Role Play & Problem Solving

ROLE PLAY
LUQMAN HAKIM RAMLI

WHAT IS ROLE- PLAY?
• Role play is a classroom activity in which learners take on roles

& act out an imagined or real scenario. For example:Students
take on the roles of characters in a novel they are readingIt is a
technique that complements the traditional lecture
WHY ROLE-PLAY?
• Students are directly active during the role play, so it is more effective in
“embedding concepts” into their long term memory. The excitement of the role
play, the interaction and stimulation to visual, auditory and kinaesthetic styles of
learning helps a broad range of learners
• It helps to develop all domains of learning, cognitive (knowledge), psychomotor
(skills) and affective (emotional)
• Role- play is very useful for developing the ‘interpersonal skills’ of learners
• The role play method develops a greater understanding of the complexity of
professional practice and enables students to develop skills to engage in multi-
stakeholder negotiations within the controlled environment of the classroom
WHY ROLE-PLAY?
• Role- play can help students explore emotive issues
• For example: Smoking, religious issues, cultural issues
• Hirsch argues that role play consists of the key elements of
experiential learning
• David Kolb defined role- play as “the process whereby
knowledge is created through the transformation of experience”
WHY ROLE-PLAY?
• Role-plays can be simple or complex, short or long and can be
adapted to suit the needs of what is being taught or explored
• Several groups of students can carry out the same role- play
activity simultaneously. This has the advantage that it allows
every member of the class to practise the social skill
WHY ROLE-PLAY?
• It is not suitable for repeated performance of these role- plays to
the whole class, as the repetition becomes too tedious
• Alternatively, the role- play can be a single performance viewed by
the rest of the class.
CONSTRUCTING A ROLE-PLAY
The key steps in constructing a role-play are:
• Define Aims and Objectives (practice skills, explore concepts, etc.)
• Define setting/placement
• Define clear role descriptors
• Define time limit
• Define observer tasks (if any)
• Define ground rules of safety and feedback
• Define debriefing agenda
• Define facilitator tasks
RUNNING A ROLE-PLAY
1. Give players time to study the scenarios
• Teacher should intervene as little as possible, however, if new
information is needed to be added while the activity is running, it
must be prepared in advance
• Teacher should check that all roles are active. If any students are
not participating, she should talk to them directly
• The resources made available to students should assist them to
participate in the role play and fulfill their role.
RUNNING A ROLE-PLAY
2. Debriefing / Plenary Session
• The final stage is a debriefing. Plenty of time should be allocated to this as it is the most important element of
the role play
• It is always better to have an ice-breaker or a chat about an unrelated topic for a few minutes to break people
out of role so any negative emotions or aggressions can dissipate. As role-play is very powerful people may
end up staying ‘in role’ for a while after causing disruption to the group or the learning task
• It is better to follow the simple rules of feedback- where the participants are asked how it went, what emotions
they experienced and one is playing a professional and the other a client – to ask each person’s internal
emotions and how the other made them feel
• If an assessment then the participant should be able to describe what went well and what didn’t go well. The
groups will then give positive and constructive feedback
• It is often useful after debriefing to summarise what was gained- by asking each participant for their points
learnt or understood. It will be usually quite an assortment of learning points that shows how each role-play
can stimulate several strands of learning beyond the original aims and objectives
CONCLUSION
• Role-play is a powerful and effective teaching method for learners

and adult and can be adapted to deliver any learning objectives from
simple to complex concepts
• It really lends well to practice communication skills, debate complex
ethical issues or explore attitudes and beliefs. The success lies in the
construction and delivery with careful facilitation
• It is great for teachers and trainers as it is entertaining, more
interactive and reduced learner fatigue
PROBLEM SOLVING METHODS
LUQMAN HAKIM RAMLI
WHAT IS PROBLEM SOLVING
METHOD?
• In a problem solving method, learners learn by working on problems. This enables the students to learn new
knowledge by facing the problems to be solved. The students are expected to observe, understand, analyze,
interpret find solutions, and perform applications that lead to a holistic understanding of the concept. This
method develops scientific process skills. This method helps in developing brainstorming approach to learning
concepts.
• The students thinking on problem and their understanding of the science behind it is based on common sense. It
does not start from textual knowledge. Rather it proceeds from experiencing to gradually forming concepts
through books at later stage. It is a process from practice to theory not vice versa. Knowledge here is not a goal
but a natural out came of working on tasks. Students live in the real world and like to deal with concrete things
where they can touch, feel manipulate things then the method is useful in igniting the process of science learning
METHOD?
• A problem is a task for which Problem–solving may be a purely mental difficulty or it may be physical and involve
manipulation of data. , the person confronting it wants or needs to find a solution because the person has no
readily available procedure for finding the solution. The person must make an attempt to find a solution.
Problem solving is the act of defining a problem; determining the cause of the problem; identifying, prioritizing
and selecting alternatives for a solution; and implementing a solution.

METHOD?
• Problem-solving method aims at presenting the knowledge to be learnt in the form of a problem. It begins
with a problematic situation and consists of continuous, meaningful, well-integrated activity. The problems
are test to the students in a natural way and it is ensured that the students are genuinely interested to
solve them.
• Problem–solving may be a purely mental difficulty or it may be physical and involve manipulation of data.
Problem-solving is the ability to identify and solve problems by applying appropriate skills systematically.
• Problem-solving is a process—an ongoing activity in which we take what we know to discover what we
don’t know. It involves overcoming obstacles by generating hypo-theses, testing those predictions, and
arriving at satisfactory solutions.
Objectives of Problem-Solving Method
• Willingness to try problems and improve their perseverance when solving
problems.
• Improve pupils’ self-concepts with respect to the abilities to solve
problems.
• Make pupils aware of the problem-solving strategies.
• Make pupils aware of the value of approaching problems in a systematic
manner.
• Make pupils aware that many problems can be solved in more than one
way.
• Improve pupils’ abilities to select appropriate solution strategies.
• Improve pupils’ abilities to implement solution strategies accurately.
• Improve pupils’ abilities to get more correct answers to problems
• The appreciation of the existence of a problems and a desire to solve it
• The accumulation of the facts and data which are pertinent to the
problem.
• Logical interpretation of the data supported by adequate valid experience.
• Improve pupils’ abilities to select appropriate solution strategies.
• Improve pupils’ abilities to implement solution strategies accurately.
• Improve pupils’ abilities to get more correct answers to problems
• The appreciation of the existence of a problems and a desire to solve it
• The accumulation of the facts and data which are pertinent to the
problem.
• Logical interpretation of the data supported by adequate valid experience.
Tips for effective use of Problem solving
method
• Encourage students to ask questions and make suggestions.
• Motivate the students to do not fear group work.
• Help students understand the problem.
• Make students articulate their problem solving process. In a one-on-one tutoring session, ask the student to
work his/her problem out loud. This slows down the thinking process, making it more accurate and
allowing you to access understanding.
• Model the problem solving process rather than just giving students the answer. Provide only minimal
assistance and only when needed to overcome obstacles.
• Take enough time.
• Teach within a specific context. Teach problem-solving skills in the context in which they will be used .Use
real-life problems in explanations, examples, and exams. Do not teach problem solving as an independent,
abstract skill.
• Teachers work as a facilitator.
REFERENCES
• http://www.vkmaheshwari.com/WP/?p=2375
• https://slideplayer.com/slide/7638345/

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ROLE PLAY

LUQMAN HAKIM RAMLI

• Role play is a classroom activity in which learners take on roles

• Role-play is a powerful and effective teaching method for learners

and selecting alternatives for a solution; and implementing a solution.

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