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

1. COMMUNICATION AND EDUCATIONAL
TECHNOLOGY
UNIT –VI
METHODS OF TEACHING
(ROLE PLAY,PROJECT,FIELD TRIP)
PRESENTED BY,
MISS.C.KEERTHANA M.SC (N).,
NURSING TUTOR
SRMTCON,TRICHY

3. INTRODUCTION
• 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.

4. DEFINITION
• 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.
• Role-playing is a discussion technique that makes it
possible to get maximum participation of a group
through acting out an example of some problem or idea
under discussion.

5. PURPOSES OF ROLE-PLAY
• To present interpersonal problems.
• To provide emotional & affective stimulus for solving problems.
• To provide awareness about social & psychological issues.
• To develop a situation for an analysis.
• To prevent alternative courses of action.
• To prepare for meeting future situations.
• To develop an understanding of others points of view.
• To convey information to develop specific skills.

6. PRINCIPLES OF ROLE-PLAY
• As a teaching technique, role-play is based on the philosophy that
meanings are in people & not in words or symbols. If the philosophy
is accurate, we must first of all share the meanings, then clarify our
understanding of each other’s meanings, & finally, if necessary,
change our meanings.
• In the language of phenomenological psychology, this has to do
with changing the self-concept.
• Creating teaching situations that can lead to change of self-concept
requires a distinct organizational pattern.

7. Cont…
• Role-play should be flexible.
• It should be a stimulant to think & should not be an escape from the
discipline of learning.
• There is no single best method of selecting the characters; the
group may do the assigning.
• It requires rehearsal as an important feature to produce effective outcome
& for audience to help players interpret their roles.
• Role-play should be done for a brief period so that the attention of
audience may be captured effectively.
• Enough time should be allowed for discussion & analysis of the
situation.
• It evaluate the teacher & participants through discussion or
follow-up as to specific individual behavior or sequence of group
actions.

8. STEPS IN ROLE PLAY
I. Planning phase
During this phase, the following components must be ensured:
• Select a problem for role-play
 The group leader recognizes a problem that can be used effectively &
suggests it to the group.
 The group can list problems on the blackboard & decide which
problem they want to work out.
• Set up the role-play scene
 The group should come to a clear agreement on the chief objectives
to be realized in role planning.

9. Count
…
The group working with the leader must determine:
- What characters are to be involved.
- The attitudes & personality of the characters.
- The setting of the story.
- The point at which the story should begin.
The leader may brief the players on the situation they have decided
they want to portray. The leader may arbitrarily assign individuals to
take the various roles or members may volunteer to play the different
roles.

10. Count
…
• Getting underway in role-play
The role takers usually go out of the room & are given a few minutes
to warm up or to get a feeling of the roles they are about to play.
Specific names, other than their own name, should be used to help
them get into their roles.
The role-players should attempt to express the attitudes the group
has assigned to the various characters as well as achieve the goals
decided upon.
The story grows out of natural reactions of the characters
enacted in role playing.
Those members not involved in the actual role playing act as observe.

11. Count
…
• Cutting the content & making role-play comprehensive
The leader may act at a point where enough action has already
occurred to provide a basis for discussion.
The leader may get immediate reaction of role players. How they
felt in their roles & how they responded to other responses in the
scene.
The leader may use the role name of each person in the discussion
so that the player does not feel he is being evaluated.
When role players succeed in really projecting themselves into the
roles assigned to them, they usually give valuable insight into the
problem & provide additional material for discussion.

12. Count
…
II. Implementation & evaluation phase
The role-play is carried out to convey particular content to the audience &
discussion is stimulated.
• The audience observers
The comments of the audience observes constitute the heart of role
playing as a discussion technique. It may consider:
- How did the group think the role was handled?
- What were the good points of the action?
- What were the poor points or omissions?

13. Count
…
• Role playing observers
This might be played by different people so that there might be a
comparison of the behavior of different people.
• Summarize phase
The leader sums up to the group chief points or principles which
have come out in role playing & the comments of the observers that
follow.
The comments on specific problems should be taken under
consideration.

14. Count…
• Cautions in use of role-playing
Use role-play only when it will be useful & not just for the
sake of doing it.
Be careful about interpersonal relationships within the
group.
If there is a popular role, give it to a person with enough status
in the group to carry it successfully.
Avoid uncovering deep seated personal problems that
require professional help.

