PURPOSE
To help students engage with, and synthesize, complex, unfamiliar content by taking on specific roles and acting them out in a case-based scenario. |
DESCRIPTION
Students are assigned specific roles to investigate. Within these roles, they are prompted to learn content well enough to act it out in a case-based scenario. Guidelines are provided to aid students in executing their roles. |
UNDERLYING EDUCATIONAL THEORIES
Head, Heart, Hands learning theory, experiential learning, transformative learning, empathy, self-reflection |
PEDAGOGICAL BENEFITS
- Role play can engage students in cognitive (head), affective (heart), and psychomotor (hands) processes. When combined, these processes can support diverse learning outcomes.
- Taking on a role helps students to both explore new or unfamiliar perspectives and practice empathy.
- Applying theoretical concepts in a practical activity helps students to engage more deeply with the material and make connections between the content and the real world.
- Acting out roles can help students to develop behaviors and skills relevant to authentic workplace environments, as well as to navigate complex social scenarios.
|
STRATEGIES FOR IMPLEMENTATION
- Identify the lesson goals and develop a lesson plan. Make sure the content of your plan supports complex dialogue and open-ended discussion.
- Devise specific roles for students to adopt. You may choose to assign students roles in small or large groups, or select specific students to role play in front of an audience.
- Provide specific parameters and guidelines to help students understand what is expected of them in their roles. Provide any necessary supplemental material or examples.
- Give students time and space to explore and learn their roles. Be specific about how much time they have and what their deliverables are.
- As students prepare and practice, monitor their progress and ask open questions to gage their understanding.
- At your set time, bring all students back together to present deliverables.
- Prompt students (either individually or in their working groups if applicable) to reflect on their experiences. What were their takeaways? What was hardest about playing a role and why?
|
REFERENCES AND FURTHER READING
Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Role-play, in Collaborative learning techniques: A handbook for college faculty, 206-211, John Wiley & Sons.
Glover, I. (2014). Role-play: An approach to teaching and learning. Technology Enhanced Learning at SHU. (18-Jun 2021). https://blogs.shu.ac.uk/shutel/2014/07/04/role-play-an-approach-to-teaching-and-learning/
Henry, T. R., & LaFrance, J. (2006). Integrating role-play into software engineering courses. Journal of Computing Sciences in Colleges, 22(2), 32-38.
Harvard University. (18 June 2021). Role Play. ablconnect. https://ablconnect.harvard.edu/role-play-research |