ROLE PLAYING

Role-play is an effective learning strategy in which students act the part of another character, thereby gaining an appreciation for others points of view as well an understanding of the complexity of resolving issues and problems in the real world. In the context of social studies, this strategy may be used to learn about issues and decisions of the past (and how things might have been different) or about current issues in the local community or in a broader setting. Aside from knowledge acquisition, preparing and conducting a role-play activity strengthens students knowledge acquisition skills, their creativity, their value clarification skills, and a variety of interpersonal skills identified in the curriculum outcomes. Preparation for Role-Play: Identify an appropriate issue or controversy, past or present that requires resolution. Select an issue that involves a number of parties, each of which brings its own perspectives to the debate or discussion. Students should have a good general knowledge of the issue before roles are selected. Clearly identify the parties and individuals involved and select roles accordingly. All students should have a specific role. In addition to participants in the actual debate, there might be members of a commission, court personnel, civic leaders, media, et cetera. Students conduct research to collect information about the specific views of the party or individual they represent in the role-play. Students use information they have collected to clarify their viewpoints and to develop their arguments and strategies for maximum effect in the role-play activity. Students also seek to understand other viewpoints and to develop counter-arguments. The nature of the role-play activity (council meeting, public hearing, court case, etc.) is determined and reviewed before proceeding. Conducting the Role-Play: Ensure that the physical setting (room, furniture placement, necessary equipment) is appropriate for the nature of the role-play. Props and costumes may be included to provide a more authentic experience. The issue and its real-life setting are reviewed before proceeding. Unless playing a specific character, the teachers role should be limited to occasional procedural advice as appropriate. At no time should the teacher attempt to influence or favour a particular viewpoint. The role-play activity should have an appropriate real-life conclusion, such as a statement or decision announcement by the head of a commission, judge, or mayor. In the case of a hearing or court case, the role-play should include an opportunity for the commissioners or jury to meet, discuss evidence provided, and reach a decision.

Debriefing: In order to maximize the role-play learning experience, it is critical for students to have an opportunity to step out of their roles and debrief, including a discussion on how they felt playing the role, and a review of the issues and the evidence and arguments presented. Individual students positions may or may not have changed; however, they will have a much better understanding of the issues as well as the complexity and importance of resolving realworld problems. Solving problems involves debate, negotiations, and consensus building. Strategy/Methology: Play: One or more participants adopt a specified role and try to behave in ways characteristics of a person in that role. In medical education, often revolves around a specified clinical scenario. Advantages: Actively involves participants Adds variety, reality, and specificity to the learning experience Develops problem-solving and verbal expression skills Provides practice to build skills before real-world application and when real experiences are not readily available Enables learners to experiment in a safe environment with behaviors which strike them as potentially useful and to identify behaviors which are not Can provide an entirely new perspective on a situation and develop insights about feelings and relationships Provides teacher immediate feedback about the learners understanding and ability to apply concepts Improves the likelihood of transfer of learning from the classroom to the real world Disadvantages/Cautions: Puts pressure on learner to perform, which can create embarrassment and even resistance Depends heavily on learners imagination and willingness to participate Can engender strong emotions related to past experiences, empathy, etc. Can lack focus unless well planned, orchestrated, and monitored Can reinforce ineffective behaviors/strategies if performance is not observed by knowledgeable person who provides appropriate feedback Can be unpredictable in terms of outcomes Can be time-consuming Keys to Success: Establish a safe environment for learner to experiment and make mistakes without sanction Use realistic situations that relate to learning objectives Use only when learners have adequate knowledge and skills to perform what is requested Provide clear directions and specific time limits Observe performance (for multiple groups, rotate through them) Conduct a feedback/debriefing session after the role plays

Why God Made Teachers When God created teachers He gave us special friends To help us understand His world And truly comprehend The beauty and the wonder Of everything we see And become a better person With each discovery When God created teachers He gave us special guides To show us ways in which to grow So we can all decide How to live and how to do What's right and what's wrong To lead us so that we can lead And learn how to be strong Why God created teachers In His wisdom and His grace Was to help us learn to make our world A wiser, better place

Every day you are planting a seed Of curiosity and motivation To know and to grow and succeed. You help me fulfill my potential; I'm thankful for all that you've done. I admire you each day, and I just want to say, As a teacher, you're number one! --By Joanna Fuchs

A Teacher for All Seasons A teacher is like Spring, Who nurtures new green sprouts, Encourages and leads them, Whenever they have doubts. A teacher is like Summer, Whose sunny temperament Makes studying a pleasure, Preventing discontent. A teacher is like Fall, With methods crisp and clear, Lessons of bright colors And a happy atmosphere. A teacher is like Winter, While its snowing hard outside, Keeping students comfortable, As a warm and helpful guide. Teacher, you do all these things, With a pleasant attitude; Youre a teacher for all seasons, And you have my gratitude! --By Joanna Fuchs

Number One Teacher (Name of teacher), I'm happy that you're my teacher; I enjoy each lesson you teach. As my role model you inspire me To dream and to work and to reach. With your kindness you get my attention;