15. ADVANTAGES OF ROLE-PLAY
• Develop real communication skills in leadership, interviewing &
social interaction & obtain constructive feedback from peers.
• Develop sensitivity to another’s feelings by having the opportunity to
put oneself in another’s place, by noting there is a difference between
what a person says & what a person says & what a person does &
develop empathy & understanding.
• Develop skills in group problem solving.
• Develop an ability to observe & analyze situation.
• Practice selected behaviors in a real-life situation without the stress
of making a mistake.

16. Count
…
• In a teaching-learning situation, role-play provides the
opportunity to:
Note individual student needs by observing & analyzing student
needs in a simulated real life situation.
Assist the students in meeting their own needs by either giving them
or encouraging group members to give them on the spot suggestions.
Encourage independent thinking & action by stepping aside or giving
indirect guidance as emphasis is on the students helping themselves.

17. Role-play is a means,
not an end. It requires expert
guidance & leadership.
Participants may
sometimes feel
threatened.
It is used as an
education technique, not
as a therapeutic one,
strongly dependent on
student’s imagination
It is time consuming in
developing group
readiness, should not be
used when time
constraints are present.
It is limited only by the
teacher’s ingenuity &
realistic use.
DISADVANTAGES OF ROLE-PLAY

19. INTRODUCTION
• The project method has been recognized as a teaching
technique since many year; it has its primary inception in the
field of agriculture sciences where students carried out some
planned creative activities in a natural environment or
planned work field to produce certain products.
• This method is a teaching method where students learn to work
individually or in a group to achieve preplanned learning
objectives.

20. DEFINITION OF PROJECT METHOD
• According to Prof. Ballard, ‘A project is a bit of real life that has
been imparted into the school, further in project method, learning by
living; this life has spontaneity, purpose, significance & interest,
freedom.’
• According to Williams Kilpartrick, ‘Project method is a whole-
hearted, purposeful activity proceeding in a social environment.’
• According to Stevenson, ‘A project method is a
problematic act carried to completion in its
natural setting.”

21. CHARACTERISTICS OFAGOOD PROJECT
METHOD
• The method aims at teaching the learner to get the best out of life.
• An attempt to use experience, trust & the best master whose
lessons are unforgettable.
• The project method gives an opportunity for self- expression.
• The experiments of the project method want to reset the whole
curriculum & break all barriers of the subject matter.
• The project matter proposes the whole sequence of activities
involved in complete understanding.

22. Count
…
• A project can be large unit of appreciation learning or of
attitude development that increases motor skills &
technical knowledge.
• A project is a play activity & learners are engaged in
carrying out the activity.
• The project method is complete surrender to the
learner’s point of view.
• An attempt is made to establish a positive relation with
life.
• The project method lends itself naturally to group work.
• It is a large unit plan of teaching.

23. TYPES OF PROJECTS
TYPES OF
PROJECT
Projector
type
Consumer
type
Problem
type
Drill
type

24. Count
…
1. Project type: Projects where students are getting to something like building a
house or a garden or planning to execute a model of a textile factory are called
projector type projects.
2. Consumer type: Projects where students set & enjoy the direct experience
with their future expected consumers.
3. Problem type: Project where a solution to a problem is to be found out.
4. Drill type: The drill type projects involve an activity that aims at acquiring
greater skill. For ex; a nursing student may be given a project to obtain
competency skills in specific nursing procedures such as mouth care etc.

25. ESSENTIALS OFAGOOD PROJECT
The project should stress present & future values & experiences that
supplement & extend rather than duplicate learning acquired outside the
school.
The project must have a bearing on a great number of subjects & the
knowledge acquired through it may be applied in a variety of ways.
The project should be timely
The project should be challenging.
The project should be feasible.

26. ORGANIZINGAPROJECT
The teacher
must exercise
guidance in the
selection of a
project.
Whole-hearted
acceptance of
the project,
almost every
student must
be secured if
the teacher
wants to
ensure its
success.
Good planning
should be done
by the students
beforehand.
The project is
an activity to
accomplish
certain
purposes.
Sufficient
preparations
must be made
to avoids
interruptions &
delays later.

27. THE ROLE OF TEACHER IN THE
PROJECT METHOD
The teacher has to
skillfully guide in the
selection.
The student has to be
given help when
required.
The teacher should be
good prompter.
The relations of the
teacher & students
should be much closer
& informal than in
ordinary classroom
teaching.
The teacher is like a
friend with rich &
mature experience.
The teacher acts as a
director.
The teacher must be a
keen observer.
• the teacher should be a stroke
house of information &
knowledge.

