what is the effectiveness of role play in teaching?
110910
Role playing is a must for skills related training. To get maximun result from role play: you must be serious, simulate the situation as real-life as possible.
834280
good schooling needs training in all round performance which includes language... subjects... extra curricular activities such as singing...games...sports...  elocution ... writing......etc...   according to me the playway method without creating over pressure on students will make them learn voluntarily out of great interest!!! it should train one to live in the world with diplomacy.... got it?
575930
I'm confused whether you want a curriculum evaluation or an instructional evaluation based on curriculum.  So let me try both.\n\nAn effective curriculum evaluation will look at how the curriculum prepared the students for assessments (especially in light of NCLB), how it could be differentiated for various learning styles and learning groups, and how practical it was.  You also want to look at what outside resources, if any, were necessary to make the curriculum work in most situations.  Did the curriculum require additional training for the staff using it?  Was it user-friendly?\n\nInstructional evaluation based on curriculum is a little easier if you know the curriculum.  I've been evaluated befor by someone who did not understand the established curriculum, and things got pretty upsetting.  The evaluation should be looking for how well the instructor used the curriculum in class.  Did the instructor follow established guidelines about what should have been taught?  How well did the instructor differentiate for individual learners?  How comfortable was the instructor with the curriculum?\n\nI hope I didn't muddy the waters.  If I did, I apologize.
1170896
yes. i like role play. im a nurse, so i wear my sexy nurse costume and he'll either be the patient or the doctor. ♥
327141
The best and most overlooked way to improve classroom education of any kind is to introduce the use of boardgames. I have taught for over ten years all over the world, and only when I use boardgames do students voluntarily insist on extending their classes for two, three, even four hours. Not only that but they then show the most rapid improvement. \nCheck out the following websites for some useful background info.\n\nhttp://www.rpg.net/sites/edu/1-1.html...\n\nhttp://www.rpg.net/sites/edu/1-2.html...\n\nhttp://subscriptions.fasfind.com/wwwtool...\n\nhttp://www.gama.org/uploads/ns/xx/nsxx7l...\n\nGive it a try and you will be amazed. At least you will be helping to break the monopoly that the big textbook publishers have over the education industry.
527766
In case you don't see the previous answer, here it is again ....\n\nI think you mean role play. Kids role play all the time - they pretend - they act out scenarios as if they were real. \n\nOne aspect of role play in teaching usually is related to teaching kids specific skills by having them practice them in real life type situations. For example, children can learn how to greet each other, or good manners, etc. by acting out scenes which they can later use in real life. You can use role play as a teaching tool with young children, teenagers, adults, anyone, really.\n\nThese links should help you.
801617
What necessarily are you trying to teach???
590612
Demonstrations ... \nNothing stays in your mind more than examples, so at the beginning of each lesson show an example, have a student come up and pretend to buy something and you can 'cheat' them and see if they catch on. Then you teach them the math concept and explain how it helps.  However this is a very negative view and will influence their perception of the world.  Sometimes fun can help with teaching as well. For example when my professor taught us about trig and pi, he brought it an actual pie to teach the concepts :)
374828
I allow them discuss time.  It allows them to think about the topic in small groups, and it allows for talk to each other which they so long to do anyway.\n\nI also create a lot of activities and games.  My students are in high school, but they still like playing little kid games like word searches, memory, pictionary, etc.\n\nI also have them expand from small to complex.  For example, they have to give a word, then a phrase, then a sentence, then a question.  It increases word power and critical thinking.\n\nI teach Spanish so many of these activities are easier to do. Please, tell me what subject you teach, and I might be able to expand my practices according to your area.
