In the article, Dr. Kanokwan and Zoe Pollack discuss the technique of role playing as used as a teaching method, primarily for students who are learning more about humanities and social sciences. The author reinforces the idea that role playing can involve students actively in the learning process by allowing them to act as stakeholders in an imagined or real scenario.
The author describes designing the role play and implementing a role play activity for students to perform in a humanities or social sciences classroom. The role play method enables students to develop a greater understanding and develop negotiation skills in a controlled environment. Students (or teacher) will need to select an event that illuminates key theories or may be of importance to the topic of study. Students are then given necessary background knowledge, either readings or assignments, and assigned roles as preparation. The length of the process can vary according to the aims the educator has for the activity.
In creating a role play activity for students, the author outlines steps for implementation of the activity:
1. Briefing Stage
2. Interaction State
3. Forum Stage
4. Debriefing Stage
This article demonstrates how role play can be used to create a stimulating environment for students to develop a deeper understandings of complex ideas. In addition, the author outlines the suggested way to perform additional role plays using topics designated as important for other educators.
Manorom, K., & Pollock, Z. (2006). Role play as a teaching method. Mekong Learning Initiative, Retrieved from http://www.scribd.com/doc/26109576/Role-Play-As-A-Teaching-Method-A-Practical-Guide