Role playing model

Presented by:
Raminderdeep kaur
M.Ed 4th semester
Introduction Role playing is a teaching strategy that fit within the
social family of models.

It is a model of teaching for social problem solving.

In role playing student explore human relations

problems by enacting problem situations and then
discussing on enactments.

Role playing is a discussion technique that makes

possible to get maximum participation of a group
through acting out an example of some problem or
idea under discussion.
Role playing model

It is formulated by fannie and George Shaftel(1967).It also incorporated ideas

from the work of Mark Chesler and Robert Fox(1966).

It has roots on both personal and social dimensions of education. It attempts to

help individuals find personal meanings within their social world and to resolve
personal dilemmas with the assistance of social group. Role playing provide
unique opportunity for resolving interpersonal and social dilemmas.
Goals of Role This process provide live sample of human behaviour that
playing model serves students to:

● Explore their feelings.

● Gain insight into their values,attitude and perceptions.
● Develop their problem solving skills and attitudes.
● Explore subject matter in varied ways

Role playing involves the participants and observers in real

problem situation and desire for resolution and understanding
that this involvement engenders.
Assumptions of role playing
Role playing suggested an experienced based learning situation in which the ‘here and now’ becomes
the content of instruction.

This model assumes that this is possible to create authentic real life problem situations and through
there creations students can sample life.

Role playing assumes that it can draw out students feelings which they can recognise and release.As
shaftel version of role playing emphasizes intellectual content as well as emotional content

Another assumption, is that emotions and ideas can be brought to consciousness and enhanced by the
group . As peer group can bring out new ideas and provide directions for growth and change.

Final assumption is that individual can control over their belief systems if they recognise their values and
attitudes and test them against the views of others . so that they can allow themselves to grow .
 Each individual has unique manner of relating to
people, situations, and objects.

Concept of role People behave in consistent ways toward

themselves,seeing themselves as powerful and
smart,or perhaps afraid and not very able. These
feeling about people and situations and about
themselves influences people’s behaviour and
determine how they will respond in various situations.

A role is a patterned sequence of feelings, words, and

actions. Its a unique and accustomed manner of
relating to others .

Concept of role is central of role playing model and

this helps students to recognise different roles,and to
think of their own and others behavior in terms of
roles.
syntax
Shaftel suggests that role playing consists of nine steps:

● warm up the group

● select participants
● set stage
● prepare observers
● enact
● discuss and evaluate
● reenact
● discuss and evaluate
● share and generalise
Phase1: warm up Identify or introduce problem to the students so that they
recognise it as an area with which everyone needs to
the group
learn to to deal.

Teacher sensitize group to problem and creates a climate

of acceptance,so that students feel that all
views,feelings,behaviour can be explored without
redistribution.

Make problem explicit means to express the problem

through example and these may come from students
descriptions of imaginary or real situations that express
the problem or situation selected by teacher .
 In it, students and teachers describe various
characters then asked volunteer to role play
.they may even ask to play a particular role and
Phase 2: teacher should exercise some control in the
select participants situation.

Several criteria can be uses for selecting a child

for a role :

Role can be assigned those person-

● who appear to be involved in the problem

● who express an attitude that need to be
explored
● who need to identify themselves with the
role of another person positions
Phase 3:setting In phase three, the role players
outline the scene but do not
the stage
prepare any specific dialogue .

They simply set the one

person’s line of action and
general setting clarified to get
participants inside the problem
situation and make them feel
secure enough inthe roles to
begin to act.
Phase 4: Assign observation tasks to the observers so that the
observers become actively involved in the tasks .they
prepare the experiences the enactment and late analyse the play.
observer
The teacher involves the observers in the role play by
assigning them tasks,such as evaluating the realism of
the role playing,commenting on the effectiveness ad
the sequences of the roel players behavior, and
defining the feelings and ways of thinking of the
persons being portrayed l

The observers should determine what the role players

are trying to accomplish,what actions role players took
that are helpful or not helpful and what alternative
experiences might have been enacted.
Phase 5: enact
Begin role play: the players assumes the roles and live the
situation spontaneously, responding realistically to one another.

The action now depends on the children and emerges according

to what happens in the situation.

If the follow up discussion reveals the lack of student

understanding about the events and roles, the teacher can then
ask for reenactment of the scene.
 Review action of role play, the discussion
Phase 6:discuss and evaluation of problem begins
and evaluate spontaneously and it involves the
participants and observers intellectual
and emotionally.

Discuss major focus of the problem is

emphasized.

To Develop for next enactment, teacher

should focus on the discussion of these
aspects .
Phase The re-enactment may takes place many times .
the students and teachers share new interpretation
7:Reenact of the roles and decide whether new individuals
should play them.

