Role Play strategy by Group 3

Concept: It is any speaking activity where you either put yourself in someones shoe or create an imaginary situation and act. This role play strategy was brought by the physician . L.Moreno. In simple term Role playing is unprepared, unrehearsed dramatization. 

Role play is a form of acting in which the general role of the players is defined but they do not have scripts to follow.


Silent features: Learning by acting.


Why use role play?

• It's fun and motivating.
• Quieter students gets the chance to express themselves in more forthright way.
• The world of classroom is broadened to include the outside world.
• Teaching communication skills
• Identifying options and solutions
• Managing conflict.

Purpose

• Provide students with opportunities to develop a range of communication and social interaction skills (listening, thinking, speaking, compromise, co-operation) [developing the communication skills]
• Help students to understand the feelings and attitudes of others by experiencing situations rather than just hearing or reading about them.(teaches many lesson)
• Develop students' self-confidence, self-esteem and self-image.
• Encourage students to take a deep approach to learning(cognitive learning method)  
• Give students practice at taking action on their own behalf and on behalf of others in real-world situations
• Provide long term retention and stimulate interest.
• Enhance active participation and decision making. 
• For the exchange of knowledge.

Principle of Role Play strategy

• Match the role play to the target concept.
• Choose the technique with care

1. Group, pair or whole class.
2. ways of presentation.

• Ask leading questions and let them talk.
• Monitor your non- verbals

1. pay attention to body language
2. model the behavior.

• Preparation

1. define the problems
2. create a readiness for the role(s)
3. establish the situation
4. cast the character
5. brief and warm up
6. consider the training

• Playing

1. acting
2. involving the audience
3. analyzing the discussion
4. evaluation

Procedural steps
Steps involved in role play strategy is:

• Select or develop the role-playing scenario.
• Have the role-play scenario reviewed.
• Develop the students’ confidence.
• Tell the students what they will be doing and why.
• Select participants and explain their roles.
• Explain what you expect from the audience.
• Commence the enactment.
• Discuss, evaluate and debrief.

Summary of the steps

• Prepare a class
• Giving clear instruction
• Act out role play
• Discussion

Advantage or merits of role play

• Students interest in the topic is raised
• Active participation
• Long term retention
• It enhances communication skills and interpersonal skills
• It can be used with individual or in group situation
• Teaches empathy and understanding of different perspectives
• It develops confidence and self efficacy
• Immediate feedback about the learners
• Develops competence
• Useful for various topic(like interview, counselling,etc..)
• Require mental and physical activity(body posture and gesturing.)
• Reduces for boredom.

Disadvantage or demerits

• Less effective in large groups
• Teacher must accept her new role where she/he dose not dominate the classroom.
• Embarrassment for the students
• Can lack focus unless well planned and monitored.
• Can be unpredictable in terms of outcomes.
• Can be time consuming.

Activity based teaching strategy
concept:

• is the form of teaching where the learner is actively engaged in a task
• Can be teacher-driven - with direction from an instructor - or learner-driven with the learner having freedom to explore.
• focus is on making the abstract concrete and on learning by doing

Principles 

• practical uses active learning techniques
• Communicates high expectations 
• Develops reciprocity and cooperation among students
• Emphasizes time on task(effective learning)
• respects diverse talents and ways of learning(respecting each other talents)
• Encourage contact between student and faculty

Kinds of learning Activity

Ø   Absorb-type

-include presentations, demonstrations, stories, and field trips

-informs the learner

Ø   Do-type

-include practice, discovery, and playing games

-allows the learner to practice what they’ve learned

-learner is able to actively seek, select, and create knowledge

Ø   Connect-type

-provide a way to link learning to life, work and future learning.

-lets the learner put what they’ve learned to use.

Criteria for organizing activities

Ø    should be relevant

Ø   Time bound

Ø   should contain meaning

Ø   involves real world experiences

Ø   Involves skills (listening, speaking, writing, etc….)

Ø   Engage cognitive progress. (Selecting, classifying, ordering and reasoning)

Ø   Have particular out come.

Procedural steps

·         planning

·         Instructions

·         monitoring

·         evaluating

Role of the teacher

Ø   Plan and prepare in advance.

Ø Giving instructions.

Ø  Facilitating.

Ø  Debriefing.

Ø  Clarifying learner’s doubts.

Ø  Set up routines and expectations for learning.

Ø   Monitor the results using appropriate assessment strategies and recording devices, e.g., checklists, rubrics etc.

Ø  Choose activities that are relevant and stimulating for students.

Ø  Provide opportunities for students to present to an appropriate audience. Observe group dynamics and co-operation.

Ø   Support and encourage students

Demonstration Strategy:

Concept: is an act of showing an action with definite evidences or proof by the teacher then letting students to repeat the action with or without the guidance from the teacher. It is also a process of learning by doing.

Demonstration Method /Strategy: is a visual approach to examining information, ideas and processes. It is a teaching method that allows students to see the teacher actively engaged as a learner and a model rather than merely telling them what they need to know.

Some of the silent features

• learning by seeing (visibility)
• take them by step by step (instruction)
• if students already know the concept then ask question like 'what would be the next step?'. (gaining of attention) 

Purpose

Teacher allows learner to view a real life example of skill or a procedure to learn.

Students- allow demonstrating mastery.

Why to demonstration?

1. To stimulate interest in a particular topic: attracts student’s attentions and create interest that the written or spoken word cannot.
2. To illustrate points efficiently: it is useful when time or explanation alone is not sufficient.
3. To provide a change of pace: giving students a break from other modes of instruction (verbal ones). It also avoids the boredom.
4. Lack of equipment: demonstration is more effective when the shortage of resources.
5. Time constraint.
6. Risky experiment: All teachers are aware that all the experiment is not safe especially for small children (chance of hurting and burning or causing accidents). Hence teachers need to perform the experiments by themselves.

Steps/procedural involved

1. Carefully plan the demonstration
2. Practice the demonstration
3. develop on outline to guide the demonstration
4. make sure everybody can see the demonstration
5. introduce the demonstration to focus attentions
6. ask and encourage questioning
7.  plan a follow up to the demonstration

Advantages

• seeing before doing
• task guidance: can be guided step by step
• Economy of supplies: Less supplies needed because not everyone needs to handle materials
• Safety: Allows teacher to control potentially dangerous materials or machinery instead of students.

Disadvantages

• Not hand on: not direct hand on experience for students unless being lead to step by step
• limited view: students may not have an equal view of demonstration, so some ways miss an aspect of the demonstration
• Pacing issue: Not all the students’ ca follows the steps.