TEACHING MANUAL ON
ROLE PLAY MODEL
Name of the Teacher : E K JIJAN
Std. : VIII
Name of the School : N
S S High School, Pandalam
Date : 24/02/2014
Name of the Subject : English Time
: 45 mts.
Area / Topic : THREE QUESTIONS (Leo Tolstoy)
|
|||||||||
|
Focus: The
Learner,
Ø explores human relations problems
by enacting problem situations and discusses the enactment.
Ø develops process skills such as
observation, effective communication, delineating a problem, analysis of
information etc.
Ø acquires the ability to engage in
simple meaningful conversation.
Ø learns about intonation, gestures,
facial expressions, use of polite language etc.
Ø develops the abilities to combine
ideas in an innovative way.
Ø draws out his/her feelings and
analyses emotions like empathy, sympathy, anger and affection.
Problem
Situation
Entry Behaviour: The learner,
1.
has already taken part in
role plays.
2.
has read about and listened
to stories about kings and their reigns.
|
|||||||||
|
Syntax
|
|||||||||
|
Phases of the Model / Learning Experience
|
Input and
Output process
|
||||||||
|
Phase I - Warming up the Group
Tr. wishes the learners and they reciprocate. Teacher introduces
himself and establishes a rapport with the learners through an informal talk.
Tr: Do you remember the story,
‘Three Questions’ we have learnt?
Ø What is the name of the story writer?
Ø What were the three questions the king asked?
Ø Don’t we too think sometimes as the king these 3
important questions? Say for example, when to start a good action, what is
the important thing to do and whose advise should be taken etc.
Teacher makes the learners to remember the
story and narrate it briefly. Teacher scaffolds them with leading questions
and cues.
Tr: Can you just imagine yourself in the
position of the king and the problem situation he was in? How do you feel
about the king’s effort to seek
answers
to his questions from the hermit? How did the hermit react to his questions?
Teacher attempts to discuss and interpret the problem situation the
king was in with learners and explores issues.
Teacher explains role playing and explores the possibility of playing
the roles of different characters in the story themselves.
Phase II - Select Participants
Teacher
generates a discussion and analyse the various roles as that of the king, learned men,
hermit, king’s enemy- the wounded man etc. The children and the teacher describe
the various characters- what they are like, how they feel, and what they
might do.
The children
are then asked to volunteer to role play. They may even be asked to play a
particular role and are given necessary directions. The teacher exercises
some control in the situation.
Phase III: Set the Stage
The
role players outline the scene and simply sketch the setting and line of
action. Teacher asks a few questions to help setting the stage, like:
o What did the king
proclaim?
o Did the wise men have
same opinion on the problem?
o Where does the
enactment take place first?
o Where did the hermit
live?
o What was he doing
when the king approached him?
The setting is arranged so that one
corner of the classroom becomes the court/ palace of the king with seats for
the king and the learnt men; in another corner, hermit’s hut in the wood is
set.
Phase IV: Prepare the
observers
Teacher involves observers in
the role play by assigning them tasks, such as
•
evaluating the realism of the role playing,
•
commenting on the effectiveness and the sequence of the role players’
behavior
•
defining the feelings and ways of thinking of the persons being
portrayed.
•
What actions of the role players were helpful or not helpful
•
Could the boy role playing the king express the feelings of the king.
•
Is the behavior of the hermit
suited to his wisdom
•
Whether the learnt men are really giving various answers to the three
questions.
•
Phase V: Enact
The players assume the roles and enact spontaneously and communicating
realistically to one another.
The teacher allows the enactment to run only until the proposed
behavior is clear or the action has expressed its idea.
Phase VI: Discuss and
Evaluate
Participants and observers intellectually and emotionally involve
themselves in discussion on actions of role play and realism in it. They also
discuss how the next enactment can be improved. Teacher prepares the learners
for the next step by asking questions like:
How do you suppose the
king felt when he did not get the right answers to his questions?
One said, ‘ You should
consult a magician to know the right time for every action.’ What do you
think of it?
Do you think it was good
that the king forgave the man and made peace with him?
Phase VII: Reenact
The students and teacher share new interpretations of roles and decide
whether new individuals should play them. The activity alternates between
discussion and acting. Even the participants may try to behave in a different
way and see what the consequences are.
Phase VIII: Discuss and
Evaluate
Teacher pushes for a realistic solutions to the king’s questions by
asking a few questions.
ü
Do you think the attitude of the King after his meeting
with the hermit was changed?
ü
Why did the hermit say
his questions have already been answered?
Phase IX: Share
experiences and Generalize
The teacher tries to relate the problem situation to the children’s
experiences in a nonthreatening way. Class members can be asked if they know
someone who has had a similar experience.
Do you think the most
important time in your life is now?
|
IDENTIFY
OR INTRODUCE PROBLEM
Responds
to the questions and make an attempt to narrate the story.
MAKE PROBLEM EXPLICIT
Imagines and tries to himself/herself in the position of other
persons.
Tries to
perceive the roles as similar to real life situations.
INTERPRET
PROBLEM STORY, EXPLORE ISSUES
EXPLAIN ROLE PLAYING
ANALYSE ROLES
SELECT ROLE PLAYERS
Some
learners appear to be so involved in the problem that they identify with a
specific role and place themselves in another person’s position.
