This document discusses role playing as an educational method. It defines role playing as a technique where people act out problems to analyze human relations. Role playing allows maximum participation and discussion of ideas. It can be used to present interpersonal problems, provide emotional stimulus to solve problems, and develop understanding of different perspectives. The document outlines the planning, implementation, and evaluation phases of role playing. It discusses advantages like developing communication skills, confidence, and problem solving abilities. Role playing requires guidance and its impact depends on imagination and time invested.

1. DR. MAHESWARI JAIKUMAR
maheswarijaikumar2103@gmail.com

5. DEFINITION
• Role play is an educational method
in which people spontaneously act
out problems of human relations
and analyse the enactment with the
help of other role players and
observers.

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

8. COGNITIVE LEARNING
METHOD

9. THE ESSENCE
• It is a part of two broad
methods:
1. SOCIO DRAMA.
2. PSYCHO DRAMA.

10. SOCIO DRAMA
• 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.

11. 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.

12. PURPOSES
• To present inter personal
problems.
• To provide emotional and affective
stimulus for solving problems.
• To provide awareness about social
and psychological issues.

13. • To develop a situation for analysis.
• To prevent alternative courses of
action.
• To prepare for meeting future
situations.

14. • To develop an understanding of
other points of view.
• To convey information to develop
specific skills.

15. PRINCIPLES
• Role play is
based on the
philosophy that
meanings are in
people and not
in words or
symbols.

16. • 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.

17. • 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.

18. • Creating a teaching situations that
lead to change of self concept
requires a distinct organization
pattern.
• Role play should be flexible.
• A role play should be a stimulant
to think and should not be an
escape from discipline or learning.

19. • 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 and for audience
to help players interpret their roles.

20. • 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 and analysis of the
situation.

21. • Role play evaluates the teacher
and participants through
discussions or follow up as to
specific individual behaviour or
sequence of group actions.

22. STEPS IN ROLE - PLAY
• There are three seps.They are:
1. PLANNING PHASE.
2. IMPLEMENTATION PHASE.
3. EVALUATION PHASE.

23. PLANNING PHASE
• During the planning phase the
following points are to be
considered.
1. SELECTIN A PROBLEM FOR A
ROLE.
2. SET UP THE ROLE PLAY SCENE.

24. 3. GETTING UNDERWAY IN ROLE
PLAY.
4. MAKING THE ROLE PLAY
COMPREHENSIVE.

25. SELECTING A PROBLEM
• The group leader recognizes a
peoblem that can be effectively
role played and suggests it to the
group.
• The group can list problems on the
blackboard and decide problem
they want work out.

26. SET UP ROLE PLAY SCENE
• The group should come to a clear
agreement on the chief objectives to
be realized in role planning.
• The group must determine : what
characters are to be involved, The
attitudes and personality of the
character, the seting of the story &
the point at which the story should
begin.

27. GETTING UNDERWAY IN
ROLE PLAY
• The role takers are usually go out
of the room and are given a few
minutes to warm up or get a feeling
of the roles they are about to play.
• Specify names other than their
own, should be used to get them
into their roles.

28. • The role players should attempt to
express the attitudes the group
has assigned to the various
charaters as well as achieve the
goals decided upon.
• The story grows out of natural
reactions of the characters enacted
in role playing.

29. • Those members not involved in the
role play act as observers.They
may be assigned to watch
particular role players or to look
for important clues that come out
of role playing.

30. MAKING THE ROLE PLAY
COMPREHENSIVE
• The leader may cut at a point where
enough action has already occured
to provide a basis for discussion.
• The leader may get immediate
reaction of role players : how they
felt in their roles and how they
responded to others response in
the scene.

31. • The leader may use the role name of
each person in the discussion so
that the players does not feel he is
being evaluated.
• When role players suceed in
projecting themselves into their
roles assigned to them, they usually
give valuable insight into the
problem and provide additional
material for discussion.

32. IMPLEMNTATION

34. IMPLEMENTATION &
EVALUATION OF A ROLE PLAY
• As the audience observers constitute
the heart of role playing, we usually
consider their opinion as an important
feedback.
• Feed back is sought as to how did the
group think the role was handled, what
were the good points of action, or what
were the poor points or omissions.

35. • Role playing observers:
This might be played by different
perople so that there might be a
comparison of the behaviours of
different people.

36. SUMMARIZE PHASE
• The leader sums up to the group
chief points or principles which
have come out in the playing and
the comments of the observer s
that follow.
• The comments on specific
problems should be taken under
consideration.

37. PROCESS
INDIVIDUAL
STUDY.
ROLE
ASSIGNMENT.
GROUP
DISCUSSION.
PRODUCTION
OF SHARED
ARTEFACT

38. ADVANTAGES
• Children have always learned from
mimicking or duplicating the
actions of others, including their
parents and peers. Role-playing is
simply a continuation of the
learning already done by students.

39. People enjoy playing, especially
young people. If students are
already motivated to play, learning
through play would become even
easier.

40. • Role playing encourages the use of
critical thinking because it involves
analyzing and problem solving,
therefore role play is a cognitive
learning method

41. • Role-playing teaches many
lessons; some of the most
important lessons it teaches are
lessons that are needed in society,
competition, cooperation and
empathy.

42. • Participation in role-play allows
students to make decisions, and
through the feedback he or she
receives, he sees the results of his
actions, and can therefore learn
how to adjust his words and
actions to produce more likeable
results.

43. • Role-play allows for the interaction
between classmates, and peers.
• It also allows introvert students to
speak out. It helps to break down
”cliques”

44. • Role-play allows for the exchange
of knowledge between students.
• The teacher is also able to see the
various capabilities of students at
the same time.

45. DEVELOPS
COMMUNICATION
SKILLS

46. • Develops communication skills.
• Develops sensitivity towards
others feelings.
• Develops skills in group problem
solving.

47. • Develops ability to observe and
analyse situations.
• Encourages independent thinking.

49. • Positive Impact (independent
thinking)
• Confidence Building
• Credibility
• Staff feel valued (self esteem)
• Self Awareness

50. • Safe Environment
• The Challenge
• More Solutions (problem solving)
• Accountability
• Business Productivity

52. DISADVANTAGES
• Role playing is a means and not an
end.
• It requires expert guidence and
leadership.
• Participants may sometimes feel
threatened.

53. • It is used as an education
technique, not as a therapeutic
one, and heavily depends on the
student's imagination.
• It is time consuming in developing
group readiness.
• It is limited only by the teacher's
ingenuity and realistic use.

54. THANK YOU