This document discusses the use of role playing as a teaching method to study values. It describes social family models that aim to build learning communities through cooperation. Role playing begins with real-life problems and allows students to explore how values influence behavior. Through role playing and discussion, students can gain insight into different perspectives and develop empathy. The document outlines the nine steps of role playing developed by Shaftel, including selecting roles, enacting scenarios, and discussing outcomes. It provides principles for teachers to guide role playing and emphasizes role playing can help students understand how to resolve conflicts respecting different views.

1. THE SOCIAL FAMILY OF MODELS
THE STUDY OF VALUES
THROUGH ROLE PLAYING
by Christine P. Lonoy
Ph.D. in Education-Curriculum and Instruction
University of San Carlos, Cebu City

2. The Social Family of Models: Goals
Constructed to take advantage of generating
a collective energy (synergy) by building
learning communities
Classroom management is developing
cooperative relationships in the classroom
Development of positive school cultures

3. Clusters of social models
Partners in Learning ( David Johnson, Roger Johnson,
Margarita Calderon, Elizabeth Cohen) – positive
interdependence; from dyads to group investigation
Role playing and public policy education ( Fannie
Shaftel)
Structured inquiry ( Robert Slavin)
Group investigation (John Dewey, Herbert Thelen)
Jurisprudential inquiry (Donald Oliver, James Shaver)

4. Ways of Studying Values ----
Role playing
begins with problem situations in
the lives of the students
explores how values drive behavior
and raise students’ consciousness
about values

5. Role playing
Effects into greater understanding about
and empathy with differences in values
among individuals
ways of resolving conflicts in ways that
respects different points of view

6. Role Playing Rationale
Attempts to help individuals find personal
meaning within their social worlds and
resolve personal dilemmas with the
assistance of the social group

7. Role Playing Rationale
Allows individuals to work together in
analyzing social situations and in
developing democratic ways of coping with
these situations

8. Role Playing Goals and Assumptions
1. Explore students’ feelings;
2. Gain insight into their attitudes, values,
and perceptions;
3. Develop their problem-solving skills and
attitudes; and
4. Explore subject matter in varied ways

9. Assumptions
Role playing advocates an experience-
based learning situation in which the “here
and now” becomes the content of
instruction.
It is possible to create authentic analogies
to real-life problem situations and through
these re-creations students can “sample”
life.

10. Assumptions
Role playing can draw out students’
feelings which they can recognize and er
group which can bring out new ideas and
provide directions for growth and change.

11. Assumptions
Covert psychological processes involving
one’s own attitudes, values and belief system
can be brought to consciousness by
combining spontaneous enactment with
analysis.

12. The Concept of Role
parts people play
a patterned sequence of feelings, words, and actions
a unique and accustomed manner of relating to
others
The rules of one’s particular culture and institutions
help to determine which roles a person assumes and
how he or she plays them.

13. What can happen?
People may not be happy with the roles they
assume
Misperceive the attitudes and feelings of others
Two people can share same feelings but behave in
very different ways.
Two people can desire the same goals but if one’s
behavior is misperceived by others, the goals may
not be attained.

14. Extremely important
Each person must be aware of roles and
how they are played
Each person must be able to put himself
or herself in another’s place
Experience as much as possible that
person’s feelings and thoughts

15. Nine (9) Steps of Role-playing (by the Shaftels)
1.Warm up the group
-Involves introducing the students to a problem
-Second part involves expressing the problem
vividly
-Last part is asking questions that makes
students think about and predict the outcome
of the story

16. 2. Select participants
Students and teacher describe various
characters
Students are asked to volunteer to role
play
CAUTION: Do not assign a role to a student
who has been suggested for it.

17. 3. Set the stage
The role players outline the scene
but do not prepare specific
dialogue
The teacher helps by asking the
students about where the
enactment is taking place, what it
is like, etc.

18. 4. Prepare observers
The teacher involves observers by
assigning them tasks such as:
evaluating the realism of the role playing
Commenting on the effectiveness and
the sequences of the roles players’
behavior
Defining the feelings and ways of thinking
of the persons being portrayed

19. 5. Enact
The players assume the roles and “live”
the situation spontaneously, responding
realistically to one another.
Enactments be short
The first enactment establishes events
and roles; later enactments can be
probed, analyzed, and reworked.

20. 6. Discuss and evaluate
discussion focus on different
interpretations of the portrayal, and
on disagreements over how the
roles should have been carried out
consequences of the action and the
motivations of the actors must be
discussed

21. 7. Reenact
May take place many times
Students and teachers share new
interpretations of roles and decide
whether new individuals should play
them

22. 8. Discuss and evaluate
Students are willing to accept the solution
The teacher pushes for realistic solution by
asking whether they think the ending could
actually happen.

23. 9. Share experiences and generalize
The teacher shape the discussion so that
students, after a long experience with role
playing, begin to generalize about the
approaches to problem situations and the
consequences of those approaches.

24. Social System
Moderately structured
The teacher is responsible, initially, for
starting the phrases and guiding the
students through the activities in each phase
The students largely determine the content
of the discussions and enactments

25. Principles of Reaction
1. Teachers should accept student
responses and suggestions, especially
their opinions and feelings, in a
nonevaluative manner.
2. Teachers should response in a way that
help students explore various sides of
the problem situation.

26. Principles of Reaction
3. The teacher increases students’
awareness of their own views and
feelings by reflecting, paraphrasing,
and summarizing responses.
4. The teacher should emphasize that
there are different ways to play the
same role and different consequences
result as they are explored.

27. Principles of Reaction
5. The teacher helps the students look
look at the consequences to evaluate a
solution and compare it with alternatives.

28. Support System
Materials are minimal but important
 films, novels, and short stories make
excellent sources for problem situation
Briefing sheets for each role
Forms for the observers

29. Role Playing and the Curriculum Goals
1. To begin a systematic program of social
education
2. To counsel a group of children to deal
with an immediate human relations
problem.