1) Role play is an effective teaching method where participants assume roles to act out situations. It improves communication skills and encourages group work. 2) Program instruction presents course material in small sequential steps. Students progress individually and receive feedback to correct incorrect responses. 3) Both role play and program instruction have benefits like freeing teachers from routine tasks but also have disadvantages like limiting creativity and student-teacher interaction.

1. ROLE PLAY & PROGRAM
INSTRUCTION
PRESENTED BY:
RITIKA RANA
MSC NSG
NEURISCIENCES

2. ROLE PLAY

3. INTRODUCTION:-
• Role play term coined in 1920 by JACOB.L.MORENS, a Vienese psychiatrist.
• He told that person gained more knowledge by acting out in front of them rather
than simple education.
• It’s one of effective teaching method for innovation of new ideas and enhancement
of communication skills for encouraging group works.
• Role-playing is changing one's behaviour to assume a role.

4. DEFINITION:-
• Role play is a discussion technique that make possible for
maximum participation of group through acting out on a specific
problem or idea.
• A role-play is designed to reflect the interaction between a care
provider and a patient in order to implement the expected
therapeutic outcome.

5. PURPOSES:-
• To present interpersonal problems.
• To develop situation for analysis.
• To prepare for meeting future situations.
• To provide stimulus for problem solving.
• To develop understanding of others point of view.

6. PRINCIPLES:-
• It’s based on philosophy that meaning are in people not in words or symbols.
• Creating teaching situations that lead to change of self concept.
• Requires rehearsal to provide effective outcome
• Done for brief period that capture audience attention.
• Acts as booster to think and evaluate teacher and participants through
discussion.

7. TYPES:-
• SOCIAL DRAMA
• PSYCHODRAMA

8. SOCIAL DRAMA
 Deals with interaction of people with
other individual or groups like nurse
and leader.
 involves situations of more than one
person and deals with problems related
to majority of group.

9. PSYCHODRAMA
Concerned with unique needs and
problems of particular individual. It
should not be attempted except under
guidance of trained therapist.

10. STEPS OF ROLE PLAY
Select a problem for role play
may be done by group leader.
Setup role playing scene.
Getting underway in role
playing.
Part the group players.
Cutting the role playing.
After role playing cut.
Audience observer.
Role playing scene.
Caution in use of role play.
Summarize.

11. PROCESS OF ROLE PLAY
a)PLANNING/PREPARATION PHASE:-
 Define the problem.
Create readiness for roles.
Established situation.
Cast the character.
Brief and warm up.
Consider the training.

12. b) IMPLEMEMTATION AND EVALUATION PHASE:-
 Acting
 Stopping.
 Involving the audience.
 Analysing the discussion.
 Evaluating.

13. ADVANTAGES
 Develop real communication skills.
Develop sensitivity to another feelings by having opportunity to
put oneself in another place.
Develop empathy and understanding.
Develop skills in problem solving.
Develop ability to observe and analyse situations.
Encourage independent thinking.

14. DISADVANTAGES
Role play is means not end.
It requires expert guidance and leadership.
Time-consuming.
Participants feel threatened.

15. PROGRAM INSTRUCTION

16. INTRODUCTION
• Greek Philospher “SOCRATES” said to first programmer
develop programme in geometry recorded by his disciple Plato in
dialogue menu.
 The term ‘Programmed Learning’ has been coined from
principles of operant learning, developed in psychological
laboratories on the basis of experimental studies conducted on
animals by B.F Skinner of Harvard University (1943).

17. DEFINITION
Program instruction is planned sequence of experiences leading to
proficiency…….J.E.ESPICH& BILL WILLIAMS.
It’s method of designing reproducible sequence of instructional events to
produce effect on behaviour of every student………SUSAN
MARKLE(1969)

18. CHARACTERISTICS
Subject matter broken down into small steps called frames &
arranged in sequence.
First response of student is required.
Self correcting feature.
Diagnostic feature.
Assumptions about are clearly stated.
Student progress at his own pace without any threat.

19. TYPES
1.LINEAR PROGRAMMING:-
• Learner response are externally controlled by programmer by
sitting in distant place. Straight line programme as learner start
from his initial behaviour to terminal in straight line.
• Small amount of information are transferred from ne frame to
another in order way.
• Respond in correct way then rewarded and incorrect responses
are corrected, feedback given.

20. SCOPE
ELEMENTARY EDUCATION:- There are single teacher school where
teacher is required to teach all subjects. It helps teachers.
SECONDARY EDUCATION:- classroom teaching helpful for non-science
teachers to prepare for science, compulsory subject upto high school.
CORRESPONDENCE EDUCATION:-
• For high school students.
• For school teachers.
• For university education.

21. PRINCIPLES
 Principle of small steps.
 Principle of active responding.
 Conformation.
 Principle of self pacing.
 Student testing or evaluation.

22. TYPES
 Construct response.
 Multiple-choice questions.
 Conventional chaining.
 Skip linear.
 Criterion frames.
 Ruleg system.
 Egrule system.

23. 2) BRANCHING/INTRINSIC STYLE PROGRAMMING:-
• NORMAN CROWDER(a contemporary of skinner) developed this model.
 His model focuses problem solving from communication point of view.

24. PRINCIPLES
 PRINCIPLE OF EXPOSITION.
 PRINCIPLE OF DIAGNOSIS.
 PRINCIPLE OF REMEDIATION.

25. STRUCTURE
1)HOME PAGE:- consist of content or concept and followed by
multiple choice questions & have four aspects:-
 Teaching.
 Response.
 Diagnosis.
 Reinforcement.

26. 2) WRONG PAGE(REMEDIAL PHASE)
 Repeating student response.
 Negative confirmation.
 Reason to he/she is wrong.
 Explanation in single language.

27. TECHNIQUE
• BACKWARD BRANCHING.
• FORWARD BRANCHING.

28. 3)COMPUTER ASSISTED PROGRAMMING
• Consists of individual learning booths, each with console.
• It has television screen for displaying information.
• Student may question the computer and feed answer into it.

29. DEVELOPMENT OF PROGRAM INSTRUCTION
• PREPARATORY PHASE.
• WRITING PHASE.
• VALIDATION PHASE.

30. ADVANATGES
 Good teachers are freed from humdrum of routine classroom
activity.
 Some educationist fear that it will deteriorate quality of
instruction.
 Brought revolution in social setting of classroom.
 It helps teacher to diagnose problems of individual learner.

31. DISADVANTAGES
 It restrict learner freedom of choice resulting in cramping of his
imagination & initiative.
 It doesn’t eliminate competition or grades as often claimed.
 Teacher-people contact so vital for personality development and
relationship is lost.

32.  Development of programme is not economical in terms of
cost and time
 There is no chance for students’ creativity, their responses
are highly structured.
 It cannot be applied at primary or at higher level of
education.

33. CONCLUSION
Today we discussed about role play and program instruction. Person gained
more knowledge by acting out in front of them rather than simple education.
Acts as booster to think and evaluate teacher and participants through
discussion.
 Program instruction is planned sequence of experiences leading to
proficiency. Good teachers are freed from humdrum of routine classroom
activity.
 Some educationist fear that it will deteriorate quality of instruction.