Role Play

A situation relevant to the group (such as of a conflict, if applicable) is presented. Learners assume roles and have a discussion to address the problem posed.

This method should be used above all when it is a question of promoting aspects of action and adopting lifelike observer positions.

Role plays may be conducted in four phases:

(1) Warm-up phase

The warm-up phase (before longer role plays) serves to loosen up and relax all participants at the beginning of each lesson/ session. In this way, they are prepared to put themselves in other roles.

(2) Acting phase

The acting phase is divided into development and implementation.

In the development phase, a relevant topic (content, conflict) is discussed together with the group. Thereupon a situation is determined for the execution of the role play and the different roles are worked out. Apart from the actors it is important to have a group of observers and to assign them with different tasks (also refer to the extension of the method).

(3) Dismissal phase

In the dismissal phase, the players are led out of their roles in order to be able to adopt an “outsiders” view. Only through distance can the game be analysed. The separation of role and person is important so that the conflicts that arise in the role play are not transferred to everyday reality. The phase also serves to protect the players, because criticism of the role behaviour must not become criticism of the person.

(4) Reflection phase

In this phase, the retrospective learning process takes place through reflection, discussion, raising comments, alternative solutions, etc.

Related to the player:

Report of the players about their sensations during the role play.

Related to the observers:

Observation skills are to be developed (possibly through observation tasks).

Related to the role play:

Clarify the action by:

• correcting misunderstandings and mistakes
• working out preconditions and changes that occurred in the course of the game
• analyzing causes for the action
• helping to draw conclusions from the behavior
• relating actual events to intended goals
• reinforcing and correcting learning outcomes

In Step 2, a role play can help learners better understand a situation and aid in the development of a model of the system.

In Step 6, it can be a supporting method to understand more deeply situations of dilemma or conflicts between SDGs (say, SDGs 8 and 13). At the same time, it can help to reflect in Step 10 on different aspects of actions, which constantly need revision and adaptations.

See examples of role plays at

https://fairtrade.wales/wp-content/uploads/Lessons-Cotton-and-Fair-Trade-for-Secondary-Schools1.pdf

Variation: Analytic or Reflective Teams

If the group size allows, observers can be formed into different groups, to have a bigger spectrum of views during the reflection phase.

https://fairtrade.wales/wp-content/uploads/Lessons-Cotton-and-Fair-Trade-for-Secondary-Schools1.pdf

1. Introduce a topic for the role play (see above)
2. Form groups of four or five observer groups, assigning each team with different tasks, for example:

Group 1: Summarizers

Task: prepare a summary of the task (in not more than 7 most important points).

Group 2: Questioners

Task: prepare three substantive questions on the topic or task.

Group 3: Proponents

Task: list three to five arguments in favour of the most important points of the role play

Group 4: Critics

Task: list three or less points on why they disagree with key opinions expressed in the role play.

The method helps develop insights into the different situations that people face.  Considering that one of the aims of the Systems Thinking is to address problems, gaining such insights contribute towards working out better solutions. Role Play can help support analysis and reflection on the topic chosen for systems exploration.