Module Objectives

Role Playing

Strategy Description

Objectives and Assignments
Strategy Description

Strategy Template

Student Examples

Strategy Rubric

Comparing Models

Resources

Syllabus

Calendar

Purpose:

ROLE PLAYING

Shaftel, F. R. and Shaftel, G. (1982). Role playing in the curriculum. Englewood Cliffs, N.J.: Prentice Hall, Inc.

Shaftel, F. R. and Shaftel, G. (1967). Role -playing for social values: Decision-making in the social studies. Englewood Cliffs, N. J.: Prentice-Hall, Inc.

A great need exists for constructive guidance of groups. They need to be helped to an awareness of the consequences of their codes, their exclusion devices, their demands for blind conformity, their intolerance of deviant behavior.

Just as the individual needs to be helped to sensitivity and concern for others, the group needs to be guided to concern for the individual. Ronald Lippitt speaks of the cohesive group -- a group in which the individuals like one another and will support variability among members. Such groups are sensitive to the ways in which their actions may affect others. When people work, live, or play together, there are times when teamwork is necessary and other times when divergence of opinion makes the difference between wisdom and folly. (When a popular leader suggests a rash or inconsiderate act, the member of the group with sounder judgment must feel secure enough to suggest cautioning second thoughts with force and confidence; when the imaginative member of the group suggests a plan involving effort and departure from cherished group plans, the group must feel that he deserves a hearing, however impractical his suggestions seem at first. glance.)

Such group attitudes must be systematically cultivated; we cannot depend upon their spontaneous emergence. (1987. PP 21-22)

Tasks for Role Playing:

To help children understand that behavior is caused

To develop sensitivity to the feelings of others

To release tensions and feelings

To diagnose the needs of children

To improve the child's self-concept

To explore roles

To explore the core values of American Culture

To learn more about the functioning of various subcultures

To help children clarify their values for decision-making

To improve the social structure and value systems of the peer culture

To develop group cohesiveness

To learn social behavior with the support of a cohesive group

To learn problem solving behavior

To teach problem solving at the action level

To teach group problem solving

To develop the habit of considering consequences (consequential, or causal thinking)

To confront the typical ways we tend to solve interpersonal and intergroup problem situations

EdTe 226
California State University, Sacramento
April, 2001

Role Playing
Strategy Description

Objectives and Assignments Strategy Description Strategy Template Student Examples Strategy Rubric Comparing Models Resources Syllabus Calendar	Purpose: *ROLE PLAYING* Shaftel, F. R. and Shaftel, G. (1982). Role playing in the curriculum. Englewood Cliffs, N.J.: Prentice Hall, Inc. Shaftel, F. R. and Shaftel, G. (1967). Role -playing for social values: Decision-making in the social studies. Englewood Cliffs, N. J.: Prentice-Hall, Inc. A great need exists for constructive guidance of groups. They need to be helped to an awareness of the consequences of their codes, their exclusion devices, their demands for blind conformity, their intolerance of deviant behavior. Just as the individual needs to be helped to sensitivity and concern for others, the group needs to be guided to concern for the individual. Ronald Lippitt speaks of the cohesive group -- a group in which the individuals like one another and will support variability among members. Such groups are sensitive to the ways in which their actions may affect others. When people work, live, or play together, there are times when teamwork is necessary and other times when divergence of opinion makes the difference between wisdom and folly. (When a popular leader suggests a rash or inconsiderate act, the member of the group with sounder judgment must feel secure enough to suggest cautioning second thoughts with force and confidence; when the imaginative member of the group suggests a plan involving effort and departure from cherished group plans, the group must feel that he deserves a hearing, however impractical his suggestions seem at first. glance.) Such group attitudes must be systematically cultivated; we cannot depend upon their spontaneous emergence. (1987. PP 21-22) *Tasks for Role Playing:* To help children understand that behavior is caused To develop sensitivity to the feelings of others To release tensions and feelings To diagnose the needs of children To improve the child's self-concept To explore roles To explore the core values of American Culture To learn more about the functioning of various subcultures To help children clarify their values for decision-making To improve the social structure and value systems of the peer culture To develop group cohesiveness To learn social behavior with the support of a cohesive group To learn problem solving behavior To teach problem solving at the action level To teach group problem solving To develop the habit of considering consequences (consequential, or causal thinking) To confront the typical ways we tend to solve interpersonal and intergroup problem situations


EdTe 226	California State University, Sacramento April, 2001