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WELCOMELINK PRACTICE AND SIMULATIONSUBMITTED BYLAKSHMIPRIYA RPHYSICAL SCIENCEMOUNT CARMEL COLLEGE OF TEACHER EDUCATION FOR WOMEN

LINK PRACTICE

The link practice may be defined as a process of selection, organisation and utilisation of different teaching skills to form an effective pattern for realising the specified instructional objectives in a given teaching learning situation.

Link practice involves the integration of skills. The main objectives of integration of teaching skills are to help in the transition from microteaching situation to real teaching situation regarding the synthesis of teaching skills in view of the teaching situation and instructional objectives.

FEATURES OF LINK PRACTICES

Link Practice sessions are normally arranged with about 20 pupils for about half the normal class period, that is, 20 minutes.The trainee prepares a series of eight short lessons on a single unit and teaches each lesson for 20 minutes using the appropriate skills particular to the content. The number of lessons used in link practice is also flexible but should cover adequately the topic that the trainee has chosen. The skills of set induction and closure which are not practiced in microteaching session are effectively used in the proper place in the link session.

In the link practice lessons, trainees gain sufficient practice and control over the use of components of the skills appropriately with the content. At the end of each lesson, the trainee should have a review with tutor, not only of that lesson but also of the general strategy of the set of lessons.

SIMULATION

MEANING OF SIMULATION Simlation may be defined as a role playing in which the process of teaching is enacted artificially and an effort is made to practise some important skill of communication through this.DEFINITION OF SIMULATION According to R. Wynn (1964), Simulation is an accurate representation of realistic situation. According to W. R. Fritz (1965), Simulation may be considered as a dynamic implementation of model representing a physical or a mathematical system.APPLICATION OF SIMULATION IN THE TRAINING OF TEACHERS For removing some of the deficiencies of the demonstration lessons based on traditional lines, mechanism of simulated teaching is adopted in teacher training. Student-teachers are trained in some artificial laboratory like conditions. Student-teachers are not directly allowed to use school children for practising their teaching skills and modify their teaching behaviours. Through simulated teaching , that is, playing role of techers in their own institution within theirown group of fellow trainees and thereafter they are sent to schools for practise teaching.

VALUE OF SIMULATION TECHNIQUE

Simulation helps to build confidence in the student-teacher.Simulation bridges the gulf between the theory and practice.Simulation enables the learner to learn from experience.Simulation promotes a high level of critical thinking.Simulation games develop in the students an understanding of the decision-making process.Role playing enables the individual to empathise with the real life situations.Simulation provides feedback to the learners on the consequences of actions and decisions made.Simulation technique motivates students by making real-life situations exciting and interesting.

LIMITATIONS OF SIMULATIONThe beginner participants may face some difficulty in asking different kinds of questions. A simple task such as open and closed questions may provide an introductory challenge.It is quite possible that during an exercise, the observer may record incorrectly.The most common error in serious skill trainingis the misconception that adults can play the role of pupils.Simulation attempts to portray real situations in a simple way and which is very difficult.There is a tendency to use the results of a single simulation as sole basis of generalization.Commercially developed simulation games are expensive. REFERENCE

ESSENTIALS OF EDUCATIONAL TECHNOLOGY: TEACHING LEARNING -J C AGGARWAL2. MODERN TRENDS IN EDUCATIONAL PRACTICES - Dr. T K MATHEW Mr. PRAMOD THOMAS GEORGEserc.carleton.edu/sp/index htmlhttps://books.google.co.inhttps://www.google.co.in

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