Julian Caesar Blanco | The emergence of roleplays in California

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Julian Caesar Blanco The emergence of
role-plays in California 
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The role-play generates a refreshing environment
that affects reality allowing learners to
intensify their perception of the state or
function is re-enacted. Julian Caesar Blanco says
that students obtain a more rooted insight into
key ideas by performing issues explained in the
classroom. They also produce operative skills for
acknowledged work.
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What is role-play?

• Role-play is any activity when you either put
  yourself into somebody elses shoes, or when you
  stay in your own shoes but put yourself into an
  imaginary situation!

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Educational benefits

• Role-play is not about acting only it is a
  technique for learning, in which there is an
  explicit situation established with students
  playing specific roles, spontaneously saying and
  doing what they understand their character
  would, in that situation.

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Educational benefits

• This provides opportunities for learning in both
  the affective domain, where emotions and values
  are involved, as well as in the cognitive domain
  where experiences are analyzed.

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What can students learn from rp?

• To solve a problem
• To apply skills
• To explore or change values to develop
  empathy to become aware of ones assumptions

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Using RP with young children

• 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.

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Steps in teaching through role play
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Preparation for role play

• Define the problem
• Create a readiness for the role(s)
• Establish the situation
• Cast the characters
• Brief and warm up

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Playing in role play

• Acting
• Stopping
• Involving the audience
• Analyzing the discussion
• Evaluating

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Procedure how to apply role play in class??
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Preparing class for role-play

• Present an artificial problem, situation or event
  that represents some aspect of reality.
• Define the problem, situation and roles clearly.

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Give clear instructions

• Determine whether role-plays will be carried out
  using student volunteers in front of the class
  (the teacher may or may not play a role), in
  partnerships/small groups with every student
  playing a role, or in small groups with
  role-players and observers.

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Using trios

• When first using role-play in a class, it is
  smart to involve everyone at first, so no one
  feels singled out.
• Instead of asking for volunteers, divide the
  whole class into trios, in which two in each
  group are players and the third is an observer.
  Give specific written guidelines for the
  observers.

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switching

• Once trios have gone through the role-play
  once, try switching so that the observers get a
  chance to experience the role-play and role
  players have the chance to observe.

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Debriefing

• The debriefing is the most important part of the
  role-play. This is when the learning is
  clarified, confirmed, and solidified.
• To debrief is to reflect and discuss as a group
  what everyone learned in the process of
  performing the activity.
• This requires students to analyze and synthesize
  the parts of a complex dynamic.

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4 types of role play
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Conflict role play

• In the classroom there are four main types of
  role plays, but bear in mind that there is often
  overlap and particular situations may combine two
  or more of these elements.
• 1. The conflict role play puts participants on a
  collision course and asks them to deal with this
  as best they can. Situations might include
  attempting to change an airline booking at a peak
  time or asking a noisy neighbor to turn down the
  stereo.
• They test skills under pressure and are best for
  students who have some maturity and confidence in
  their abilities.

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The cooperative role play

•  takes the opposite tack and requires
  participants to work together for the common
  good.
• Planning a farewell party for the teacher,
  deciding the food list for a barbecue,
  brainstorming ways to attract tourists to local
  attractions are all cooperative role plays.
• Often involving safe situations, cooperative
  role plays are good for gently easing shy
  students into conversations and for building
  relationships within a student group.

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Information gap role plays

• are based around filling in holes in the
  participants knowledge. Answering questions from
  customs officers, asking for timetabling details,
  making a library card or interrogating a murder
  suspect are all information gap type situations.
• If based on the students real selves these role
  plays are simple to set up, but fictitious
  situations may require more elaborate
  preparations. They are an excellent way to
  practice question and answer patterns and prepare
  students for real-life encounters.

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Task-based role plays

• require participants to complete a set activity
  such as checking into a hotel, giving directions
  to a taxi driver, ordering a meal or getting the
  phone number of a potential client.
• They are useful for helping students to practice
  realistic survival skills and are an excellent
  way to build students confidence in their
  ability to function in real situations.

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How can the teacher guide in role play?

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modelling

• In this, a teacher or adult can join in the play,
  
• and demonstrate to children how certain roles
  could be undertaken.

