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LC Module: Life-Size Simulations

“Simulations are good techniques that replicate complex real life situations which make learning easier. The use of simulation has been found to be effective in increasing achievement of students in chemistry. Simulation provides active participation and manipulation of materials which make the lesson more meaningful. Also simulation enables students to apply their senses to the lesson.” (Ezeudu & Ezinwanne, 2004)

30 MIN

GC411 – Life-Size Simulations – Floor-Size Concept Mapping Lesson Review

GC411-S4 – Floor-Size Concept Map Lesson Review – A large cafeteria or conference room may be used to complete this assignment.)  Using a four-step process, individually, with a partner, small group or class, Alexa or Instructor will guide students to develop life-size maps, using the lesson topics or focus questions provided.  First, the topic or question will be inserted into a large map circle on the floor, created from poster board and adhered with one inch blue tape.  Students will generate major key points (sub-topic links) and additional details using smaller sizes of poster board. Wide strip blue tape will link the boards to each other.  Linking words will be written on the tape, to create full sentences.  Last, after taking an approved picture of their completed map, the key points and details of all maps will be compiled into key point and detail piles.  Each pile will be shuffled like a deck of cards with all students receiving a map piece.  Each student will tour the different maps and attach the appropriate key point to the appropriate map.  Then, another student tour will be conducted to attach the proper details to the appropriate map. (Infusing Graphic Organizers and Pictures– 27% increase in student achievement – Marzano, Pickering and Pollack).

30 MIN

GC410 – Life-Size Simulations – Life-Size Simulation Review

GC410-S3 – Life-Size Simulation Review – Participating in simulations can increase retention of knowledge by seventy-five percent.  A Life-Size Simulation involves students replicating the performance of an object, using a designated sequence or flow, such as replicating gas flow through the parts of a motor or blood flow through the sections of the heart.  After Identifying a skill and the chronological steps to complete the skill or function related to the lesson, Alexa or Instructor will guide students, individually, with a partner, in a small group or class, to identify the necessary stations for the simulation.  A station (stationary participant) is a tangible location, component or step that remains stationary, while performing a function.  Then, students (traveling participants) will map out the sequence or flow of activity for objects  to move from station to station to complete a task or cycle.

Achievement Points - The gears located on each module provide some research specifics why the strategy used in each module raises student achievement. You can click on the gear to read and click on the gear again to eliminate the research box retrieved. For more citation reference information, please refer to the Learning Connect Research Resource Guide in the left hand column of this website.