28. ADVANTAGES OF THE PROJECT
METHOD
• It follows the psychological laws of learning:
 Law of readiness.
 Law of exercise.
 Law of effect.
• It gives freedom to the students.
• It suited to the psychological concept of maturation.
• It drives social values.
• It trains for social adjustments.
• It saves children from insincerity & superficiality.
• It trains for a democratic way of life.

29. Count
…
• It promotes learning through practical problem saving.
• It helps the students & teachers grow.
• It confers on school work a much needed sense of reality.
• It sets up an intrinsic standard of evaluation.
• It leads to satisfaction of completing the whole task.
• It is economical.
• It is ideal for science work, handicrafts & practical geography &
dramatic work literature.

30. DISADVANTAGES OF THE PROJECT
METHOD
• The role of communication is subordinated to the
glorification of active learning.
• The practical difficulties of covering a syllabus rule out the
project method as the basis of teaching in most schools.
• It is time consuming & limited by availability & cost of
materials.
• It is most valuable in students with lesser academic interest,
for it provides an opportunity for the practical enthusiast.
• It leaves gaps in student knowledge.
• It may be too ambitious: beyond a student’s capacity.

31. Count
…
• Opportunity for the correlation with the academic subjects is
extremely limited.
• In this method instructions are more planned.
• In involves difficulty to ensure any kind of systematic
progress in instructions.
• A complete reorganization of the school is needed for a new
teacher.
• Children may ignore maxims, working from simple to complex.
• Time-bound projects are introduced artificially & may require
more than necessary help.
• Projects may be adopted or abandoned at will.

32. GUESS THE
TOPIC

33. INTRODUCTION
• Direct experience with reality provides an excellent opportunity
for sensory learning, field trip is a first audio visual aid to be
introduced in audio visual media for effective learning.
• The specific advantage of field trip is that after the trip students
just say, I have been ,instead of I have read about or I have been
told.

34. DEFINITION
• Field trip is defined as an educational procedure by which the
student studies first hand objectives and materials in the
natural environment.
-Heidgerken
Field trip is defined as most concrete and the real best visual
techniques which bring the pupil into direct contact with the
real life situation.
- Bhatia

35. OBJECTIVES
To apply theory
into practice.
To evaluate the
result of new
practice
To enrich the
classroom
instruction
To develop
observational skills
To improve social
interaction and
among the
students.
To refresh the
student knowledge
To obtain baseline
data
To develop
creativity skill
among students.

36. PURPOSE
• It helps to furnish first hand experience
• It helps to co-relate and blend school without side world by providing a
touch with community situation
• It helps to develop keenness and observational skills
• Field trip provide opportunity to apply what is taught and verify what is
learned
• Field trip provides actual source material for study
• Field trip helps to develop aesthetic sense in student.

37. TYPES OF FIELD VISIT
Local school
trip
Community
trip
Tour or
journey
Imaginary
tour
Inter school
visit or inter
college visit
Individual
visit

39. RESPONSIBILITIES OF STUDENT

40. GUIDELINES FOR USING FIELD
TRIPASA TEACHING METHOD
 The field trip must be planned to meet specific educational objectives
rather than merely a picnic activity.
 Plan the field trip with a specific checklist such as prior permissions,
arrangement of transpiration, booking boarding facility, parental
notification & safety & emergency arrangement.
 Plan a schedule & route plan for the field trip. Further, identify a main
leader of the group & subleader of the small groups.

41. Count
…
 Assign different responsibilities to different individuals & make every
individual understand the overall schedule & route plan of the field trip.
 Have a list of all the candidates, contact numbers of the people to be
contacted in case of an emergency or special needs.
 During a field, individuals must be provided with opportunities to
achieve educational objectives of the field trip.
 Post the field trip, a review & presentation along with a report must be
made to the institutional head & other target group of the institution.

42. ADVANTAGES OF FIELD TRIP
 Classroom experience could be further enriched with
field trip experiences.
 Field trips provide the opportunity for learners to get first-
hand information from natural settings.
 The monotony & boredom of classroom teaching may be
supplemented with natural, interesting & exciting teaching
methods.
 Field trips give natural stimulation that motivates & makes
learners interactive & creative.
 Field trip help the learners learn things very quickly &
remember them for a longer period.

43. DISADVANTAGES OF FIELD TRIP
Costly in time and
transport
Field trip possible
for limited
audience only
Requires careful
planning for its
effectiveness
Distractors cannot
be controlled
Advance knowledge
regarding the place
should be known to
teachers
Finding appropriate
may be difficult
Schedules are
difficult to
maintain