This document discusses role play, programmed instruction, and self-directed learning. It provides definitions and objectives of role play, the history and principles of programmed instruction, and the key principles and skills required for self-directed learning. Role play is defined as assuming roles to act out problems and develop skills. Programmed instruction breaks learning down into small steps and uses reinforcement. Self-directed learning involves learners taking initiative for their own learning through goal setting, resources, and evaluation.

1. ROLEPLAY AND PROGRAMMED INSTRUCTION
AND SELF DIRECTED LEARNING
PRESENTED BY:- Mrs. Chandu Rana
M.SC.(N)-I year

2. ROLE PLAY
• It is useful for developing communication skills involving emotion. It also
encourage group work.
• Refers to changing of one’s behavior to assume a role, either unconsciously to
fill a social role or consciously to act out on adopted role.
• It’s an educational technique in which people spontaneously act out problems
of human relations.

3. OBJECTIVES
• To aim at developing, ‘love for work’.
• Develop the capacity of clear thinking.
• Expands student interests.
• Provide adequate opportunity to participate freely.
• Provide opportunities to students to apply practically knowledge and skill
acquired by them.

4. HISTORY AND ORIGIN
• Introduced by Jacob L. Morens, a psychiatrist, in 1920.
• After 20 years of successful use in medical sciences, it’s use for learning in
business, teaching and professional role was started.
• Used for astronauts practice for mission, soldiers are exposed to war like
condition in military exercises is also a role play.

5. PRINCIPLES
• Based on the philosophy that meanings are in people, not in words or
symbols.
• Creating a teaching situation which can lead to the change of self
concepts requires a distinct organizational pattern.
• Should be flexible.
• Should be stimulant to think and should not be an escaped from
discipline of learning.
• Rehearsal is an important feature to produce effective outcome and an
audience to help players interpret their role.
• Able to analyze and evaluate essential element to gain maximum
learning benefits.

6. TYPES
1. Sociodrama:- Deals with interaction of people with other individuals or group. It
always involves situations of more than one person and deals with
problems that a majority of the group face in executing their roles.
2. Psychodrama:- Concerned with the unique needs and problems of particular
individual. it must be performed under trained therapists’ supervision.
It helps to understand the behavior of people with whom there is
difficulty in interaction.

7. USES
Students:-
Develop real communication skills in leadership, interviewing and social interaction and
obtain constructive feedback.
It also help in developing skill in group problem solving, ability to observe and analyze
situations.
Helps in developing sensitivity to other’s feelings.
Teachers:- It provide teacher with the opportunity to,
Note individual students need by observing and analyzing needs in a simulated real life
situation.
Assist the student in meeting their own needs by either giving them or encouraging group
members to give her spot suggestions.
Encourage independent thinking and actions.

8. PURPOSE IN NURSING
• To develop specific skill.
• To develop situation for analysis.
• To develop understanding of point of views of others.
• Increasing students insight into typical ways of dealing.
• Length of role play makes situation clear and awareness can be created in the
mind of the student.

9. POINTS TO BE NOTED
• There should never be single answer to a situation.
• Time for play should be brief and time for discussion and analysis of situation should be
adequate.
• Evaluation should be through discussion and follow-up as to specific individual behavior
or sequential group actions.
• Role playing is a mean and not an end.
• It requires expert guidance and leadership.
• Time consuming process.

10. STEPS
1) Selection of problem for role playing.
2) Set up of role playing scene.
3) Getting underway in role playing.
4) Part the group players.
5) Cutting the role play.
6) Discussion.
7) Audience observation.
8) Role playing scene.
9) Summarize.

11. PROCESS OF ROLE PLAYING
1. PREPARATION:-
• Define the problem.
• Create readiness for the role.
• Established the situation.
• Cast the character.
• Brief and warmup.
• Consider the training.
2. PLAYING:-
• Acting.
• Stopping.
• Involving the audience.
• Analyzing the discussion.
• Evaluation.

12. PROGRAMMED INSTRUCTION
• Introduced by Greek philosopher, Socrates, who developed a program in
geometry.
• Instructions provided by teaching machines or programmed text books is
referred as programmed instruction.
• “Programmed instruction is a planned sequence of experiences, leading to
proficiency, in terms of stimulus-response relationship that have proven to be
effective”, as per J. E. Espich and Bill Williams.

13. TYPES
• Linear programming:- It is based on learning theory of conditioning. The
primary objective is to bring the behavior of the learner under the control of
variety of stimuli through the use of easy steps, one at a time. Each step requires
active participation of learner.
• Branching programming:- It is technique of preparing written material that will
accommodate a wide range of educational purposes. It is primarily for
diagnostic purpose, so that the student can be provided with specific remedial
material needed.

14. DEVELOPMENT OF PROGRAMMED
INSTRUCTIONS
1. Selection of topic.
2. Identification of objectives.
3. Content analysis for developing the instructional procedure.
4. Writing objectives in behavioral terms.
5. Construction of criterion test.
6. Deciding appropriate paradigm and strategy of program.
7. Writing programmed frames and individual try out.
8. Group try out, revising and editing the program and preparing the final dealt.
9. Master validation or evaluation of program in terms of internal or external criteria.
10. Preparation of a manual of the program.

15. SELF DIRECTED LEARNING
• It is a process by which individual take the initiative with or without the assistance of
others, in diagnosing their learning needs, formulating learning goals, identify human
and material resources for learning, choosing and implement appropriate learning
strategies, and evaluating learning outcomes.
• Its importance:-
• To plan and participate in own learning activities.
• To develop self-discipline and time management skills.
• In seeking critical evaluation of performances.
• Helps in learning deeply and permanently.
• To communicate with peers for information exchange.

16. CONCEPTUAL MODEL
1) Personal Attributes.
2) Processes.
3) Context.
4) SDL, Personal Attributes.
5) Resource use.
6) Strategy use.
7) Motivation.

17. • Planning:- It provides flexibility for the learners to pace their own
study. It help the learner with the ability to plan their
activity that are most convenient to them.
• Monitoring:- This offers more freedom to the learners yet it presents
challenges as well. Here the learner must decide
whether they understand the subject correctly or
heading in the right direction.
• Evaluating:- It is a final stage in SDL process.

18. SKILLS REQUIRED
1) Goal setting skills.
2) Processing skills.
3) Decision making skills.
4) Self awareness.
5) Some competence or aptitude in the topic or a cloself related area.
6) Other cognitive skills, like
• Sensory skills.
• Memory.
• Elaboration.

19. KEY PRINCIPLES
• The educator as a facilitator.
• Identification of learning needs.
• Development of learning objectives.
• Commitment to a learning contract.
• Resource identification.
• Implementation process.
• Learning evaluation.

20. METHODS
• Relaxed environment.
• Collaboration.
• Involvement in decision making and setting goals.
• Involvement in planning.
• Evaluation of teachers, self and peers.

21. CONCLUSION
• Teaching-learning process is a very important aspect in developing education. As
the advance of time, we should also follow the trends and used the most
appropriate ways of teaching according to bring the best learning possible. So,
by knowing the methods thoroughly we could able to make used of it in a
proper way.

22. THANK-YOU