[vc_row css=”.vc_custom_1633322218820{margin-bottom: 30px !important;background-color: #f8f8f8 !important;}” el_class=”sec11″][vc_column][vc_custom_heading text=”Role Play” font_container=”tag:h1|text_align:left|color:%23800000″ google_fonts=”font_family:Muli%3A300%2C300italic%2Cregular%2Citalic|font_style:400%20regular%3A400%3Anormal” css_animation=”none” css=”.vc_custom_1640673707077{padding-bottom: 25px !important;}”][vc_custom_heading text=”Suitable for Steps 2, 6, 10″ google_fonts=”font_family:Muli%3A300%2C300italic%2Cregular%2Citalic|font_style:400%20regular%3A400%3Anormal” css_animation=”none” el_class=”h22″ css=”.vc_custom_1633586921074{padding-bottom: 25px !important;}”] \n
Minimum of one hour, up to one day<\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n \n \n
Topic related information material for the various roles<\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n \n \n
6 \u2013 8 learners may play the given roles, while a group of 30 to 50 may observe and contribute to the reflections on the learning from the role play.<\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n \n \n
To help learners get insights into the reality of different individuals connected to the study subject, by simulating a situation relevant to the topic, and having learners play the roles of such individuals.<\/p>\n
To help learners put themselves into the shoes of people connected to their subject of study.<\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n \n \n
<\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n \n [vc_column_text]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.<\/p>\n
This method should be used above all when it is a question of promoting aspects of action and adopting lifelike observer positions.<\/p>\n
Role plays may be conducted in four phases:<\/p>\n
(1) Warm-up phase<\/strong><\/p>\n 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.<\/p>\n (2) Acting phase<\/strong><\/p>\n The acting phase is divided into development and implementation.<\/p>\n 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).<\/p>\n (3) Dismissal phase<\/strong><\/p>\n In the dismissal phase, the players are led out of their roles in order to be able to adopt an \u201coutsiders\u201d 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.<\/p>\n (4) Reflection phase<\/strong><\/p>\n In this phase, the retrospective learning process takes place through reflection, discussion, raising comments, alternative solutions, etc.<\/p>\n Related to the player:<\/em><\/p>\n Report of the players about their sensations during the role play.<\/p>\n Related to the observers:<\/em><\/p>\n Observation skills are to be developed (possibly through observation tasks).<\/p>\n Related to the role play:<\/em><\/p>\n Clarify the action by:<\/p>\n [\/vc_column_text] \n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n \n [vc_column_text]In Step 2, a role play can help learners better understand a situation and aid in the development of a model of the system.<\/p>\n 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.<\/p>\n See examples of role plays at<\/p>\n\n
\n Contribution to Systems Thinking competence <\/h5>\n