Technical English-I

ROLE PLAY
 Members
Amit Kumar-(introduction) Aditya Gupta-(plenary session)
(20BIT0069) (20BME0324)

Priyansh jain-(why role play) Rishabh Agrawal-(conclusion)

(20BCT0291) (20BCE0372)

Pareedhi jain-(constructing a role play)

(20BIT0407)

Venkata Sai Dileep Kumar Reddy-(running a role play)

(20BDS0215)
 What Is role-play
. Role play is a classroom activity in which
learners take on roles & act out an imagined
or real scenario for example:
Students take on the role of characters in a
novel they are reading
. It is technique that complements the
traditional lecture
 Why role play
I HEAR AND I FORGOT.
I SEE AND I REMEMBER.
I DO AND I UNDERSTAND.
-CONFUCIUS
 WHY ROLE-PLAY
.Students are directly active during the role
play, so it is more effective in “embedding
concepts” into there long term memory the
excitement of the role to play, the interaction
and simulation to visual, auditory and
kinaesthetic styles of learning helps a broad
range of learners
WHY ROLE PLAY
 WHY ROLE PLAY
• Role-play can help student explore emotive issues
for example:
• Smoking, religious issues, cultural issues
• Hirsch argues that role play consists of the key
elements of experimental learning
• David kolb defined role play as “the process
whereby knowledge is created through the
transformation of experience”
 WHY ROLE PLAY
• Role play can be simple or complex, short or long
and can be adapted to suit the needs of what is
being taught or explored
• Several groups of students can carry out the same
role play activity simultaneously. This has the
advantages that it allows every member of the class
to practice the social skill
 WHY ROLE PLAY
• It is not suitable for repeated performance of
these role play to the whole class, as the
repetition becomes too tedious
• Alternatively, the role play can be a single
performance viewed by the rest of the class
 CONSTRUCTING A ROLE PLAY
The key steps in constructing a role play are:

• Define aims and objectives (practice skills,

explore concepts, etc.)
• Define setting/placement
• Define clear role descriptors
 CONSTRUCTING A ROLE PLAY
• Define time limit
• Define observer tasks (if any)
• Define ground rules of safety and feedback
• Define debriefing agenda
• Define facilitators tasks
 RUNNING A ROLE PLAY
• Give players time to study the scenarios
• Teacher should intervene as little as possible, however, if
new information is needed to be added while the activity is
running, it must be prepared in advance
• Teacher should check that all roles are active. If any
students are not participating, she should talk to them
directly
• The resources made available to students should assist them
to participate in the role play and fulfill their role
DEBRIEFING OR PLENARY SESSION
• It is better to follow the simple rules of feedback-
where the participants are asked how it went, what
emotions they experienced and one is playing a
professional and the other a client – to ask each
person’s internal emotions and how the other made
them feel
• If an assessment then the participant should be able
to describe what went well and what didn’t go well.
The groups will then give positive and constructive
feedback
 CONCLUSION
• Role-play is a powerful and effective teaching
method for children and adult and can be adapted to
deliver any learning objectives from simple to
complex concepts
• It really lends well to practice communication skills,
debate complex ethical issues or explore attitudes
and beliefs.
• The success lies in the construction and delivery
with careful facilitation
• It is great for teachers and trainers as it is
entertaining, more interactive and reduced learner
fatigue