Play revised roles

Suggest next steps

Suggest behavioral alternatives

Phase 8:discuss and evaluate

As in phase six; the discussion and evaluation of problem

begins spontaneously

Review action of role players

Discuss major focus of problem situation.

Phase 9: share
experiences and
generalise

The attempts to shape the discussion so that the children after long experience
withe the role playing strategy begin to generalise about approaches to problem
situations and the consequences of those approaches. Relate problem situation to
real experience and current problems .

Ideally, children will gradually master the strategy so that when problem come up
they able to use role playing to clarify and gain insight into the problem.
Lesson plan based on role playing model

Topic: barter system

Syntax Teacher activity Pupil activity

Phase1: warm up Teacher sensitize group to problem and Pupil pay attention to the problem
creates climate of acceptance by check the situation given by teacher and
i) Identify the problem. previous knowledge of the students. For this respond accordingly.
ii) Make the problem purpose teacher ask some question.
Yes .
explicit.
iii) Interpret the Do you buy goods & services?
By paying some money.
problem.
How are you buying goods & services?

If you have no money can you buy goods No respond

and services? Before this money system any
other systems existing in our world?

Before this, a system existing in our country

and all over the world.Do you heard about
that system?

Today we discussed about Barter system.

 Teacher activity Pupil activity

Phase 2. Select participants

Teacher explains about Barter Pupil listen to the teacher
i) Analyse the rules.
system: it is a system in which attentively and carefully .
ii) Select role players. goods and services are
exchanged for goods and
services.
They answered that some
For this purpose select 6 need to play the role of
students and asks them to customer and some students
play role and ask what role to be the seller .
need to be fulfilled ?

Teacher asks several children

to fill these roles
 Teacher activity Pupil activity

Phase 3: set the stage Teacher explained the Pupil decide their place for
assigned role to each place to begin the action.
● Set the line of action student and stage
● Restate the roles. arrangements for this role
● Get inside problem play.
situations.

Phase 4. Prepare Teacher explain the facts Pupil will observe the actor
observers related to barter system to and analyse their roles as
the observers and ask them well as develop new ideas
Decide what to look for. to observe the students who about it .
Assign observation tasks. are act in this role play and
find different ideas about it
 Teacher activity Pupil activity

Phase 5 : Enact The actors interacts each other for Pupil play role as follow
improve their roles and stop their
Begin the role play acting at exact time. Ram: I want some rice ,I have a
Maintain the role play Teacher : barter system is system cow to exchange for rice.
Break role play in which people exchange goods
for goods. Sita :I do not want cow.

Gita: I want cow but in my custody

only 2 kg rice can you cut the
cow?

Ram: NO NO. you take my cow.

Aman : do you want tomato ?

Suman :yes , but for this i can only give

you hair cutting service.

Aman : i do not want that service .

Suman : but people like me how to live
in this system. I get only wheat / rice if a
farmer come and cut his hair.
 Teacher activity Pupil activity

Phase 6: discuss and Teacher discusses with the Pupil will listen to teacher
evaluate acters about the situation and give their suggestions
related with it and ask to modify or add more in the
observers to give their concept .
suggestions to improve their
roles.
Teacher : ask observers to Pupil:ram can sell their cow
add more examples on this to another person who give
system ? more rice as compare to
sham.

Phase7. Reenact Teacher suggested more Students improve their

ideas for the concept to be acting before this acted.
Play revised roles enacted
 Teacher activity Pupil activity

Phase 8: Teacher evaluate the Pupil actively involved in

discuss and evaluate acting at students and the discussion .
discuss it with other
students

Phase 9: Pupil share their

share experiences and Teacher attempts to make experiences about barter
generalise discussion so that system with each other
children after long and will try to generalise it
experience generalise the in real life .
approaches to problem
situation.
Social In it teacher restart the phases and guiding the
system students through activities in each
phase.however particular content of discussion
and enactment is determined by the students.

Teacher is reflective and supportive in shaping

the exploration behavior
 Five principles of reaction to this model are :
Principle of reaction
Teacher accepts students response and suggestions

Teacher help students to explore various sides of problem

situation ,recognising and contrasting alternatives points of
view.

Teacher increases students awareness of their views and

feelings by summarizing responses.

Teacher emphasize different way to play same role.

Teacher help student to look at consequences to evaluate

the solution and compare it with alternatives to resolve a
problem.
Support system

Material for role playing is minimal but important. Major

curricular tool is problem situation.

Films, novel, short stories make excellent sources for

problem situation. Problem Stories are short narratives
that describe the settings, circumstances, actions and
dialogue of situation.
Application Role playing enable students to increase
their abilities to recognise their own and
others feelings .

Role playing model helps to improve the

problem solving skills of students .
Thank you