An Effective Teaching Method ROLE PLAY An Effective Teaching Method Prepared by : Ms Hena Alam

Background knowledge Environment Learning goals Effective teaching, is a speculative quality of a good teacher which can only be achieved by adopting an appropriate method of teaching considering the students. Background knowledge Environment Learning goals

Arouse interest and curiosity BEST METHODS ARE THOSE WHICH Arouse interest and curiosity Stimulate independent thinking Make for cooperation and socialization Suits the lessons Pupil centered

Unit Method Lecture Method Survey Method Project Method Different Teaching Methods Role Play Problem Solving Method Lecture Method Inductive & Deductive Method Discussion Method Survey Method Project Method Unit Method

Preparation of lesson plan by teacher Preparation of the subject matter by teacher Acquisition of knowledge by students Evaluation of knowledge gained by students

What is ROLE PLAY ? One of the most common teaching methods in use is called Role Play. Role Play is used in a variety of ways. A small group- Enacts a role. Learners observe. Discussion follows.

When to use? Ø When the objectives indicate effectiveness Ø When the teacher determines

Application 3 distinct phases Planning & preparation Interaction Reflection / Evaluation

3 distinct phases : cyclic learning process Application 3 distinct phases : cyclic learning process

Planning and Preparation Context Objectives Identify scenario Locate roles Gather resources Context : know students – number, content – roles, scenarios – how provided, experience with role-play, age, background, interests & abilities, ability to collaborate, physical constraints??, noise, time? Objectives : what does teacher want students to learn – define objectives : maximise learning potential – may achieve different objectives but must have clear focus for work – make explicit to students from outset. Scenario : provides info students as role holders need to know, also point at which role-players will enter. Depend on interests, content focus and experience – careful to avoid stereotyping people/events Roles : ask which roles reveal skills, attitude or dilemma explored. Make list –identify likely interactions, channels or perspectives : likely haven't considered perspective until list created. Collaborative or teacher directed? Depends on focus?? Teacher – observer – observ interaction, monitor progress, provide feedback, participant : teacher in role – commitment and credibility, participant observer – assume surrender role – professional judgement/choice - conscious choice by teacher Resources – scenario – verbal/written, circumstances, visual/aural stimulus, written material- stimulus background materail

Interaction Warm up Establish ground rules Explicit objectives vs. exploration Reduce fears Describe scenario Warm up : relaxation exercise or game depending on class Establish rules - expectations teacher/students, how session to operate, what is appropriate behaviour for all parties, how will protection from foolish/unnecessary exposure, how will everyone learn? , signals for in/out of role, start/stop – explicit ground rules negotiated with students from outset. Consideration – should we share our objectives with students – explicitly or allow them to explore…I believe we should but I’m open to debate! Make it clear – role-play is not public performance therefore to reduce student anxieties teachers must emphasise no public expression of interactions, practically beginning by having students all work at once at the same time, and stop at points and question students. At some points it may be useful for students to work as observers : questions, advice, suggestions, comparison to own experience – encourage questions and clarify understandings before role-play begins Describe scenario : successful – excites interest of participants, degree of uncertainty – not all the answers are known from outset, scenario allows students seek knowledge – participation, observation 1st hand – verbal (complete/incomplete), written outline with ‘gaps’ , detailed role brief : facts, attitude, relationships, role function

Reflection & Evaluation Debriefing session Identification, classification, analysis of major issues Purpose is to make connections and provide opportunity to evaluate own learning

How and what do students learn Involving students in direct participatory learning methods Achieves deeper learning Manipulate knowledge Promotes verbal & physical skills

ADVANTAGES Many objectives can be mastered in a short amount of time Discourages Rote learning Focus on real life situations Presents Complex issues simply No advance preparation required.

DISADVANTAGES It is not suitable for all students. It cannot assess the all round development of the pupil. It does not develop the writing capacity of the students. It is difficult to evaluate those students who have good mental abilities but may not express themselves orally.

Role Play Drama DIFFERENCE Skit Play

Role play A method of teaching in which participants- Assume and act out roles Practice appropriate behavior Does not have a plot or a script

DRAMA A composition, in prose or poetry, intended to- Exhibit a picture of human life, Depict a series of grave or humorous actions Striking result Designed to be represented by actors on the stage. Scripted out in detail.

Skit Skit is a type of drama- Short act. Just one scene. Part of a variety show. Usually comic or satirical.

Play Plays are more serious Longer & Dramatic. A play is a dramatic performance, as on stage. Plays are more serious Longer & Dramatic. A movie or TV show can also be dramas but are not plays.

TO SUM UP Staging role plays can be challenging but is also great fun. After you have done a few you will know what to expect and feel more confident. Students love them, retain what they learn and often leave the classroom laughing and still arguing all the way out of the building.