Archive for Roleplay Simulation

DIY role-play in the classroom

This link has a diagram that summarizes the strengths of role-play and an example of a parliamentary role-play.

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Using role-play to activate students’ imaginations

This is an interesting ‘how to’ on ways to get kids in the classroom fully immersed in the role they take on for a role-playing exercise.

Bringing the Classroom to Life with Role-Play
By Lenore Blank Kelner
Anything is possible with role-play. Don’t worry if you are not an actor—all you need are a few props and your imagination. Try changing your voice, pitch, pace, or accent. The more you or your students look and/or sound like someone else, the more exciting the role-play. Read More

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Roleplaying/ Simulation

I came across a paper by Patricia K. Tompkins that examines the roleplaying/simulation method for learning of language and behavioral skills. And how this technique can create the motivation and involvement necessary for learning to occur.

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Roleplay Simulation

Roleplay simulation is a learning method that depends on roleplaying. Learners take on the role profiles of specific characters or organisations in a contrived setting. Roleplay is designed primarily to build first person experience in a safe and supportive environment. Roleplay is widely acknowledged as a powerful teaching technique in face to face teaching and role play online is also powerful, with some added benefits. More

More on roleplay simulation can be found here.

Papers –
Click here to read ‘Needle Stick: A roleplay simulation’ by Kate Fannon. Her paper presents a rationale for why roleplaying simulation is a highly effective and socially dynamic learning strategy for vocational education and training or higher education.

Some key ideas that stood out for me in this paper were –
Role-play simulation offers learners not only the opportunity to practice problem-solving in practitioner contexts but also to engage in transformative learning through focusing on their interpersonal communication skills as they try to come to agreements and implement solutions.

The educational rationale for the new learning is likely to be modelled on the findings of neuroscience and on appreciating the Y generation’s intolerance for static displays of text and slow-paced, predictable learning.

The core of what makes role-play simulations so different from computer-based simulations. While the latter are very limited in what is possible in human responses because they are rule-based, role-play simulations are unbounded – they have no limitations on the participants’ responses or initiatives. The structure and nature of this learning is not bounded by preset rules: it is created specifically by the participants and they must accept responsibility for what, how and where they lead themselves – as in the real world.

Constructivist learning theories rely on cognitive disequilibrium as the learners construct their meanings from a range of resources and in the process must reconstruct their existing schema and cognitive structures. This is indeed transformative learning. As a constructivist learning strategy, a role-play simulation allows each participant to make their own decisions and also be confronted with negative responses from others and negative outcomes in terms of their goals. This is often the fulcrum of learning, as it is the disequilibrium or what one participant, Amy, in Needle Stick called ‘difficult feelings’.

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