Learner-Centred Approach Simulation
Participants are divided into two groups and taken into two separate rooms. Participants in room A are given some attributes that they are interested in at that moment completely and do not want to do anything else. For example, some of them are only interested in reading a book while others are cleaning, some are interested in the doll in their hands while others are playing ball. Participants here are told that the ones in the other room will try to teach them something but that they should cooperate with them only if the ones in the other room are interested in what they are doing and are sympathetic to their particular situation.
The participants in room B are explained the following task.
The room you are in now is Room B. Your task is to teach the people in Room A a posture that is an effective method in the fight against Alzheimer's disease. The posture you will teach is described in detail below (Please see the attached instructions).
Two people should stand side by side on one leg with their arms outstretched. While holding each other's hand with one hand, a piece of paper should rest on the palm of the outstretched hand without falling to the ground. In this way, both of them must be able to balance until they count from 1 to 50, looking up at the ceiling, without their feet in the air touching the ground and without the paper in their palms falling to the ground.
1. Your time is 30 minutes and starts from the moment you receive this task sheet.
2. You are not allowed to talk to each other while you are in Room A.
3. You can stay in Room A for a maximum of 3 minutes at a time. When the 3 minutes are up, you must go back to Room B.
4. You may make as many visits to Room A as you wish within the total time limit of 30 minutes.
5. You must make each visit as a group and return to Room B as a group after a maximum of 3 minutes.
After the simulation, we move on to the "analysis" section.
PROPOSED ANALYSIS QUESTIONS
1. How do you feel now?
2. What did you think when you were first given the task? Did you think of it as easy or difficult?
3. How did you feel/what did you think when the people in Room A resisted you?
4. What actions did you take to deal with this challenge?
5. How did the trainers who came to teach you something approach you?
6. What did they do when you resisted? What did you experience?
7. When and how did you realize that being interested in what the learners were interested in would bring you solutions?
8. What messages do you think this game gives us about "teaching and learning" processes in real life?
9. What else can you take away from this game?
SUGGESTIONS FOR THE CONCEPTUALIZATION STAGE
After the analysis, you can share information about the following concepts:
1. Learner-centered education approaches
2. Experiential Learning
3. Comfort Zone Theory
4. Working with Target Groups with Special Education Needs