Role Playing

Teaching and Learning Strategies

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Role playing, another type of simulation activity, is a dramatization of an event or situation – the situation usually represents a problem or a difference between two or more individuals, or a situation that is anxiety provoking. It differs from other simulation learning activities in that it is an unscripted scenario – the learners act out a problem in a completely spontaneous manner. This is a particularly useful strategy for practicing therapeutic communication skills and dealing with conflict.

Example of Role Playing

Developing and Implementing a Role Playing Activity
To begin a PBL session, students are divided into several small groups (groups of 5 is ideal) and presented with a problem.

  1. Planning. The instructor must determine the goal of the activity and write a situation or context for the interaction to occur. Ideally the activity should be planned so that all students can participate in some way.

  2. Implementation. To begin a simulation learning activity, the instructor assigns a role to each participating student, and then provides brief explanation of the situation so that all individuals generally know what they are to do. Give the students a designated amount of time to role play – the time will vary depending on the objective or task. Most role-playing activity sessions are short, lasting between three and five minutes.

  3. Debriefing. The final phase of role playing involves debriefing. The instructor and students discuss the situation and various perspectives of the individual characters. Debriefing also allows time to provide feedback to students.

Advantage

Disadvantage

  • Stimulates critical thinking through problem solving and decision making during verbal exchanges

  • Role playing requires active participation of the learners

  • Allows immediate feedback to learners

  • Allows students to gain insight, or understand the perspective of others

  • Students usually consider this type of learning fun

  • Can be applied in multiple settings

  • Development of appropriate role-playing scenario’s can be time intensive

  • Some students are reluctant to participate, particularly if the role playing is done in front of a group of students

  • May reinforce stereotypical behavior among students