Cover Image
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)


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.