Professional Documents
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Learning II:
The Role-playing
Model and
Jurisprudential
Inquiry Model
LEARNING OUTCOMES
By the end of this topic, you should be able
to: 1." State the benefits of role-playing;
2." Identify the strengths of role-playing and jurisprudential inquiry
models in terms of enhancing learners interpersonal skills; and
3." Analyse the phases and apply these phases appropriately in
classroom practice.
"
INTRODUCTION
In Topic 2, you have looked at group investigation. In this topic, you will explore
two other models pertaining to the social family of models. The models are as
shown in Figure 3.1.
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As in the previous topic, each model will be elaborated based on its specific
features, the syntax (phases), which refers to the structure of the model, the
social system, which refers to the teaching and learning climate and the teaching
role, which refers to the roles played by teachers. In addition, you will be shown
some teaching and learning activities using the stipulated models.
3.1
OVERVIEW OF ROLE-PLAYING AS AN
INSTRUCTIONAL TOOL
ACTIVITY 3.1
Have you experienced role-playing in your classroom? What benefits
did you gain from the activity? What were the challenges you faced?
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3.1.1
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What is Role-playing?
3.2
BENEFITS OF ROLE-PLAYING
Figure 3.2 illustrates the four benefits of role-playing and its brief explanation will
be discussed.
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ACTIVITY 3.2
Discuss other benefits of using role-playing in the classroom. Pay
particular attention to how it enhances learning.
3.3
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3.3.1
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When using role-playing, one needs to consider the following three key concepts
(refer to Figure 3.3):
(a)" Problem Stories
Problem stories are a collection of stories that end with a dilemma. Shaftel
(1967)
(c)" Analysis
This aspect is most crucial in determining the quality of learning. During
the analysis activity, learners give and share ideas pertaining to the
enactments. The analysis will be based on what the learners observe in their
partners 'or peers' reactions to the particular issue. The analysis involves
examining reactions and responses, which will be discussed to seek
solutions to the problem or issue concerned.
3.3.2
The model of teaching includes syntax, social system and teaching role as
follows.
(a)" Syntax (Phases)
Role playing involves nine phases.
The nine phases start with a warm-up session that comprise problem
identification, followed by selecting and setting the problem enactment and
finally, a thorough discussion on issue concerned.
Table 3.1 illustrates the nine phases in role-playing. The stages are
systematically organised to allow the learners to experience learning
through dramatisation and exchange of ideas.
Table 3.1: Nine Phases in Role-playing
Phase
Description
One
Two
Select participants
Three
Four
Five
Enact
Six
Seven
Re-enact
Eight
Nine
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(i)" The first phase involves an initiation into the activity itself. The teacher
and the learners explore the problem stories. At this stage, the
problem is introduced and explored. The procedure and features of
role-playing are also explained briefly;
(ii)" The second stage is another important stage in which the learners are
given roles to play. Before they set off into their task of dramatising
their roles, the learners analyse the roles to reach a better
understanding of the issue;
(iii)" The third stage looks into the setting of the stage in which further
discussion is carried out on the manner in which the enactment will be
staged. Learners are given the opportunity to restate the stipulated
roles. This stage helps the learners to explore in depth the problem or
issues concerned;
(iv)" The fourth stage is focused on the observers. Observers in a roleplaying activity have a crucial task. They are required to identify
aspects during the enactment that need to be observed. In addition, in
stage four, the observation task is clearly delineated;
(v)" The fifth phase is the practical stage in which the role-playing is carried
out. Members in the group enact the roles and observers take notes.
(vi)" The sixth stage emphasises the elements of discussion and evaluation.
Learners, with the help of the teacher, will review the actions of the roleplaying and discuss main issues pertaining to the activity. Based on the
outcome of the discussion, the members will then plan for the next
enactment. The second enactment will be based on the proposed
changes to behaviour or reactions pertaining to a particular issue;
(vii)" The seventh stage is the re-enactment phase. Roles are revised, new
steps or alternative suggestions are carried out to address the issue
concerned in the problem;
(viii)"In the eighth stage, the learners once again discuss and evaluate the
reactions of the members; and
(ix)" The final stage involves sharing of experiences and consolidating
knowledge gained from the activity above. At this stage, the learners
relate the issue to real life situations. They further explore possible
and appropriate ways in addressing the problems.
