Classroom Strategies for Adventures and Simulations

The aim of using an adventure or simulation is to provide pupils with the understanding and experience of using and applying modelling skills, where they are encouraged to make decisions and predict outcomes.

Pupils should become fully aware of the rules governing an adventure or simulation and realise the parameters of the program being used. They must also be aware of the differences between an adventure and a simulation. The adventure or simulation being used should always support current themes or topics.

Examples of using an Adventure or Simulation:

• using a simple adventure consisting of a number of puzzles which must be solved in order to progress through the adventure
• using more demanding adventures with older or more able pupils, where the rules are more complex entailing a variety of different outcomes and a greater level of decision making
• using simple simulations that refelect real life situations
• using simulations that allow locations to be visited and outcomes predicted
• using a complex adventure with a simulation embedded within the adventure

The teacher needs to think very carefully about the reasons for using an adventure or simulation. The adventure or simulation should enhance topics or themes being pursued. The selection of an adventure or simulation must be appropriate to the age and ability of the pupil. Teachers should always assess an adventure or simulation program prior to using it with pupils.

Screens or images from the adventure or simulation can be extracted and saved for the teacher and pupils to use as resources that support current themes or topics. This will depend on the ages, abilities and previous experiences of the pupils. Many adventures and simulations allow positions to be saved. Pupils should be encouraged to use this facility.

Adventures and simulations can be introduced to pupils in a variety of ways. This demonstration can be to:

• the whole class, which would save on teaching time, or
• a group of pupils who could then become pupil tutors

Pupils should fully understand what the adventure or simulation entails. They must be clear as to the objectives and overall aim of using an adventure or simulation.

Teachers should prepare differentiated, focused work sheets relating to the program. Recording sheets should also be prepared allowing pupils to note experiences. Pupils can use a word processor to write about their experiences. Printed work can either be used for display or placed in a pupil workbook/file.

Tasks should be developed which are specific to the adventure or simulation being used. This will offer support to pupils in the early stages when using the adventure or simulation, and lead to increasingly challenging tasks for more able pupils as they develop familiarity with the program.

At all times, teachers must be vigilant and consider all safety aspects when pupils are working at the computer. It is important to ensure that:

• there are no trailing cables, either on the work surface or on the floor beneath the computer trolley
• pupils are comfortably seated at the computer - ie. the chairs are neither too low nor too high

Assessment of pupils' work should be in line with the school policy. When assessing collaborative work it is accepted that assessment can be carried out through:

• questioning the pupils
• a print out of pupil work
• saving pupil's files to disc
• discussing outcomes with pupils - this should identify individual children's contributions to the activity

SEN and ICT
Teachers should be able to recognise the specific contribution that ICT can make to teaching pupils with special learning needs. Supporting children in mainstream classrooms is based upon the need to provide access to the curriculum in a manner appropriate to the pupil's needs and being able to identify where ICT can provide subject specific support.

The code of practice is a guide for schools LEAs about the practical help they can give to pupils with special educational needs. It recommends that schools identify children's needs and take action to meet those needs as early as possible.

A child has a special educational need if he has a learning difficulty which calls for special educational provision to be made for him or her. A child has a learning difficulty if he or she:

• has a significantly greater difficulty in learning than the majority of children of the same age
• has a disability which either prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age in schools within the area of the LEA
• is under five and falls within the definition of the two points above or would do if special educational provision was not made for the child

A child must not be regarded as having a learning difficulty solely because the language of the home is different from the language in which he or she will be taught.

Using ICT effectively:

• be aware of the range of needs of the pupils you work with
• be aware of targets that any child with Individual Education Plans (IEPs) have
• differentiate ICT teaching to take account of these needs and targets
• monitor any progress made
• ensure that you are aware of the way that ICT can support and enrich pupil's learning
• know how ICT supports the school SEN policy
• check the existing software and peripherals that could be used during the support of the pupil
• work with subject co-ordinators to ensure that individual schemes of work have differentiated ICT activities within
• work with class teachers during the 'planning sessions' to ensure that ICT supports the IEPs

For pupils with learning difficulties, ICT can be a focus for language development activities. It can make writing more accessible, and enable and encourage children to practice skills. Using ICT offers a medium for differentiated activities and can make information more accessible.

Children with emotional and behavioral difficulties can find ICT motivating because it is not threatening or judgmental. It can offer a medium for differentiated activities that are more manageable and provide more satisfying outcomes.

Children with visual impairment may need help to make the most of their vision when using ICT. You should consider the position of the pupil in relation to the screen. Clarity of display is essential, as is the use of large fonts and possibly adjusting the colours. Where possible, use speech facility to provide speech feedback.

Children with hearing impairment where language is a major problem can benefit from the use of ICT. Where ICT is used for language activities symbol or picture enhanced text can bring meaning to text. Graphics can stimulate writing while access to whole words can help children to organise thoughts and aid expression.

Range of Tasks