This document discusses role play as a research method. It defines role play as assuming the roles of others in a dramatic and creative way. Role play is useful for research as it allows participants to experience different perspectives and behaviors. There are three stages to role play: briefing, acting, and debriefing. When using role play in research, researchers must consider ethical issues and the well-being of participants. Role play can provide rich data about human behavior and interactions if properly planned and facilitated.
A presentation about Organizational Behaviour in which we discussed the Personality, Preceptions & Employee Attitude in the Organization with their staff and Owners.
A presentation about Organizational Behaviour in which we discussed the Personality, Preceptions & Employee Attitude in the Organization with their staff and Owners.
Perception and Learning in Organization BehaviorShambhavi Sharma
The slides are related to concept and description related to the perception and learning in an organization. I composes the theory of learning in depth knowledge of organizational behavior.
Definition, Determinants of Perception, Organizing factors in Perception, Nature of Perception, Relation between Illusion and Hallucination, Problem of uniformity in perception.
Perception | Individual Decision Making | Factors that influence Perception |FaHaD .H. NooR
Perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. It is important to the study of OB because peoples’ behaviors are based on their perception of what reality is, not on reality itself.Factors that shape and can distort perception include the perceiver, the target, or the situation.When an individual looks at a target and attempts to interpret what he or she sees, that interpretation is heavily influenced by personal characteristics of the individual perceive. The more relevant personal characteristics affecting perception of the perceive are attitudes, motives, interests, past experiences, and expectations.Attribution theory suggests that when we observe an individual’s behavior, we attempt to determine whether it was internally or externally caused. That determination depends largely on three factors: These are Distinctiveness, Consensus,Consistency. We’ll talk more about each these in a minute.
There are a couple of confounding concepts that impinge on Attribute Theory. First, a Fundamental Attribution Error is that we have a tendency to underestimate the influence of external factors and overestimate the influence of internal or personal factors. In addition, Self-serving Bias is a tendency for individuals to attribute their own successes to internal factors such as ability or effort while putting the blame for failure on external factors such as luck.
This presentation will help the language teachers, teacher-educators and student teachers to know about role play and its impact on teaching. This technique highlights the characteristics of learners
Perception and Learning in Organization BehaviorShambhavi Sharma
The slides are related to concept and description related to the perception and learning in an organization. I composes the theory of learning in depth knowledge of organizational behavior.
Definition, Determinants of Perception, Organizing factors in Perception, Nature of Perception, Relation between Illusion and Hallucination, Problem of uniformity in perception.
Perception | Individual Decision Making | Factors that influence Perception |FaHaD .H. NooR
Perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. It is important to the study of OB because peoples’ behaviors are based on their perception of what reality is, not on reality itself.Factors that shape and can distort perception include the perceiver, the target, or the situation.When an individual looks at a target and attempts to interpret what he or she sees, that interpretation is heavily influenced by personal characteristics of the individual perceive. The more relevant personal characteristics affecting perception of the perceive are attitudes, motives, interests, past experiences, and expectations.Attribution theory suggests that when we observe an individual’s behavior, we attempt to determine whether it was internally or externally caused. That determination depends largely on three factors: These are Distinctiveness, Consensus,Consistency. We’ll talk more about each these in a minute.
There are a couple of confounding concepts that impinge on Attribute Theory. First, a Fundamental Attribution Error is that we have a tendency to underestimate the influence of external factors and overestimate the influence of internal or personal factors. In addition, Self-serving Bias is a tendency for individuals to attribute their own successes to internal factors such as ability or effort while putting the blame for failure on external factors such as luck.
This presentation will help the language teachers, teacher-educators and student teachers to know about role play and its impact on teaching. This technique highlights the characteristics of learners
Role-playing is the spontaneous acting out of a clearly-defined situation by two or more persons for subsequent discussion by the whole class.
Role-playing is a teaching method where a group of participants act out the assigned role to deliver the content of topic to be taught to the participants.
