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close this bookTeacher Training: a Reference Manual (Peace Corps, 1986, 176 p.)
close this folderChapter 1 what a teacher trainer needs to know
close this folderTraining techniques
View the document(introduction...)
View the document1. Ice Breaker:
View the document2. Brainstorming:
View the document4. Demonstrations:
View the document5. Games/Simulations/Structured Experiences:
View the document6. Small Groups (Diads, Triads, and More):
View the document7. Role Play:
View the document8. Fishbowl:
View the document9. Field Trips:
View the document10. Interviews:
View the document11. Panels:
View the document12. Case Studies:
View the document13. Critical Incidents:
View the document14. Micro-teaching:
View the document15. Peer Training:

5. Games/Simulations/Structured Experiences:

Purpose: To allow participants to participate in a structured educational experience that approximates a real life problem or situation.

Description: Games, simulations and structured experiences take a great deal of planning and require a high degree of familiarity with the subject matter. In designing these learning experiences it is important to have clearly stated learning objectives and a design that ensures that the desired learning outcomes are reached. Generally, games or simulations ease anxieties or fatigue and are sometimes most effective at the end of a session or at the end of the day. (For specific applications in the classroom, refer to the section on Classroom Techniques)

Process:

a. Trainer explains procedures involved activity (where appropriate, trainer demonstrates procedures).

b. Participants are encouraged to be spontaneous and have fun.

c. Game/simulation/structured experience is carried out.

d. Activity is analyzed and discussed highlighting possible adaptations for use of technique by teachers in their classroom.