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Verbal guidance

• This allows side-coaching where the teacher
  would make comments and suggestions to help
  children develop their chosen roles but which
  would not become part of the drama.

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Thematic-fantasy training

• Here, children can be encouraged to act out
  well-known fairy stories
• This gives the teacher a more structured
  procedure to follow, as the plot was known to
  all.

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Imaginative play training

• In which children can be given training in
  techniques which develop their make-believe
  skills.
• For example,
• children can be encouraged to use puppets,
• or to practise facial expression to present
  different emotions.

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Role of Story telling

• Creating, retelling and playing out stories is
  one of our childrens favourite activities. It
  lets them enter into their imaginary worlds with
  confidence.
• As well as helping them develop language,
  speaking and listening skills, stories help
  children build positive relationships, learn
  about other cultures, and make connections that
  are essential to understanding the world around
  them.

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Examples of use of role play
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Becoming someone

• 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

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New situations

• 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.

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Social awareness
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Teaching history
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Fantasy tales good vs. evil
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Different professions
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Teach about responsibilities and duties
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Respect for all
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Applicable maths
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Manners and etiquettes
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Written role play

• Another kind of role-play takes written form.
• These are often critical thinking activities
  which require students to write answers taking
  the perspective of another person

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Written role play to teach manners

• 1.Two children are sitting at a table coloring.
  One child needs a crayon that is out of his/her
  reach. It is within the reach of the other child.
  What should the first child say to the other
  child nearest the crayons?
• 2. The children are in line at the drinking
  fountain. Another child asks the second child in
  line to let him/her have cuts in line. What
  should that second child in line do? (As many
  children may role-play this activity as the
  teacher desires).
• 3.Its a cold day outside and one child has a
  sweater and a coat. Another child has no sweater
  or coat and is wearing a short-sleeved shirt.
  What should the first child do in this situation?
  

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Written role play for science

• Imagine you are shrunk in size. You are smaller
  than a plant cell. If we let you enter a plant
  cell, what will you see inside?
• Imagine you are a tiny insect. You are in a park.
  if it begins to rain, where will you find shelter?

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Invented dialogues

• Invented dialogues are written discussions
  between two or more people. This task asks
  students to be creative, and to integrate and
  synthesize information, among other cognitive
  tasks.
• The instructor must develop a frame for the
  roleplays, e.g., who the two people are, what the
  situation is, otherwise individual students often
  play both parts.
• Written role-plays can be highly involving for
  students and can tap the creativity of both
  students and instructors.

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Online roleplay

• Another type of role-play takes place online,
  using educational technology for learning goals.
• Adopting different roles in forums and online
  discussion rooms minimizes stage fright and
  anxiety but taps into the creativity of the
  learners.

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• 10.  It develops competence.
• 11. They require mental and physical activity
  e.g. gesturing to put forward a point.
• 12. Reduces discipline problems which often arise
  from boredom and lack of motivation.
• 13. Helps students to understand that there are
  relationships between people's behavior and the
  outcomes of events.
• 14. Enables students to explore their values and
  appreciate the consequences of their values based
  actions.
• 15. Enables students to identify options and
  solutions.
• 16. Enables students to manage conflict.

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Merits of Role-play Strategy

• 1.     Student interest in the topic is raised.
• 2.    Active Participation.
• 3.    Long-term retention.
• 4.    It enhances communication and interpersonal
  skills.
• 5.    It can be used with individuals or in group
  situations.
• 6.    It teaches empathy and understanding of
  different perspectives.
• 7.    It help individuals to learn to accept both
  their own feelings and those of others.
• 8.    It develops con?dence and self-efficacy.
• 9.    Provides teacher immediate feedback about
  the learners understanding and ability to apply
  concepts.

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Demerits of Role-play Strategy

• Role play may awaken previously subdued or
  suppressed emotions.
• Less effective in large groups (Chaos).
• Teacher must accept her new role where she/he
  does not dominate the class anymore.
• Embarrassment for some students.
• Can lack focus unless well planned and monitored.
• Can be unpredictable in terms of outcomes.
• Can be time-consuming.

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The method of Julian Caesar Blanco is effective
as he mainly focuses on the history role-plays
which are very informative for students and they
are not properly learned by the students in the
classroom.