What is Real Lives and why is it a valuable learning tool for my students?

Real Lives is an interactive life simulation that enables students to live one of billions of lives in any country in the world while gaining real-world practice in reasoning, problem-solving, critical thinking, and compromise, as well as a sense of personal responsibility. When students are “born” into another country and are faced with representations of real-life events and problems, they must make decisions and witness consequences. They learn about the world and gain an increased appreciation of their own culture as they learn about the cultures of other peoples.

Real Lives promotes deductive and inferential reasoning through critical thinking and problem-solving. Students must observe, predict, compare and contrast information, identify variables, and choose between relevant and irrelevant data. They are constantly engaged in such higher-order thinking tasks as analysis, synthesis, and evaluation. Students are challenged by overt as well as subtle problems which must be resolved before they can proceed. They must constantly weigh variables and ask, "How can I resolve this problem or set of problems by taking into account all of the factors I've just learned?" "Where can I find the information I need to make these decisions?"

Real Lives uses statistically accurate events to bring to life different cultures, political and economic systems, personal attributes, health issues, family issues, schooling, jobs, religions, geography, wars, and more. The computer manipulates the data behind the scenes in order to show how the natural system is likely to behave under a variety of conditions. However, it is the students who drive the simulation, because they are responsible for interpreting the data and selecting among alternative actions.

As an added feature, unlike real life, students can relive an experience so that they can learn from it. Students always have the option of replaying a simulation (or moving back in time to a younger age) so that they can learn where or why things went wrong and how their actions or decisions influenced the outcome. Instead of just accepting a loss or replaying past failures, students can think about the steps they might have taken to achieve a more desirable outcome. How might they have responded differently when faced with an unexpected job loss, medical emergency, or a human rights violation? What information were they missing to help them make a clear decision the first time around? Where could they find that information next time?

• Students will demonstrate the ability to make responsible decisions as individuals and as members of society

• Students will demonstrate an understanding of culture, diversity and world view, recognizing the similarities and differences reflected in various personal, cultural, racial and ethnic perspectives.

• Students will demonstrate an understanding of the past and how it affects the present and the future.

• Respect diversity among the world cultures and acknowledge various perspectives on human and natural environments, and on global affairs and issues that are generated by cultural diversity.

• Use a wide variety of technology, demonstrate a clear understanding of technological applications, and consistently apply appropriate technology to solve curriculum problems.

• Evaluate, select, and use the following to learn and to represent curriculum concepts under study: specialized software, including computer-based simulations; and measuring, sampling and recording devices, including complex calculators.

• Use language, in a range of aural, print, media and electronic forms to explore and express their perceptions, feelings, ideas and attitudes; refine their thinking; and interact, negotiate, and collaborate with others in order to build their understanding.

• Discover, share and reflect upon their own and others’ cultures, values, and understandings as they are expressed in electronic and other formats.

30 minutes explaining instructions/software

1-2 60 minute periods in the computer lab

Cause-Effect Template

Instructions