AN INTEGRATED EXPERIENTIAL LEARNING AND PEER-TO-PEER LEARNING CURRICULUM FOR SIMULATING CURRENT AFFAIRS EVENTS IN A SCHOOL ENVIRONMENT

The paper describes the pedagogy of an integrated experiential learning and peer-to-peer learning curriculum aimed at simulating current affairs event in a classroom environment. The pedagogy involves a role-play exercise, where students are designated different roles associated with a particular event, and must act as per their designation for the event to proceed. The entire event is executed through an online gamification platform, making it an immense fun-learning activity for the students.

The content and different action items for students are designed to initiate constructive discussions within the student groups, and thereby reach to the final conclusion. The instructions also motivate students to explore more about the event through available books and online material repositories. Peer-to-peer learning ensures that the event is conducted with minimal involvement of the teachers. Teachers act only as a facilitator to conduct the event, and are provided with well defined instructions for the same.

Key factors, while designing any event with the discussed pedagogy, are the overall structure of event and the content/storyline of the event. After significant research and a series of iterations, the event is found to be most effective when conducted in 3 stages: a Pre-activity period, main simulation event and a Post-activity period. The main simulation event is designed to be completed within 3 hours. Prior to the main simulation event, a pre-activity period (~ 2 weeks) is organized where students are acquainted with the event through posters and banners, displayed in the classroom. After the main simulation event, a post activity session is conducted where a comprehensive report is generated for the students demonstrating a comparison with the most desirable outcomes. In this way, this pedagogy helps students to learn from their outcome of their own actions.

The paper further discusses in detail about the abovementioned pedagogy, and lays specific guidelines for content development and student engagement for the entire simulation exercise to be most effective. Besides, an attempt has also been made to apply this pedagogy for different topics, beyond current affairs events.