Today, we will discuss the role play as one of many experiential learning activities that ensure a rich learning experience.
What a Role Play Is
What: A role play is a simulation of a real life situation.
When: It can be used at the beginning of a lesson to model an interactive skill that will be learned. It can also be used at the end of a lesson to evaluate the learners’ ability to apply what has been learned. They are intimidating to many learners. As a result, it is best not to schedule one until the end of a workshop when trust and comfort levels have been established.
Why: It is intended to provide an opportunity for the learners to observe and/or practice new skills in a realistic situation.
How to Use It
How: There are numerous ways in which to use it. If the intent is to model how to use a certain skill, the participants can watch a videotape or a simulation between:
- two trainers,
- a trainer and a participant volunteer, or
- two participant volunteers.
The key points or steps in the skill being learned need to be identified prior to viewing the simulation. They should label them after viewing the simulation. It is helpful to have the participants note down key points as they watch. Then discuss their points afterwards.
If two participant volunteers are used, it is helpful to have the roles written down. Add visual emphasis to identify key points they should demonstrate in their role play.
If the intent is to have the participants practice a new interactive skill, it is best to give them time to analyze a situation and identify key points. The situation may either be a prepared situation or a personal situation they have chosen. They should also be given time to script out their simulation, both in terms of language and behavior of both parties.
Writing a Role Play
In writing a role play, sufficient background information needs to be provided regarding the:
- situation,
- personal characteristics,
- interests,
- behaviors of the players, and
- relationship between the players.
Many times, a general background sheet is given to all players. They then receive individual briefing sheets in addition. This alerts them to the specific part they will play in the interaction.
Groups of Five or Triads
If the participants are requested to prepare and present a role play, it should be no more than 10 minutes. It can be conducted in groups of five. In this configuration, the participants alternate role playing or providing observer feedback. This permits those participants who are uncomfortable with role playing to benefit from opportunities to observe others and provide feedback to them.
If triads are used, again the participants can alternate who role plays and who provides feedback.
Model One Role Play
It is important that the process be modeled by the trainer before the groups begin their work. Their instructions and worksheets should be clearly reviewed. The group need to have an opportunity to run through one. After this, it is necessary for the trainer to bring the entire group back together to discuss what is going well and resolve any areas of confusion. The trainer should continually dip-stick in an unobtrusive manner. Make sure no group gets stuck.
The groups can then volunteer to present their role play in front of the entire group. In the alternative, each participant may be required to present theirs in front of the group. The observers should have feedback sheets. Instruct the observers to give “loving, nonjudgmental feedback” that still respects the individual’s need to learn and grow within the protected training environment.
Feedback Options
Once it has been presented, the trainer can ask the group for its feedback: strengths, and then areas for improvement. The individual observers can subsequently give their written feedback sheets to the primary role player, for his or her later review.
These role plays can also be videotaped. This will provide the best and most complete feedback. In this event, the participants may prefer to be given their videotape to review privately after the class.
It is best to limit role playing in front of the group to no more than ten. Otherwise, it can exhaust the patience and energy of the group. It is helpful to have a sign up sheet for the role players to schedule their presentation. Stagger each role play every twenty minutes.
It is also necessary to summarize key learning from the role play exercise at its conclusion, through large group discussion.
Length of Time Allotted
Length: It depends upon the intent and the mode of the role play. This activity can take from 15 minutes (to show a simple video or model a simple interaction). It can also take up to several hours (if the participants need to:
- develop their role play situation,
- script it out,
- practice it, and then
- present it to the larger group for feedback).
Rule of Thumb Estimate
In the latter case, an approximate rule of thumb is:
- 20 minutes to develop the situation,
- 20 minutes to script it out,
- 20 minutes to practice it,
- e 10 minutes to present and
- 10 minutes to receive verbal group feedback.
In other words, it is wise to schedule an entire afternoon to ensure sufficient time for participant role plays.
Benefits of a Role Play
Benefits: There are a number of benefits to the use of a role play:
- It can give the learners an opportunity to apply what they have learned to a real life situation.
- It can develop the learners’ analytic skills.
- It can test the learners’ ability to use what they have learned.
- It can make technical information come alive.
- It can increase the learner’s ability and confidence to use the skill.
- It can increase the learners’ probability of using the skill outside the classroom.
Level of Learning: Application, but also possibly Knowledge, Comprehension, and Analysis.
Learning Preferences: Aural, visual, print, interactive, haptic, and kinesthetic (depending on the activity).
Next week, we will begin to explore a variety of quick kinesthetic experiential learning activities useful for checking retention, including a gallery walk, a debate, a pop up, and a relay race.
If you would like to learn how to design and facilitate experiential learning activities, please book a call to discuss a tailored train-the-trainer program. https://laurelandassociates.com/contact/
