CREATING_ROLE_PLAY_FOR_TEACHING_DIFFEREN.pptx

teaching methods

1. CREATING ROLE PLAY FOR TEACHING DIFFERENT SUBJECTS IN EARLY YEARS TRAINER: SHAGUFTA MOGHAL

2. What is role-play? Role-play is any activity when you either put yourself into somebody else’s shoes, or when you stay in your own shoes but put yourself into an imaginary situation !

3. Educational benefits Role-play is not about acting only; it is a technique for learning, in which there is an explicit situation established with students playing specific roles, spontaneously saying and doing what they understand their “character” would, in that situation.

4. Educational benefits This provides opportunities for learning in both the affective domain , where emotions and values are involved, as well as in the cognitive domain where experiences are analyzed.

5. What can students learn from rp ? • To solve a problem • To apply skills • To explore or change values; to develop empathy; to become aware of one’s assumptions

6. Using RP with young children The complexity of the role situations must be minimized in using the method with children. But if we keep it simple for their limited attention spans, role playing can be used even in teaching preschoolers.

7. Steps in teaching through role play

8. Preparation for role play a. Define the problem b. Create a readiness for the role(s) c. Establish the situation d. Cast the characters e. Brief and warm up

9. ‘Playing’ in role play g . Acting h. Stopping i . Involving the audience j. Analyzing the discussion k. Evaluating

10. Procedure: how to apply role play in class?? Role play

11. Preparing class for role-play Present an artificial problem, situation or event that represents some aspect of reality. Define the problem, situation and roles clearly .

12. Give clear instructions Determine whether role-plays will be carried out using student volunteers in front of the class (the teacher may or may not play a role), in partnerships/small groups with every student playing a role, or in small groups with role-players and observers.

13. Using trios • When first using role-play in a class, it is smart to involve everyone at first, so no one feels singled out. Instead of asking for volunteers, divide the whole class into trios, in which two in each group are players and the third is an observer. Give specific written guidelines for the observers.

14. switching • Once trios have gone through the role-play once, try switching so that the observers get a chance to experience the role-play and role players have the chance to observe .

15. Debriefing The debriefing is the most important part of the role-play. This is when the learning is clarified, confirmed, and solidified. To debrief is to reflect and discuss as a group what everyone learned in the process of performing the activity. This requires students to analyze and synthesize the parts of a complex dynamic.

16. 4 types of role play

17. Conflict role play In the classroom there are four main types of role plays, but bear in mind that there is often overlap and particular situations may combine two or more of these elements. 1. The conflict role play  puts participants on a collision course and asks them to deal with this as best they can. Situations might include attempting to change an airline booking at a peak time or asking a noisy neighbor to turn down the stereo. They test skills under pressure and are best for students who have some maturity and confidence in their abilities.

18. The cooperative role play  takes the opposite tack and requires participants to work together for the common good. Planning a farewell party for the teacher, deciding the food list for a barbecue, brainstorming ways to attract tourists to local attractions are all cooperative role plays. Often involving ‘safe’ situations, cooperative role plays are good for gently easing shy students into conversations and for building relationships within a student group.

19. Information gap role plays are based around filling in holes in the participants’ knowledge. Answering questions from customs officers, asking for timetabling details, making a library card or interrogating a murder suspect are all information gap type situations. If based on the students’ real selves these role plays are simple to set up, but fictitious situations may require more elaborate preparations. They are an excellent way to practice question and answer patterns and prepare students for real-life encounters.

20. Task-based role plays require participants to complete a set activity such as checking into a hotel, giving directions to a taxi driver, ordering a meal or getting the phone number of a potential client. They are useful for helping students to practice realistic survival skills and are an excellent way to build students’ confidence in their ability to function in real situations.

21. How can the teacher guide in role play? :

22. modelling In this, a teacher or adult can join in the play, and demonstrate to children how certain roles could be undertaken .

23. Verbal guidance This allows ‘side-coaching’ where the teacher would make comments and suggestions to help children develop their chosen oles but which would not become part of the drama.

