATION IN THE
TRAINING OF TEACHERS
For removing some of the deficiencies of the demonstration
lessons based on traditional lines, mechanism of simulated
teaching is adopted in teacher training.
Student-teachers are trained in some artificial laboratory like
conditions.
Student-teachers are not directly allowed to use school
children for practising their teaching skills and modify their
teaching behaviours.
Through simulated teaching , that is, playing role of techers
in their own institution within theirown group of fellow
trainees and thereafter they are sent to schools for practise
teaching.
VALUE OF SIMULATION TECHNIQUE
1. Simulation helps to build confidence in the student-teacher.
2. Simulation bridges the gulf between the theory and
practice.
3. Simulation enables the learner to learn from experience.
4. Simulation promotes a high level of critical thinking.
5. Simulation games develop in the students an
understanding of the decision-making process.
6. Role playing enables the individual to empathise with the
real life situations.
7. Simulation provides feedback to the learners on the
consequences of actions and decisions made.
8. Simulation technique motivates students by making reallife situations exciting and interesting.
LIMITATIONS OF SIMULATION
1. The beginner participants may face some difficulty in
asking different kinds of questions. A simple task such as
open and closed questions may provide an
introductory challenge.
2. It is quite possible that during an exercise, the observer
may record incorrectly.
3. The most common error in serious skill trainingis the
misconception that adults can play the role of pupils.
4. Simulation attempts to portray real situations in a simple
way and which is very difficult.
5. There is a tendency to use the results of a single simulation
as sole basis of generalization.
6. Commercially developed simulation games are expensive.
REFERENCE
1. ESSENTIALS OF EDUCATIONAL TECHNOLOGY: TEACHING LEARNING
-J C AGGARWAL
2. MODERN TRENDS IN EDUCATIONAL PRACTICES
- Dr. T K MATHEW
Mr. PRAMOD THOMAS GEORGE
3. serc.carleton.edu/sp/index html
4. https://books.google.co.in
5. https://www.google.co.in
THANK YOU