(b)" Social System
The social system refers to teaching-learning climate whereby the
relationship and level of autonomy of student as well as the involvement of
the teacher is discussed and analysed. In the context of the role-playing
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model, the students have an active role in attaining learning. The learner is
actively involved in the learning process where learners work with one
another, sharing and discussing ideas and observations.
As stipulated in the social learning family, role-playing helps the learners
explore the human relation problems and eventually enhance their critical
thinking and problem solving strategies.
(c)" Teaching Role
This aspect looks into the role of the teacher in teaching-learning context.
As stated by Joyce (2009), the teacher must adhere to the following
principles:
(i)"
3.3.3
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ACTIVITY 3.3
What are the commonalitites found in the types of problem stories?
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3.3.4
Dylan and Johnny are cousins. They are both 13 years old. They study at
the same school. One day Dylan saw Johnny hitting a younger boy at the
school. When Dylan confronted Johnny about the incident, Johnny
pushed Dylan aside and told him not to interfere.
Dylan felt disturbed and wanted to inform his parents about Johnny. At the
same time, Dylan knew that Johnnys parents are very strict and would
most probably reprimand Johnny severely.
Dylan is in a dilemma. What can he do to help his cousin?
Based on Problem Story 1, the teacher would start the discussion by asking
questions pertaining to the story. A further description or clarification of the
issue is carried out. Teacher could also explain specific terms of meanings
or difficult words.
(b)" Phase Two: Select the Participants
The teacher discusses with the learners on the selection of roles. The roles
are decided based on the given context. The teacher must ensure that the
roles are given specifically to group members who are willing to play the
roles as stipulated in the task.
The experience would be more meaningful when the learners are given the
choice to choose their roles. This will reduce anxiety among them and at the
same time increase active participation during the role-playing activity.
(c)" Phase Three: Set the Stage
The activity mentioned does not require extensive stagecraft similar to play
production context. Setting the stage here focuses more on the learners
outlining the scene. The learners do not prepare any scripts. They only
generate a general line of action in which this becomes a guide to frame
and move the scene of action.
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The teacher here can pose questions pertaining to the enactment, for
example, Where is this scene taking place?, What time does this
incident take place?, etc.
Minimal props can be prepared. For example, using materials from the
classroom such as chairs, tables, books and so on.
(d)" Phase Four: Prepare the Observers
In phase four, the focus would be on the observers. The observers are
assigned to scrutinise aspects of the role playing so that the entire class
can later examine and analyse it.
The observers take on active roles in evaluating the effectiveness of the
role-playing, the behaviour and actions of the players as well as defining
the ways of thinking and feelings of the players.
Shaftel & Shaftel (1967)
In order to achieve this, each observer will be assigned tasks to ensure that
the data above is gathered for further discussion. The observers are crucial
as they can help generate meaning on the role-playing activity. The
observers can select a particular enactment and analyse the feelings and
actions of the players. They could explore the various alternative ways in
which a player could have presented the role in the play.
At this point, the teacher helps by providing the observers with prompt
questions like As you watch the role-playing, how does Dylan try to solve
the problem?, Do you think Dylans problem can happen in real life?
and What would you do if you were Dylan?
(e)" Phase Five: Enact
This phase is where the learners perform their roles. It is spontaneous, each
learner or participant responds based on one anothers response and actions.
The performance is not structured or scripted in any manner. The main aim of
enacting the play is to identify the desired behaviour established, the
characters are developed and a behavioural skill is practised.
According to Shaftel (1967), the performance is to be short. There may be
instances where the teachers would need to re-enact the scene to clarify
misunderstanding of the issues raised during the role-playing activity. For
example, in the example given, Dylan could choose to not to tell Johnnys
parents. Based on the action, discussion can be generated on the reasons
or major roles changed to create variety or different angles to the situation.
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(f)"
In this phase, the observers and participants will begin evaluating the
presentation and discussing the various interpretations, actions and
responses of the participants. Discussion may evolve on how a particular
role should be carried out or what a particular participant should have done
in the role-playing.
