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• W49275916 abstract "Simulate to Stimulate: The Battle for Normandy Vs. L'Oiseau Lyre By ROGER L. RATCHFORD, Instructor The College Preparatory School Fairfield University, Fairfield, Conn. Simulations can enhance motivation. A suburban, medium-sized secondary school had a problem: Graduating students in the French IV class ceased working in the second semester after receiving college acceptance. The College Preparatory School at Fairfield University in Fairfield, Conn., is a all-male private school of approximately 1,000 students located in a bedroom community within commuting distance of New York City. Its population consists primarily of sons of families in the middle and upper-middle class, with a sprinkling from the lower-middle class as well. Regularly, at least 98 percent of the school's graduates go on to higher education, with the vast majority continuing at four-year, degree-granting institutions. Northern Plights The problem of insufficient student attention and time-on-task at the onset of warm weather is familiar to educators in northern climes. As various flora and fauna appear outside the classroom window, the rate of growth of a blade of grass and the inability of squirells to find old acorns occupy the attention of many students. The letter of college acceptance aggravates the situation. For seniors, achieving the goal of acceptance into a college or university removes a great deal of the motivation that had fueled the efforts of previous years and months. From mid-April until the end of the academic year, the graduating student devotes his attention almost exclusively to what the French call l' oiseau lyre (daydreaming). To counter this syndrome, I devised a strategy utilizing a computer simulation to recapture students' attention and increase their time-on-task. The simulation was used in a French IV course with 16 students. In class, French is the normal language of communication. The usual curriculum consists of a review of advanced grammar concepts and a survey of French literature from the 16th century to the 20th century. Students read advanced texts, write short papers of 250 to 500 words and discuss the texts studied, all in French. They must also be able to follow conversations and dialogues presented at native speed. In addition, some higher aspect of French culture should be the focus for part of the course. The Battle of L'Oiseau Lyre To combat the predictable period of inactivity, I planned a six-week unit based on a computer simulation of the Battle of Normandy. I felt that six weeks, divided into three equal phases, was a reasonable length of time for the background, simulation and report-writing I wanted to include. A textbook, newspapers and a film were used as background materials for the simulation. I required students to use a word processing program to write reports about the simulation. Discussions in the target language occurred at every phase of the six-week unit. Because they were spending more time-on-task, students improved their reading, writing and speaking skills, and increased their understanding of French and their knowledge of French history. Because of its superior graphics and high level of problem-solving, the program I chose was Battle for Normandy, an extremely complex simulation that may be played at the novice, experienced or expert level. Although the software publisher, Strategic Simulations, Inc. of Mountain View, Calif., has recently discontinued this program, my experience with it provides an excellent example of how simulations on the whole can enhance motivation and, therefore, learning. Discussions were livier than usual. The Battle for Normandy war game allows the player to take the role of the Allied commander against either the computer or another player in an attempt to force back the Germans holding the defense perimeters along the nearby Normandy beaches. …" @default.
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• W49275916 date "1988-06-01" @default.
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• W49275916 title "Simulate to Stimulate: The Battle for Normandy vs. L'oiseau Lyre" @default.
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