A high school business teacher answers teachers' questions on how to handle certain phases of office simulation. (MF)

A mini-simulation (one to three class periods long) using the telephone directory is outlined to exemplify a simulated work experience in which students practice decision-making skills. (TA)

The advantages of simulation and role playing as teaching techniques are discussed. (DE)

Described is a simulated reading activity which learning disability (LD) teachers can use to help classroom teachers experience the anxieties, frustrations, and failures that LD students experience under group norm instruction. (CL)

Presents the concepts of spot, forward, and futures markets, term structure, and arbitrage within the framework of an apartment complex in which each unit is a perfect substitute for every other. Attempts to illustrate how real markets work by describing the above concepts in terms of the market for apartments. (GEA)

College seniors in a geography of marketing and distribution course learn about spatial optimizing techniques by participating in a freight distribution game. Students plan the distribution of confectionery from two factories in England to 20 wholesale and retail customers in Scotland. The team that designs the lowest cost system wins. (RM)

Describes several strategies designed to increase audience participation in role play and simulation activities in the foreign language classroom, including audience feedback, role switching, voting, instant replay, cultural discussion, audience direction, press conference, and class soap opera. These strategies make the role play more productive…

An economic simulation in which the classroom is organized like the world of work, with the teacher as employer and the students as paid employees; is an excellent way to prepare students for the world of work and to get them to help with routine classroom chores. (RM)

Describes the methods, objectives, and benefits of both a simulated and a genuine archaeological dig planned and carried out by an archaeology class at the Morris Central High School in Morris, New York. (MBR)

A simulation design to help undergraduates link theory with practice as they explore curriculum models in depth, then incorporate components from each in developing their own model. (MS)

A training game provides for active participation in training using a gaming apparatus specifically designed for the achievement of a training objective. The most valuable characteristic of this kind of teaching device is the scope afforded for independent progress. (DS)

This paper describes a study which compared the effects of teaching guidance with and without a simulation experience. (JA)

Describes an inservice teacher education workshop using local history for reading instruction. (RB)

Role playing as a tool for counselors is discussed in terms of rationale and technical use. (BY)