ROLE PLAYING

Discussant:
Ma. Aileen DC. Bautista
 is a way of working through a situation, a
scenario, or a problem by assuming roles
and practicing what to say and do in a
safe setting
 it can provide beneficial learning
opportunities
 any speaking 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!
K to 12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD
EDUCATION
K to 12 TLE Track
Home Economics - Cookery Curriculum
Guide December 2013

HOME ECONOMICS - COOKERY Grade 7/8

(Exploratory)
 This curriculum guide is an exploratory course in
Cookery, which leads to National Certificate Level II
(NC II). It covers five common competencies that a
Grade 7/8 Technology and Livelihood Education (TLE)
student ought to possess, namely:
1) knowledge of the use of tools, equipment, and
paraphernalia;
2)maintenance of tools, equipment, and paraphernalia;
3) performance of mensuration and calculation;
4) interpretation of technical drawings and plans; and
5) the practice of Occupational Health and Safety
Procedures (OHSP) The preliminaries of this
exploratory course include the following: 1)
discussion on the relevance of the course; 2)
explanation of key concepts relative to the course,
and 3) exploration of career opportunities
 Role-play is a technique that allows students to
explore realistic situations by interacting with other
people in a managed way in order to develop
experience and trial different strategies in a
supported environment. Depending on the intention
of the activity, participants might be playing a role
similar to their own (or their likely one in the future)
or could play the opposite part of the conversation or
interaction. Both options provide the possibility of
significant learning, with the former
allowing experience to be gained and the latter
encouraging the student to develop an understanding
of the situation from the ‘opposite’ point of view.
 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… the choice is endless! Students can also
take on the opinions of someone else. ‘For and
Against’ debates can be used and the class can be
split into those who are expressing views in favor
and those who are against the theme.
 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.
 Participantsare given particular roles to play in
a conversation or other interaction. They may be
given specific instructions on how to act or what
to say, as an aggressive client or patient in
denial, for example, or required to act and react
in their own way depending on the requirements
of the exercise. The participants will then act
out the scenario and afterwards there will be
reflection and discussion about the interactions,
such as alternative ways of dealing with the
situation. The scenario can then be acted out
again with changes based on the outcome of the
reflection and discussion.
 It is widely agreed that learning takes place
when activities are engaging and memorable.
Jeremy Harmer advocates the use of role-play
for the following reasons:
 It’s fun and motivating
 Quieter students get the chance to express
themselves in a more forthright way
 The world of the classroom is broadened to
include the outside world – thus offering a
much wider range of language opportunities
 Help students to understand that there are
casual relationships between peoples behavior
and the outcomes of events (Drake & Corbin,
1993). This understanding is enhanced because
the consequences of behaviors can be
immediately observed and self-image.
 Enables students to explore their values and
appreciate the consequences of their values
based actions (Downing, 1994)
 Enables students to identify options and
solutions.
 Enables students to manage conflict.
 Role playing can be used with students of most ages.
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.
 Role playing allows people to make mistakes in a
nonthreatening environment. They can test several
solutions to very realistic problems, and the
application is immediate. It also fulfills some of the
very basic principles of the teaching-learning process
such as learner involvement and intrinsic motivation.
A positive climate often results in which one can see
himself as others see him.
 The involvement of the role playing
participants can create both an
emotional and intellectual attachment
to the subject matter at hand. If a
skillful teacher has accurately matched
the problem situation to the needs of
his group, the solving of realistic life
problems can be expected.
 Students immediately apply content in a
relevant, real world context.
 Students take on a decision making persona
that might let them diverge from the
confines of their normal self-imposed
limitations or boundaries.
 Students can transcend and think beyond the
confines of the classroom setting.
 Students see the relevance of the content for
handling real world situations.
The instructor and students receive
immediate feedback with regard to
student understanding of the
content.
Students engage in higher order
thinking and learn content in a
deeper way.
 Instructors can create useful scenarios
when setting the parameters of the role
play when real scenarios or contexts
might not be readily available.
 Typically students claim to remember
their role in these scenarios and the
ensuing discussion long after the
semester ends.