9 - Role-playing

Summary

I have always thought the actions of men [are] the best interpreters of their thoughts.

– John Locke

Role-playing can stimulate learning by bringing abstract conceptions alive for students, push them to focus on significant details that they otherwise might ignore, help them to see others' points of view, help them see the differences between concept and reality, provide on-thespot variety in the classroom, and give enormously useful data to an instructor. Whether role-plays are set up extemporaneously as the opportunity arises or planned for and managed well in advance, they are a valuable teaching tool for any instructor's repertoire. This chapter outlines some of the benefits of role-playing and addresses some important role-playing issues such as when to use the technique, how long to use it, how to set up role-plays and assign roles, and how to effectively debrief participants.

Benefits of role-playing

Role-plays can dramatically galvanize a sleepy class into one charged with attention and the electricity of concentrated learning. The pressure of having to present your ideas in a simulated, but live, conversation often causes students to think more deeply, more quickly, and more emotionally than they do when they present their ideas as part of a detached, impersonal analysis.

Role-plays are an excellent avenue for bringing abstract discussions and action plans alive for students. Without role-plays, students can easily gloss over the implementation issues in their proposed action plans. When students remain concerned only with the concepts, they often talk in poorly examined abstractions and assumptions.