The teacher here functions as a moderator, providing thinking questions to
both observers and participants. Teacher can pose questions such as Did
you agree with Dylans action on not informing Johnnys parents?, Why
do you think he reacted in that manner? and Do you think that is the best
way to solve the problem? Other participants can respond to the
questions. The discussion generated will later develop into the next phase,
which is the re-enactment.
(g)" Phase Seven: Re-enact
The re-enactment can take place many times. Teacher together with the
students will exchange ideas and interpretations based on the previous
discussions and generate new angles for the designated roles. For example, in
the first enactment, Dylan decides not to inform Johnnys parents. However,
for the second enactment, there may be a variation in which Dylan will inform
Johnnys parents about their sons misbehaviour. This revelation can result in
changes and reactions from the other characters.
There may be other views, for instance, Dylan informing the discipline
teacher or Dylan speaking to one of Johnnys good friends. The various
stances taken by participants or learners help the learners to develop their
problem solving skills as well as explore the diversity in human behaviour
and characteristics. At the same time, they are also able to examine the
roles of each member, for example, family member, friend, teacher and
parents. The awareness that the learners gain from phase seven will help
them in their phase eight.
(h)" Phase Eight: Discuss and Evaluate
In this phase, the teacher will explore and discuss in greater detail the
issues in phase seven. This is again an important stage that conceptualises
the knowledge and experiences gained throughout the phases.
(i)"
The main aim of this activity is to enable the learners to relate problem stories
that are familiar to them. They need to gain further insight on how these
problems can be explored and solved. Through the enactment and re-
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3.3.5
The role-playing model provides opportunities for the learners to develop their
interpersonal skills.
As stated by Joyce (2009), role-playing helps learners in the following aspects:
(a)" Develop skills to analyse personal values and behaviour;
(b)" Develop strategies for problem solving especially in the area of interpersonal
or even personal conflicts; and
(c)" Develop empathy for others.
The abovementioned instructional and nurturant effects seen through the
implementation of the role-playing model mould and develop learners to become
better learners. The role-playing activity enables the learners to hone their skills
in analysing personal and behaviour. When these learners participate in role
playing, they gain awareness of their personal beliefs and prejudices that may
have influenced their actions or behaviour during the activity. This awareness is
indeed significant to help these learners to develop into better and matured
individuals.
The role-playing activity also provides opportunities for the learners to develop
strategies for problem solving. This is especially evident when they are facing
interpersonal or personal conflicts. Through the exploration and discussion of the
problem stories, these learners will be trained to seek solutions to a specific
concern highlighted in the role-playing.
The role- playing activities in accordance to the principles of the social family are
aimed at developing learners who have empathy for others. One of the goals of
the role-playing activities is to help learners become sensitive to predicaments of
others and eventually become compassionate individuals in society. This can be
achieved when the learners listen and respond to one another during the roleplaying activities.
The teacher needs to ensure that the learning activities promote empathy and
help the learners to analyse their personal behaviours and values systems. In
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addition, the learning activities should help the learners to devise problem-solving
strategies when encountering an interpersonal based conflict.
The learning activities would eventually mould and nurture learners to become
more expressive as well as skilful in the areas of negotiation and problem solving.
SELF-CHECK 3.1
What are the phases involved in the role-playing model?
3.4
The jurisprudential inquiry model was created by Donald Oliver and James
P. Shaver with the purpose of helping students to think systematically in
addressing contemporary issues.
Joyce et al. (2009)
The jurisprudential inquiry model takes on a more global approach whereby the
learners are required to have critical and substantiated views on areas related to
legal, ethics as well as social issues.
This model draws on a few assumptions:
(a)" The social values raised in the discussion during the inquiry are legitimate;
however, they may conflict one another. This is due to the different personal
values systems within particular societies;
(b)" Resolving the differences through negotiations and discussions are among
the ways in which learners are able to solve or seek resolution to complex
issues; and
(c)" The third assumption highlights the role of the learner in the jurisprudential
inquiry learning process. The learner is regarded as a skilful judge and
able to analyse both sides of the arguments and assess the evidence
available to make appropriate and well-informed decisions.
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3.4.1
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Description
Involves clarifying the values or legal principles in conflict and
making a choice between them.
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ACTIVITY 3.4
Discuss the significance of each type of problem for learners.
