Title: Julian Caesar Blanco | The emergence of roleplays in California
1Julian Caesar Blanco The emergence of
role-plays in California
2The 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.
3What 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!
4Educational 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.
5Educational 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.
6What 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
7Using 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.
8Steps in teaching through role play
9Preparation for role play
- Define the problem
- Create a readiness for the role(s)
- Establish the situation
- Cast the characters
- Brief and warm up
10Playing in role play
- Acting
- Stopping
- Involving the audience
- Analyzing the discussion
- Evaluating
11Procedure how to apply role play in class??
12Preparing class for role-play
- Present an artificial problem, situation or event
that represents some aspect of reality. - Define the problem, situation and roles clearly.
13Give 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.
14Using 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.
15switching
- 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.
16Debriefing
- 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.
174 types of role play
18Conflict 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.
19The 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.
20Information 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.
21Task-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.
22How can the teacher guide in role play?
23modelling
- In this, a teacher or adult can join in the play,
- and demonstrate to children how certain roles
could be undertaken.
24Verbal 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.
25Thematic-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.
26Imaginative 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.
27Role 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.
28Examples of use of role play
29Becoming 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
30New 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.
31Social awareness
32Teaching history
33Fantasy tales good vs. evil
34Different professions
35(No Transcript)
36Teach about responsibilities and duties
37Respect for all
38Applicable maths
39Manners and etiquettes
40Written 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
41Written 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?
42Written 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?
43Invented 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.
44Online 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.
45- 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.
46Merits 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.
47Demerits 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.
48The 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.