A teacher's experiences in acquiring realia (mostly food-related) for her junior high school French classes are described. The collection of realistic props proved to be both a small adventure in itself and the source of a rewarding change in classroom instruction. The use of a simulated store, in which students bought and sold the imitation food,…

THE STUDY ATTEMPTED TO DETERMINE (1) WHETHER THE DRIVING SKILLS, ATTITUDES, AND KNOWLEDGE OF STUDENTS TAUGHT BY A MOVIE-SIMULATOR CENTERED COURSE DIFFERED SIGNIFICANTLY FROM THOSE OF STUDENTS TAUGHT BY DUAL-CONTROL CAR CENTERED COURSE SUPPLEMENTED BY THE SIMULATOR FILMS WITHOUT THE USE OF THE SIMULATOR AND (2) WHETHER INSTRUCTIONAL TIME IN THE…

This paper discusses the utilization of role playing and simulation in the training of preservice teachers to acquaint them with the problems of the poor reader. Techniques and teaching procedures discussed include using cryptograms to illustrate the difficulties the poor learner may experience in learning to read, using auditory distractions on a…

In "Theoretical Contributions in Instructional Communication," a survey was presented concerning the extent to which communication games are being used in communication classrooms. The survey sampled 293 Speech Communication Association members. An unequivocal or representative answer to the question, "Which types of games are utilized?" was…

In public-speaking courses, the use of games--a specific type of simulation--can help to overcome three of the most basic problems faced by the teacher: the gap between the study of theory and the application of that theory, the limited experience gained by students confined to speaking situations within classroom walls, and student stage fright.…

This paper summarizes and evaluates published research examining the use of simulation games in educational settings. Findings regarding the effects of simulation games on interest, attitudes, feeling of efficacy, knowledge, and intellectual skills are reviewed. Research shows that interest is usually aroused by the games themselves, but not…

This paper considers techniques, games and simulations, to deal with the broad area of decision-making in a variety of problem situation. Since violence is a learned behavior, there are alternative ways to handle conflict situations. Simulation games have been utilized primarily in research. The purpose of this paper is to correct this imbalance,…

In this follow-up to a previous monograph on simulation systems in higher education (EM 009 382), sixteen papers on communication and research into all aspects of simulation techniques for pedagogic purposes are presented. An introductory statement provides a tentative explanation for the common basis supporting and linking all simulation and…

Typical negative reactions to the use of new technologies in teacher and counselor training are viewed briefly. Five training styles are discussed: (1) consultation; (2) audio recording; (3) one-way mirror viewing; (4) audio-video recording; and (5) coached clients and simulated experiences. The efficacy of each in meeting the behavioral…

The purpose of the study was to investigate the relationship between the extent to which an actual vocational setting is simulated in teaching and the competency of students in performing radiographic technique. The research design randomly placed the students, after a lecture on gall bladder technique, into one of three simulation treatments,…

This report studies the effects of exposure to simulated critical teaching problems on attitudes and student teaching behavior of prospective elementary teachers. The experimental group participated in simulated training over an 11-week period with feedback from the instructor as a part of their regular teacher training program. The control group…

A high school Business Enterprise Training Program allows students to participate as a management team in charge of a variety of classroom business enterprises. Teaching strategies, activities, and organization for the program's experiences in basic business principles and management techniques are discussed. (Author/MS)

Strategies for encouraging students to articulate and examine their personal values are suggested.

The developmental history and nature of the written simulation technique is described, a study of the validity of four written simulations in clinical pharmacy is reported, and the implications of this study and its findings for the use of written simulations in continuing pharmaceutical education are identified. (JMD)

A program of continuing education is described in which lecture, skits, and audience participation are employed to teach practicing pharmacists how to improve their communication skills. Both live and videotape presentations were found to be effective teaching methods. Learning objectives and factors affecting communication are appended. (JMD)