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Role Play - Part 1
 

Role Play - Part 1

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    Role Play - Part 1 Role Play - Part 1 Presentation Transcript

    • ROLE PLAY INSTRUCTIONAL STRATEGY - DAVID KUEHLEIN Tell me and I'll listen. Show me and I'll understand. Involve me and I'll learn. – Chinese proverb
    • WHAT IS ROLE PLAY? “a method in which key ideas and skills are illustrated or practiced by learners assuming roles and contexts in which the ideas and skills would typically be applied” (Reigeluth and Keller, 2009, p.37)
    • KEY FEATURES  students participate in a hypothetical situation, take on a different role and look at a situation from different perspectives  tasks can include: - practicing a dialogue - performing a skit - being given a position to defend in a debate
    • LEARNING GOALS  learners are: - actively participating in their learning experience - making meaningful connections to real world situations - practicing real-life scenarios in a safe environment - building confidence through peer feedback and improving themselves before applying their learning to the real world - learning to appreciate one another’s differences through asking questions and taking on a role other than theirs to understand a concept or situation and looking at it through a different perspective
    • LEARNING DOMAINS Cognitive Domain (mental skills & knowledge): Role playing allows learners to recall material learned in the classroom and reflect on this new information and build on existing knowledge.  Psychomotor Domain (manual & physical): Role playing can help learners improve their physical skills and techniques of an activity through practice and getting comfortable with the activity being learned.  Affective Domain (feelings, emotions & attitudes): Role playing allows learners to explore and understand an activity and concept through examining it from different points of view. 
    • THEORY BASED ON: EXPERIENTIAL LEARNING 1.Kolb: “Learning is the process whereby knowledge is created through the transformation of experience” (http://www.simplypsychology.org/learning-kolb.html) Role playing activities emphasize the importance of the learners’ experience and involvement in the learning environment, and they acquire new concepts and reinforce existing knowledge.
    • THEORY BASED ON: (CONT’D) 2. Dewey: “Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.” (http://www.goodreads.com/quotes/659346-give-the-pupilssomething-to-do-not-something-to-learn) Role play activities help students gain practical experience and retain new information more effectively through hands-on activities.
    • THE PROCEDURE 1. The learning outcome of the role playing activity must be made clear. 2. The roles and responsibilities of the learners must also be outlined clearly. 3. The rules and expectations of the class must be reviewed to prevent any possible conflicts. 4. Immediate feedback must be given to students so that they can correct any behaviours or techniques. 5. A debriefing session must be held after the activity to consolidate ideas on what was learned.
    • CRITERIA FOR SUCCESSFUL IMPLEMENTATION  The expectations and instructions must be made clear to avoid confusion.  There must be an open and comfortable learning community so students do not feel embarrassed and uncomfortable in front of one another.  Constructive feedback must be encouraged and given respectfully.
    • SITUATIONAL CONSTRAINTS Some students may not feel comfortable engaging in the activity  Role play will not be effective in large groups as it might be challenging for the facilitator to thoroughly monitor and provide feedback to everyone  The activities can take a long time to set up and practice  There might not be enough time to thoroughly practice and learn from the activity  The instructions might be too lengthy, making the activity complex and difficult to adapt to 
    • RELEVANCE TO ADULT LEARNING CONTEXT  Role playing: - provides the learner an opportunity to simulate a real life scenario in the classroom - encourages empathy among the learners and helps them look at situations from different perspectives - allows students to discuss personal experiences and learn from one another
    • RESOURCES & REFERENCES 1. Brookfield, S. D., &Preskill, S. (2005). Discussion as a way of teaching. San Francisco: Jossey-Bass. 2. How to Use Role Play in Teaching and Training http://docmo.hubpages.com/hub/How-to-use-Role-Play-in-Teaching-andTraining 3. Instructional Strategies http://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source= web&cd=2&ved=0CDMQFjAB&url=http%3A%2F%2Feducation.alberta.ca %2Fmedia%2F352984%2Fis.pdf&ei=2yuIUoGqGYqA2wXaq YGAAw&usg=AFQjCNG312OJmb9I0KUsotnujkp992SUZw&bvm=bv. 56643336,d.b2I 4. Reigeluth, C. M. & Carr-Chellman, A.A (2009). Instructional-design theories and models: Building a common knowledge base (Volume 3). New York, NY: Routledge.