3.4.2
The following illustrates the key areas pertaining to the model of teaching.
(a)" Syntax (Phases)
There are six phases in this model as shown in Table 3.3. The initial phases
starts with the orientation of the case followed by identifying issues and
taking positions. The fourth phase explores stances and patterns of
argumentation, allowing the learners to further clarify and analyse values
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within the conflict. The fifth phase refines the positions with the aim of
seeking resolutions and making decisions. The sixth phase, which is the
final stage, will test the factual validity and determine the predicted outcome
of the decisions made.
Table 3.3: Six Phases in Jurisprudential Inquiry
Phase
Description
One
Two
Three
Taking positions
Four
Five
Six
(i)"
In the first phase, the teacher introduces the materials and reviews the
facts pertaining to a case or claim. The teacher here will need to be
clear and knowledgeable in the subject matter to help facilitate the
learners in the subsequent phases. The case can be based on any
one of the aspects in the value framework, for instance, value
problem, definitional problem or factual problem.
(ii)" Phase Two: Identifying Issues
The second phase focuses on identifying issues. The learners play a
major role here where they are required to read and understand the
issue concerned. Next, they would need to synthesise the facts and
select one issue for discussion. During the selection process, the
students would identify values and conflicts presented within the
issue. The phase could also involve the students recognising factual
and definitional questions pertaining to the conflicts.
(iii)" Phase Three: Taking Positions
This is the stage where the students take a position or stance in terms of
the social value or consequences of the decisions. The students are
required to articulate their ideas.
(iv)" Phase Four: Exploring the Stance(s), Patterns of Arguments
Phase four explores the stance(s) or patterns of argumentation with a
purpose of establishing the point in which the value was violated.
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to the case and help the students draw opinions and support to defend their
case or positions.
3.4.3
Points
to
Consider
Jurisprudential Inquiry
when
Applying
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ACTIVITY 3.5
1." Elaborate on the roles of the teacher and students when carrying out
the jurisprudential inquiry process.
2." Discuss the importance of each phase (role playing model) in:
(a)" Promoting social and interpersonal skills among learners; and
(b)" Developing the learners interpersonal skills.
3.4.4
The jurisprudential inquiry model provides many benefits to learners. Table 3.2
presents the instructional and nurturant effects as stated by Joyce (2009):
Table 3.2: Instructional and Nurturant Effects
Instructional Effects
Nurturant effects
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The inquiry process allows the learners to explore and exchange ideas in
a vigorous manner. Through these discussions and presentation of ideas,
the learners become more aware and sensitive towards the views of self
as well as others. They learn to be more accommodative and receptive to
ideas that are different from their point of view. The feelings of empathy
and pluralism are enhanced through these interactions, creating a more
positive learning environment in accordance with the requirements of the
social learning family.
The purpose of the inquiry model is to develop learners who are able
to present contemporary ideas in a systematic and organised manner.
The classroom becomes a rigorous and vibrant learning place.
Through social interactions, learners build learning communities within
the classroom.
ACTIVITY 3.6
Elaborate, with specific examples, how instructional and nurturant effects
can be created in a class of sixteen year olds.
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SELF-CHECK 3.2
Identify and elaborate the key principles involved in planning and
implementing jurisprudential inquiry in a classroom.
In the jurisprudential inquiry model, the learner will gain world knowledge and
build self-confidence as an effective and well informed speaker.
Definitional problem
Problem stories
Enactments
Role playing
Factual problem
Value problem
TOPIC 3
LEARNING II: THE ROLE-PLAYING MODEL AND
JURISPRUDENTIAL INQUIRY MODEL
SOCIAL
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Johnson, D., Johnson, R., & Holubec, E. (1998). Cooperation in the classroom.
Boston, MA: Allyn and Bacon.
Rogoff, B., Matusov, E., & White, C.(1996). Models of teaching and learning:
Participation in a community of learners. In D. R. Olson & N. Torrance
(Eds.), The handbook of education and human development: New models
of learning, teaching and schooling. Oxford, UK: Basil Blackwell.
Shaftel, F. R., & Shaftel, G. A. (1967). Role playing of social values: Decisionmaking in the social studies. Englewood Cliffs, N. J.: Prentice-Hall.
Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching. Boston, MA:
Pearson Education.