In a role playing group, the members play the assigned role the way they think the character would act in reality which helps in arousing feelings & elicit emotional responses in learners where cognitive & affective domain learning may be achieved.
Role-playing is an educational method in which people spontaneously act out problems of human relations & analyze the enactment with the help of other role players & observers.
1.PURPOSES OF ROLE-PLAY
2. PRINCIPLES OF ROLE-PLAY
3.STEPS IN ROLE PLAY
4.ADVANTAGES OF ROLE-PLAY
5.DISADVANTAGES OF ROLE-PLAY
DEFINITION field trip :
Field trip is an educational procedure by which the learners obtain first hand information by observing
places, objects, phenomena and processes in their natural setting.
PROJECT METHOD
BACKGROUND HISTORY JOHN
• John Dewey a father of Pragmatism School of Philosophy, Promoted this school of Method in
his BOOK, “My Pedagogical Creed”(1897)He projected Idea that, “Learning by doing” is a the
Best method of Learning and Teaching. Markham (2011) describes that, “Project based
Learning(PBL) integrate Knowing and Doing”
COGNITIVE LEARNING METHOD:
It is a part of two broad methods:
1. SOCIO DRAMA.
2. PSYCHO DRAMA
SOCIO DRAMA:
It Deals with the interactions of people with other individuals or groups like mother, nurse
and leader.
It always involves situations of more than one person and deals with problems related to
majority of the group.
PSYCHO DRAMA:
Is practised in group setting, and is mainly concerned with unique needs and problems of a particular
individual.
The audience identify with roles in a role playing or critical observations brings about learning.
PURPOSES:
To present inter personal problems.
To provide emotional and affective stimulus for solving problems.
To provide awareness about social and psychological issues.
To develop a situation for analysis.
To prevent alternative courses of action.
To prepare for meeting future situations.
To develop an understanding of other points of view.
To convey information to develop specific skills.
PRINCIPLES:
Role play is based on the philosophy that meanings are in people and not in words or
symbols.
If philosophy is accurate, one must in the first place share the meanings, then clarify our
understanding of each other's meanings & finally if necessary change our meanings.
Role play has to do with the self concept.
The self concept is best changed through direct involvement in a realistic and life related
problem situation rather than hearing about such situations from others.
Creating a teaching situations that lead to change of self concept requires a distinct
organization pattern
Simulation and role play is very important in nursing education. it includes definition, purpose, principles, types and procedure etc. of simulation and role play.
Principles of teaching. teaching strategy focus on group. role playingPauline May Bugayong
I am a Diploma in Teaching student and this is my PPT to my discussion in our Principles of Teaching subject under the Teaching Strategies Chapter for Focus on group (Role playing)
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
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2. STRUCTURE OF THE CHAPTER
• What is role play?
• Why use role play in research?
• Issues to be aware of when using role-play
• Role-play as a research method
• How does it work?
• Important strategies for successful role-play
• Three examples of research using role-play
3. WHAT IS ROLE PLAY
• A ‘spontaneous, dramatic, creative teaching
strategy in which individuals overtly and
consciously assume the roles of others’ (Sellers,
2002)
• Role play is an effective strategy for learning
because it forces participants to think about the
person whose role is being assumed, is connected
to real-life situations, and promotes active, personal
involvement in learning.
• Based on role taking, role making and role
negotiation: useful for accessing and exploring
people’s behaviour and responses to situations and
stimuli in a diverse range of contexts and settings.
4. WHAT IS ROLE PLAY
• Working in drama involves stepping into an
imagined world, a fictional reality, and in order to
make this imaginary world more meaningful and
purposeful in an educational research context, it
must have aspects of the real world in it.
• Relationships are central:
– between people
– people and ideas
– between people and the environment
5. STAGES IN ROLE PLAY
• Three stages:
– Briefing
– Acting
– Debriefing
6. THE EDUCATIONAL USE OF DRAMA
• People involved in active role taking, where their
attitude to the situation, not their ability to portray a
character, is the chief concern.