24. Thematic-fantasy training Here, children can be encouraged to ‘act out’ well-known fairy stories T his gives the teacher a more structured procedure to follow, as the plot was known to all.

25. Imaginative play training I n which children can be given training in techniques which develop their make-believe skills. For example, children can be encouraged to use puppets, or to practise facial expression to present different emotions.

26. Role of Story telling Creating, retelling and playing out stories is one of our children’s favourite activities. It lets them enter into their imaginary worlds with confidence. As well as helping them develop language, speaking and listening skills, stories help children build positive relationships, learn about other cultures, and make connections that are essential to understanding the world around them.

27. Examples of use of role play

28. Becoming someone Imaginary people – The joy of role-play is that students can ‘become’ anyone they like for a short time! The President, the Queen, a millionaire, a pop star

29. Becoming someone or some thing How can this be used in : Social studies Islamiyat English Urdu Science Maths

30. New situations Imaginary situations – Functional language for a multitude of scenarios can be activated and practiced through role-play . ‘At the restaurant’, ‘Checking in at the airport’, ‘Looking for lost property’ are all possible role-plays.

31. New situations How can this be used in: Social studies Islamiyat English Urdu Maths Geography History

32. Social awareness

33. Teaching history

34. Fantasy tales: good vs. evil

35. Different professions

36. Teach about responsibilities and duties

37. Respect for all

38. Applicable maths

39. Manners and etiquettes

40. Civic awareness

41. Health and hygiene

42. Written role play Another kind of role-play takes written form. These are often critical thinking activities which require students to write answers taking the perspective of another person

43. Written role play to teach manners 1.Two children are sitting at a table coloring. One child needs a crayon that is out of his/her reach. It is within the reach of the other child. What should the first child say to the other child nearest the crayons? 2. The children are in line at the drinking fountain. Another child asks the second child in line to let him/her have “cuts” in line. What should that second child in line do? (As many children may role-play this activity as the teacher desires). 3.It’s a cold day outside and one child has a sweater and a coat. Another child has no sweater or coat and is wearing a short-sleeved shirt. What should the first child do in this situation?

44. Written role play for science Imagine you are shrunk in size. You are smaller than a plant cell. If we let you enter a plant cell, what will you see inside? Imagine you are a tiny insect. You are in a park. if it begins to rain, where will you find shelter?

45. Invented dialogues Invented dialogues are written discussions between two or more people. This task asks students to be creative , and to integrate and synthesize information, among other cognitive tasks. The instructor must develop a frame for the roleplays, e.g ., who the two people are, what the situation is, otherwise individual students often “play” both parts. Written role-plays can be highly involving for students and can tap the creativity of both students and instructors.

46. Online roleplay Another type of role-play takes place online, using educational technology for learning goals. Adopting different roles in forums and online discussion rooms minimizes stage fright and anxiety but taps into the creativity of the learners.

47. 10.  It develops competence. 11. They require mental and physical activity e.g. gesturing to put forward a point. 12. Reduces discipline problems which often arise from boredom and lack of motivation. 13. Helps students to understand that there are relationships between people's behavior and the outcomes of events. 14. Enables students to explore their values and appreciate the consequences of their values based actions. 15. Enables students to identify options and solutions. 16. Enables students to manage conflict.

48. Merits of Role-play Strategy 1 .      Student interest in the topic is raised. 2.    Active Participation. 3.    Long-term retention. 4.    It enhances communication and interpersonal skills. 5.    It can be used with individuals or in group situations. 6.    It teaches empathy and understanding of different perspectives. 7.    It help individuals to learn to accept both their own feelings and those of others. 8.    It develops confidence and self-efficacy. 9.    Provides teacher immediate feedback about the learner’s understanding and ability to apply concepts.

49. Demerits of Role-play Strategy Role play may awaken previously subdued or suppressed emotions. Less effective in large groups (Chaos). Teacher must accept her new role where she/he does not dominate the class anymore. Embarrassment for some students. Can lack focus unless well planned and monitored. Can be unpredictable in terms of outcomes. Can be time-consuming.