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Role playing approach in teaching

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Kirstal Eduyan
Kirstal Eduyan

This document outlines the steps to conducting role-playing as a teaching technique: 1) Identify the problem or situation to be addressed. 2) Design the role-playing situation to fit the learning objectives. 3) Sketch out the roles and select participants. 4) Present the role-playing activity and explain the skills and insights it aims to develop. 5) Conduct the role-play. 6) Analyze and evaluate the role-play to understand what happened and how it could be improved.

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Role playing approach in teaching
Involves an activity which a student or a group of students dramatizes his or their real reactions to certain problematic situations. The purpose is to find out how students will normally conduct themselves once they are confronted with a particular kind of conflict or difficulty.
Drama: a type play to be performed by actors on stage, radio, or television; a play that is highly emotional, tragic, or turbulent. Role Play: the act of imitating the character and behaviour of someone who is different from yourself, for example, as a training exercise, or in language learning.
1. Identiying the Problem - decide exactly what you want the group to learn from the episode. 2. Establishing the Situation for Role Playing - design the situation to fit the objectives they want to achieve. 3. Establishing Roles and Selecting Participants - sketch out clearly the type of people involved.
4. Presenting the Act - Talk about the objective of the role playing during the presentation and explain the skills and insights the activity hopes to acquire. 5. Playing the Situation - the playthrough and is supposed to be the most difficult step.
6. Analyzing and Evaluating the Presentation Requirements in the Analysis: a. What happened? b. Why did it happen that way? c. What were the feelings and motives involved? d. What variations would have produced other results?
College romance has become a common phenomenon on campus. Different people have different opinions about it. Some take it for granted. They think it is quite natural for students at this age. Others take a negative view about it.
Objective: To educate students of the negative effects of College Romance. Place: Campus. Preparation time: 5 mins Role-play time: 10 mins Each of you should play one of the roles as: Candidate A: Female student in love with B. Candidate B: Male student in love with A. Candidate C: You are a professor who hates romance inside the classroom. Candidate D: You are the parent of A.
Apparently the role-playing technique of instruction appears deceptively simple and seems to impose minimal demands on the teacher. However, on closer inspection, it requires extraordinary amount of skill, finesse, and acuity of observation and analysis.

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Role playing approach in teaching

  • 2. Involves an activity which a student or a group of students dramatizes his or their real reactions to certain problematic situations. The purpose is to find out how students will normally conduct themselves once they are confronted with a particular kind of conflict or difficulty.
  • 3. Drama: a type play to be performed by actors on stage, radio, or television; a play that is highly emotional, tragic, or turbulent. Role Play: the act of imitating the character and behaviour of someone who is different from yourself, for example, as a training exercise, or in language learning.
  • 4. 1. Identiying the Problem - decide exactly what you want the group to learn from the episode. 2. Establishing the Situation for Role Playing - design the situation to fit the objectives they want to achieve. 3. Establishing Roles and Selecting Participants - sketch out clearly the type of people involved.
  • 5. 4. Presenting the Act - Talk about the objective of the role playing during the presentation and explain the skills and insights the activity hopes to acquire. 5. Playing the Situation - the playthrough and is supposed to be the most difficult step.
  • 6. 6. Analyzing and Evaluating the Presentation Requirements in the Analysis: a. What happened? b. Why did it happen that way? c. What were the feelings and motives involved? d. What variations would have produced other results?
  • 7. College romance has become a common phenomenon on campus. Different people have different opinions about it. Some take it for granted. They think it is quite natural for students at this age. Others take a negative view about it.
  • 8. Objective: To educate students of the negative effects of College Romance. Place: Campus. Preparation time: 5 mins Role-play time: 10 mins Each of you should play one of the roles as: Candidate A: Female student in love with B. Candidate B: Male student in love with A. Candidate C: You are a professor who hates romance inside the classroom. Candidate D: You are the parent of A.
  • 9. Apparently the role-playing technique of instruction appears deceptively simple and seems to impose minimal demands on the teacher. However, on closer inspection, it requires extraordinary amount of skill, finesse, and acuity of observation and analysis.