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ROLE PLAY IN THE CLASSROOM

This presentation has been created based on a collection of materials about role play in the classroom. I have covered topics such as how to complete a classroom roleplay, as well as the benefits/ downfalls of using this technique in the classroom.
by

kiah marsden-youll

on 27 March 2014

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Transcript of ROLE PLAY IN THE CLASSROOM

ROLE PLAY IN THE CLASSROOM
WHAT IS ROLE PLAY?
What is achieved through role play?
"This class tricks you into doing so much work" (Jarvis, Odell & Troiano, 2002, p.1, para 3)

Students are working with classmates through an enjoyable interactive
activity, so they are less likely to feel like their work is a chore

Students interest in a subject increases when they become active learners, rather than passive observers
Increased enthusiasm and participation
(Jarvis, Odell & Troiano, 2002, p.1)




Advantages
Active learning
Improved interpersonal and communication skills
Increased learning
Students interest in the topic increases
Encourages fast thinking and problem solving
Developing sense of empathy among students

(Jarvis, Odell & Troiano, 2002, p.4 & 5)
STUDENTS ARE REQUIRED TO ACT OUT A SITUATION IN GROUPS OF 2 OR MORE
CAN BE USED FOR BASICALLY ANY FIELD OF STUDY
5 SIMPLE STEPS
STUDENTS ARE USUALLY REQUIRED TO REMEMBER A REHEARSED SITUATION
5 Steps of Role Play
SOLUTION CONFRONTATION
BRIEFING
ROLE PLAY
DEBRIEFING
DISCUSSION
Weaknesses and Possible Difficulties
If not monitored closely, students may get distracted and use the time to chat rather than complete the activity
Some students may be less socially inclined than others
Students may have set expectations of the way a classroom is conducted
Limited space
Choosing what to correct when the students are making multiple mistakes can be difficult and finding the correct time to do so


Role Play in A Japanese Classroom
3. Role play-
Students will act out their role play for the class, as they practiced in their briefing and preparation
Teacher to take note of pitch, fluency and word pronunciation
4. Debrief-
teacher will comment on the overall outcome of the role play, and give general feedback to the group. If required a rubric can be used for individual marking to be given to each student
5. Discussion-
students to give feedback to the teacher about whether they found the role play to be too hard, too easy, etc. as well as discuss with other classmates what parts they found difficult that can be worked on in future
Role Play in A Japanese Classroom
Role Play in A Japanese Classroom
1. Solution confrontation-
basic introduction should have already been covered in the previous lesson. Introduction will at this stage only cover name and age. Students need to be able to use structures taught and make them self relevant.

2. Briefing-
Students will assemble in groups of 2-3, and give a short introduction of themselves to other group members. Students should be encouraged to remember, rather than use notes where possible.
Thank you!
References
Hua, Lee Boon. (2005)
Role-Play and Simulation; The English Teacher Vol. XX.
http://www.melta.org.my/ET/1991/main5.html


Brady, Laurie and Allan Scully. (2005).
Engagement: Inclusive Classroom Management.
New South Wales, Australia: Pearson Education


Anderson, Mark. (2013)
5 Tips For Getting the ESL Student Talking.
Retrieved from

http://www.edutopia.org/blog/getting-the-ESL-student-talking-marc-anderson


Author unknown, (nd). Role Playing in the ESL Classroom; Why and How to Use it in Your Classroom. Retrieved from http://www.wce.wwu.edu/Resources/CIRCLE/Strats/Role%20Playing.pdf
5 Steps of Role Playing
Solution Confrontation
-
What is our main outcome?
What can we expect to achieve from our role play?
Teacher to explain what the students will need to play
Briefing-
Students prepare their role play
Encourage students to take on a different role and step outside their comfort zones to help create a more memorable experience

(Brady & Scully, 2005, pg 81)

Role Play
Students present their role play to the rest of the
class
Teacher to take notes of where the student can
improve
Debriefing
Teacher gives feedback to students and offers
areas for improvement
Discussion
Students discuss feedback and give reflections
on the task

(Brady & Scully, 2005, pg 82)
5 Steps of Role Playing
Tips for Role Play in a Japanese Classroom
Use simple phrases repetitively so the students can memorise simple instructions
Even if students are unsure get them to keep talking to build confidence in their verbal skills
Focus on the ability of each student as an individual, and in future activities this will allow you to group students accordingly (Edutopia, 2013, para 1, 2 & 4)
Make sure students are familiar with structures and phrases for their role play, as well as suggest new vocabulary for them to learn
(Parrish, 2004)
Celce-Murcia, M., & Hilles, S. (1988)
Techniques and Resources in Teaching Grammar
. New York: Oxford University Press.


Maxwell, C. (1997).
Role Play and Foreign Language Learning
. Paper presented at the Annual Meeting of the Japan Association of Language Teachers, Hamamatsu, Japan.


Parrish, B. (2004).
Teaching Adult ESL: A Practical Introduction
. New York: McGraw-Hill Companies.


IHIC. (2008)
Introduction To Japanese Conversation
. Retrieved from http://www.hl7.jp/
ihic2009japanese_conversation/

Alan, Barbra. (2012).
How To Succeed in Business.
Retrieved from https://www.plymouth.edu/magazine/frontpage/how-to-succeed-in-business/ (image only)
(Brady & Scully, 2005, p80 table 4.5)
Authentic language experiences
Increasing self-esteem and confidence in the classroom
Increased fluency through spontaneity
Can be used as an effective assesment tool

(Celce-Murcia & Hills, 1988) (see referencing in detail)
(Alan, 2012)
IHIC. (2008)
This is a short clip demonstrating a simple role play on Japanese introduction.
Full transcript