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

2. 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

3. 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

4. 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

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

6. 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.

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

9. Application 3 distinct phases Planning & preparation Interaction
Reflection / Evaluation

10. 3 distinct phases : cyclic learning process
Application
3 distinct phases : cyclic learning process

11. 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

12. 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

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

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

15. 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.

16. 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.

17. Role Play
Drama
DIFFERENCE
Skit
Play

18. 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

19. 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.

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

21. 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.

22. 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.