• The role-play must be lived at life-rate (i.e. in that
moment).
• The role-play must aim to create a living picture of
life, which provides a learning opportunity for the
participant as much as for any onlookers, including
the researcher.
• Role-play is improvisational in nature and
increasingly unscripted.
7. WHY USE ROLE-PLAY IN RESEARCH?
• To help participants consider ideas from
different perspectives, to think of possibilities.
• To experience how people behave in particular
circumstances by exploring a variety of social
situations and social interactions.
• To explore a range of human feelings and
responses to situations.
• To explore choices and moral dilemmas
• To make decisions which are tested out in the
role-play and later reflected on.
8. WHY USE ROLE-PLAY IN RESEARCH?
• To develop a sense of responsibility and
confidence as decision makers and problem
solvers.
• To develop personal creativity.
• To improve the social health of a group and
foster improved relationships with peers or
colleagues.
• To interact with peers and learn to compromise
in order to sustain and develop activities.
• To extend, enrich and prompt the use of
authentic language use in simulated real life
contexts.
9. WHY USE ROLE-PLAY IN RESEARCH?
• To explore the skills and processes involved in
conflict, negotiation and resolution of
difficulties and problems in their environment.
• To develop agency and an increased
awareness of self.
• To improve visual and spatial skills through
responding to a range of stimuli and situations.
• Role-play operates in a ‘no-penalty zone’,
where people are freer to explore and try out a
range of solutions to problems and issues,
without having to worry about the outcome.
10. ISSUES TO BE AWARE OF WHEN
USING ROLE-PLAY
• Ethical issues
– Informed consent
– Overt/covert research
– Non-maleficence (do no harm) and beneficence
– Vulnerability and dignity of participants
• The researcher must act responsibly.
• Draw the line between illusion and reality, but
make sure that there is some reality in the illusion.
11. CONDUCTING ROLE-PLAY
• Set the scene
• Narrate the dramatic frame
• Provide a ‘second dimension’ for each role
• Outline the dilemma
• Dramatic tension
• Objective of each participant
• Constraint
• Hidden objectives
12. ROLE-PLAY AS A RESEARCH METHOD
• Explore the principles of human behaviour in real
life settings, lived at life-pace;
• Access and assess how people make sense of
their lives, and the structures of the natural
world;
• Prioritize the process of engagement;
• Explore different points of view, and forge
different types of knowledge;
• Adopt multiple viewing points within a data set;
• Study multi-level communication;
13. ROLE-PLAY AS A RESEARCH METHOD
• Identify and explore the development and
manifestation of participants’ attitudes, decisions,
strategies, values, thinking skills, and emotions;
• Shift and alter variables as the research unfolds,
to explore subtleties and nuances in human
interactions and situations;
• provide planned or spontaneous prompts and
stimuli to participants;
• Engage with a fully diverse research population
through an inclusive method to explore and
access relevant data;
14. ROLE-PLAY AS A RESEARCH METHOD
• Explore meanings and the ways in which people
understand things;
• Investigate patterns of behaviour;
• Provide a distancing lens through which to
interpret material;
• Examine ready-made, visually and narratively rich
research data, which evoke layers of meaning
through reflection;
• Capture visual data;
• Involve participants as co-researchers;
• Engage in meaningful interaction with participants.
15. HOW DOES ROLE-PLAY WORK?
• Brief participants on:
– The purpose of taking on the role
– The status or level of power of the role
– The attitude of the role
– The participant’s motivation in the role-play
• A loosely structured role-play places more demands
on participants, and thus requires greater preparation.
• The effectiveness of role play is dependent on careful
planning and the educator’s ability to convey
confidence to participants that role play can be a
valuable strategy.
16. IMPORTANT STRATEGIES FOR
SUCCESSFUL ROLE-PLAY
• Inserting dramatic tension and awakening
participants’ self-spectator
• Protection into (not ‘from’) role and protection into
emotion
• Ensure adequate preparation
• Attention to detail and practicalities