. Simulation involves students playing roles in simulated situations in order to learn skills and concepts transferable to "real life."

Students make decisions and learn from successes and failures.

Simulations enable the learning of complex concepts or mastery of dangerous tasks in more simple and safe environments.

Simulations include hands-on games such as Monopoly (real estate), social-political-economic role-playing or problem solving , software games and experiments (chemical changes), and simulators (driving a car or landing a plane).

 Although some simulations are done individually (such as driving), others occur in groups.

Simulation is grounded in a branch of behavioral psychology called cybernetics, which holds the perspective that learning occurs in an environment in which the learner receives immediate feedback, experiences the consequences of behavior, and continually self-corrects until mastery occurs. When learning to land a plane in a flight simulator, for example, the "pilot" receives feedback on the speed, height, and angle of descent, and corrects (or under-or over-corrects) until the plane "lands" or "crashes." With continued practice, corrective behaviors become automatic until the "pilot" lands the plane safely each time.

Simulations are effective for teaching complex skills or concepts.

 Simulations can be used to practice skills such as driving, to teach concepts such as how political, social, and economic systems work, or to discern scientific principles through simulated experiments. Additional outcomes include problem solving, decision making, cause-effect relationships, cooperation or competition, and independent learning.

Simulations are not effective for teaching large amounts of fact-based information.

Simulation has four phases.

1-The teacher begins the lesson by explaining the purposes of the simulation and providing an overview of how it will proceed.

2- This is followed by phase 2, where students are trained in the rules, procedures and goals of the simulation and provided time for abbreviated practice.3-During phase 3, the simulation itself, the teacher serves as a coach, giving feedback, clarifying misconceptions, and maintaining the rules. The teacher does not tell students what to do or provide direct assistance.

4- The debriefing aspect of the simulation, phase 4, allows time to describe and analyze experiences, make comparisons to real world situations, and relate the experience to the subject they are studying. The teacher's role is critical at this final phase in helping students make sense of the simulated experience and tie it to course content.

The teacher structures and facilitates the learning environment fairly tightly; however, students are active in determining their own experiences during the simulation. Students work individually or cooperatively in a nonthreatening atmosphere in which feedback comes from the simulation or from peers. The teacher helps students apply their learning to real world situations.