332223
The last several decades in our nation have witnessed growing concerns that our educational system is not adequately preparing all of our citizens to develop the skills and knowledge they need to live and work successfully in today's complex society (National Commission on Excellence in Education, 1983). Calls for change have centered on the need for schools to provide opportunities for students to engage in activities that promote in-depth understanding, critical thinking, creative problem solving, and the ability to use knowledge in real-life settings (Darling-Hammond, 1993).\n\nIn response to these concerns school improvement efforts have proliferated, aimed at all aspects of the educational system - school structures, organization, governance, and leadership; family and community involvement; as well as curriculum content, instructional methods, individual and system-wide assessments. While all of these initiatives are important, many have been undertaken leaving some basic assumptions about teaching and learning intact, assumptions that have not been sufficiently informed by current understandings of how students learn.\n\nMany commonly accepted educational practices have been influenced by ideas of teaching from the past, based on traditional behaviorist views that teaching is primarily an act of "telling" - supplying students with facts and information in much the same way that an empty glass is filled. While these practices have been successful at producing proficiency in the lower-order skills measured on many tests, they have generally met with little success in developing the kind of knowledge and abilities that\n\nstudents need in real-life situations (National Assessment of Education Progress, 1981).\n\nIn contrast to this transmission-of-knowledge model of teaching, newer understandings of how people learn present a conception of teaching that focuses on developing "thinking" students who understand and can use what they learn. This conception is termed "constructivist" because it sees learning as a dynamic internal process in which learners actively "construct" knowledge by connecting new information to what they already know, rather than as a process in which learners are passive recipients of information transferred to them from external sources. This newer conception's emphasis is on developing students' capacities for analysis and problem-solving, rather than on having them "cover the curriculum" in the most efficient manner possible. Rooted in the assumption that all human beings have a deep drive to make sense of the world (Carini, 1987), constructivism sees learning as motivated by interest and shaped by individuals' cultural and linguistic backgrounds as well as their different learning styles and strengths (Carini, 1986; Gardner, 1983). From the perspective of the constructivist view, learning is supported by multiple experiences and social interactions, rather than by solitary drill and rote memorization (Dewey, 1916, 1956; Piaget, 1973,1980; Piaget & Inhelder, 1969; Vygotsky, 1978). It is a nonlinear process that requires extended periods of time to visit and revisit ideas until they are organized into coherent, stable, and generalizable understandings (Bruner, 1966; O'Brien, 1987).\n\nBecause constructivist principles are based on knowledge of learning, they provide a good starting place for school improvement efforts aimed at supporting students to become better thinkers, creators, and problem-solvers. Without such a focus, reform efforts run the risk of merely "reforming again, again, and again" (Cuban, 1990), focusing on the surface structures of schooling but leaving the central problems untouched.\n\nThis article describes constructivist teaching, highlighting some of its essential\n\nelements. It also discusses some of the challenges that constructivist teaching poses for teacher development. It demonstrates how a c
410737
One of the funniest skits I ever saw was some P.E. teachers who did an exercise routine, with the more petite teachers straddling the taller teachers who were lying down, so that the legs of the reclined teachers looked like the legs of the straddlers. Use a blanket to cover up the top half of the inclined teachers and the thighs of the straddlers (kneeling). I don't know what your subject is, but if you are trying to entertain as well as teach, this could work. The audience thought it was funny when the legs didn't do what the top teachers tried to make them do. Another possibility is to do a skit with puppets, if you are working with young children.
462273
Because there is a lot of study on how the brain and learning works with an emphasis on early brain development.  This research is being used to improve teaching techniqies.  I would think play would be a part of this research since it affects brain development.
152278
When I was in high school, my spanish teacher taught us the proper verb agreement by making a good sized 8 sided dice (dye?) On the dye there was a subject and a choice of 2 or 3 verbs. The teacher starts off the game by throwing the dye to a student, they roll the dye, say the question out loud, and then answer it. If they answer it correctly, they get to throw it to any student they want in the room, but if the student gets it wrong they give it back to the teacher. You could make an incentive for those who get it right in one try if you'd like, but we never got any lol.
782348
Role playing is a good technique.\n\nYou can use informal writing at the beginning of class to determine preconceptions students hold about a topic and then have them share their opinions.\n\nCrossword puzzles can be devised and used to help your students learn the vocabulary of the subject.\n\nStrive to create a warm and open atmosphere and mix in a little humor.
808859
Teaching is one of the most challenging professions because learners fall into so many categories.  Computers are a great resource if one has a multiple presentation program.  Students can proceed at their own pace, they can hear and see the material, and at some point, they may virtually experience the lesson.  Pencils, pens, and paper are good tools, memorization exercises seem to help the ability to recall, exercise, especially stretch, help the body become more alert and less distracted, tape recorders are great for speech class and therapy.  Technology has its uses, but they are limited by the teacher's mind.
930403
I get my classes to role play being sperm and eggs.   That's about as practical as I think you can get!
132869
Yip, rewards generally work wonderful. Here's something similar to try.\nI always end my classes with a game - even if it's only for 2 minutes. Games, however, are only open to children who have behaved themselves well during class, and who haven't disturbed their classmates. How to determine that - the students are able to veto anyone from the day's game. Let me explain. WHen I announce the game, I give the class the opportunity to veto a student's participation in the game by giving 2 reasons why the student shouldn't participate. For eg. if John bothered a classmate, the classmate may argue his case by saying something like: John may not play the game because he 1) tried to play/chat with me in class. So he was 2)inconsiderate. THe rest of the class may take a vote on his participation, and that is the end of it. Students not playing the game, should lie on their arms for the entire game. \nBesides putting pressure on "problem" children to behave, the students learn to differentiate between proper and bad behavior; they learn to put their feelings into words (using vocabulary they've aquired; they learn to be objective regarding their friend's behavior; and they learn how to handle the responsibility of power.\nThis system works very well for me. I teach EFL in Taiwan, to 8 - 13 year olds. I use this system in all my classes, with the same results. But be sure your co-teachers (if any) understand what you are doing, and why. Also make sure this system doesn't become a way for some kids to bully others, of for personal vendettas. Remember, you always have the last say.