Designing Simulation Exercises

1. Designing Simulation Exercises - Prof. Dr. M.R.K.Prasad Principal V.M.Salgaocar College of Law Goa prasadmandav@gmail.com

2. Why do We Teach ?

3. Teaching Objectives • Knowledge • Critical Thinking • Strategic Thinking • Ethical values • Judging • Application of Law • Decision Making • Skills

4. What We Teach

5. How we Teach

6. Teaching Methods • Discussion • Field Visits • Brain Storming • Story telling • Debates • Collaborative Teaching • Teaching Other (seminar) • Lecture Method • Case Law Method • Problem Method • Socratic Method • Simulation Method • Role Play • Clinical Method • Role Play • Case studies

8. Simulation • Simulation is an effective method of synthesizing the doctrines in substantive law courses. • It is an ideal method for professional training. • Simulation is a collaborative learning • A simulation is something but not the thing itself. • Participants may have to do a role play.

9. Simulation • It is different from problem method • Problem Method: student is required only to apply the rules of law to a factual situation. • There is no involvement of client. • No concern for client’s feelings and requirement • In simulation you would be dealing with the concerns of a client.

10. When We can Use • Clinical and non-clinical courses • Imparting professional skills to Participants like-interviewing techniques, gathering facts, interpreting legal principles and counseling. • Break monotony in the classroom and make it more participatory • Bring issues of ethics and current legal debates

11. 1. Goals • Key to a successful simulation is to define its goals. • The teacher must specify the goals before developing the simulation • Better to have simple goals than ideals • Communicate those goals to the participants

12. 2. Format a. Facts • Facts are crucial to a simulation • Simple vs complex facts • Uncertainty it teacher important lessons about doctrine, Lawyering and legal process • It forces participants to exercise judgment • Too much uncertainty would have no rationale in judging

13. 2. Format b. Role Need to decide what role the participant would be playing in the simulations Examples: Lawyer, Activist Negotiator, General Public Mediator Judge Litigator Business Person Government official NGO ,

14. 2. Format c. Collaboration • Participant is alone or have partners • Depends on what to achieve like • need for team work • Practical Constraints • Want to develop interpersonal skills the group

15. 2. Format c. Collaboration • Size of the group vary from two to eight students • Need to avoid free riders • Selecting the group/partner

16. 3. Time • Maximum Time • Reminding the time • Managing the time

17. 4. Assistants • For logistics • Providing necessary materials • Observation • Time keeping

18. 5. Preparation • Prepare the students to do simulation • Preparation of tools required for conducting the simulation

19. 6. Reflections • Self reflection • Peer reflection • Reflection by the observers • Teacher’s reflection

20. 7. Evaluation • Need a specific Criteria • Prior information to the participants

21. 8. Resources • Faculty Time needed • Money ( if you need to call an expert) • Time for the course

22. Realistic Goals

23. Thank You