Role play helps make abstract problems more concrete and real, allows for immediate feedback, facilitates expression of attitudes and feelings, provides opportunities to speculate on what if situations, and involves applying knowledge to solving problems. In role-playing, a student may assume the perspective of a participating character in a scenario designed to create greater understanding of a topic, surrounding issues, and human interaction. To implement role play the teacher does the following:

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i.Identify the goal of the activity (e.g., non-challenged students in collaboration with challenged peers engage in understanding each other’s perspectives and emotions, students become aware of issues motivating behavior, and agree upon expected outcomes ofthe role play)

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ii.Before the play begins, students should research the topic at hand (e.g., dyslexia, shyness, bullying, etc.), discuss their anticipated roles, and have a preliminary knowledge of the context and meaning of the situation presented (e.g., how can we as a class be more accepting of those with learning challenges so that we become a community of learners that support one another?).

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iii.This preliminary preparation allows the students to express the perspectives they represent in a safe practice environment and identify changes they want to incorporate as a result of the practice run.

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iv.The role-play activity should culminate in follow-up class discussions that emphasize that all of us have some sort of need (e.g., see discussion of cognitive, social, emotions, physical and sensory, or psychomotor generic influences in Chapter Four) and that implementing knowledge of special learning needs will enhance everyone’s learning.

 

Role play is related to DeBono’s Six Thinking Hats exercise described next.Hats may be found in costume stores or represented by other means e.g., participants holding an index card with the color indicated or some other option to indicate the hat colors..