SET LINE OF ACTION.
RESTATE ROLES.
GET INSIDE PROBLEM SITUATION
A general setting is clarified and
the participants feel secure enough in the roles to begin to act.
DECIDE WHAT TO LOOK FOR.
ASSIGN OBSERVATION TASKS
Determine
what the role
players
are trying to accomplish
BEGIN ROLE PLAY
MAINTAIN ROLE PLAY
BREAK ROLE PLAY
Establishes
events and roles
REVIEW ACTION OF ROLE PLAY
DISCUSS MAJOR FOCUS
DEVELOP NEXT ENACTMENT
Involves
themselves actively in discussion.
PLAY REVISED ROLES
SUGGEST NEXT STEPS AND BEHAVIOURAL
ALTERNATIVES
REVIEW ACTION OF ROLE PLAY
DISCUSS MAJOR FOCUS
RELATE PROBLEM SITUATION TO REAL
EXPERIENCE AND CURRENT PROBLEMS
EXPLORE GENERAL PRINCIPLES OF
BEHAVIOUR
|
||||||||
|
Follow-up Activity
The literary club of your school has
decided to enact a play based on the story ‘Three Questions.’ Prepare a script
for the drama.
|
|||||||||
|
Social System : The social system in this model is
moderately structured. Teachers are responsible for starting the phases and
guiding the students through the activities within each phase; however the
particular content of the discussions and enactment is determined largely by
the students. Even thought teachers are chiefly reflective and supportive,
they assume directions as well.
Principles
of Reaction
: 1. Teachers should accept students responses
and suggestions, especially their opinions and feelings in a nonevaluative
manner. 2. Teachers should respond in such a way that they help the students
explore various sides of the problem situation. 3. Increase students’
awareness of their own views and feelings by reflecting, paraphrasing and
summarising their response. 4. Use the concept of role, and emphasise that
there are different ways to play a role. 5. Emphasise taht there are
alternative ways to resolve a problem.
Support
System
: Role playing is an experience based model
and requires minimal support material outside the initial problem situation.
The major curriculum tool is the problem situation from films, novels and
short stories. Briefing sheets can be used describing the role or the
characters feelings.
Instructional and Nurturant Effects : Role playing is designed to foster (1) the
analysis of personal values and behaviour (2) the development of strategies
for solving interpersonal and personal problems. (3) the development of empathy toward others.
Its nurturants are the acquisiyion of information about social problems and
values, and comfort in expressing one’s opinions. Role play is a good vehicle
for developing the content of the instruction.
|
|||||||||
|
04
|
Feel excited after spending a sleepless
night in creative thinking and effort. A great Tribute to Joyce and Weil as
well as to Leo Tolstoy. Courtesy to Ms Anila Chacko and Ms Raji R. Use it
prudently and for personal application. Right to Publish or reproduce solely
lies with the writer. Inspiration - my beloved students and KUETEF members.
4.
TEACHING MANUAL ON
RECEPTION MODEL OF CONCEPT ATTAINMENT
Name
of the Teacher : E K Jijan Std. :
VIII
Name
of the School : Mount Tabor G H S S, Pathanapuram Date
: 11/06/2012
Name
of the Subject : English
Time
: 45 mts.
Topic
/ Concept : Abstract
Noun (Grammar)
|
||||||||||
|
Focus / Learning Objectives :
The learner,
1. thinks inductively so
that, given a set of examples (abstract nouns) and contrasting instances
(non-abstract nouns), they will identify the defining characteristics of
abstract nouns.
2. identifies and categorizes
the abstract nouns.
3. examines and uses
correctly abstract nouns in their speech and writing.
Concept : Abstract noun
CONCEPT
ANALYSIS: An Abstract noun is the name of a
quality, action or state considered apart from the object to which it
belongs-formed from adjectives, verbs and common nouns.
Learning
materials : charts
Positive
exemplars : charts/ pictures for teaching Abstract noun
Negative
exemplars : charts/ pictures for other kinds of noun
|
||||||||||
|
Syntax
|
||||||||||
|
Phases of the Model /
Learning Activities
|
Input & output
processes
|
|||||||||
|
INTRODUCTION:
Teacher will explain to the
students that they are going to explore an important grammatical concept by
comparing some examples of the concept with some contrasting instances. Their
task is to figure out what the examples have in common, and how the examples
differ from the contrasting instances, or “non-examples.”
Phase I - Presentation
of data and Identification of Attributes
Tr. : Today we will play a game. I will show you a chart. It
contains positive and negative examples of a particular concept in grammar.
Go through the chart, compare the examples and form your hypotheses about the
concept.
Tr. : Presents the chart. The words underlined are positive
examples.
Tr. : You examine carefully each pair and find out what is common
in
positive examples.
H1 : They are derivatives of negative examples.
H2 : They represent quality of a person or a thing.
Tr. : Yes, now you examine the following set of words.
Lr.
:They are also derivatives of negative examples.
Tr. :Do
they represent the same quality?
H3
:No, They are names of some action.
Tr. :
Now look at the third set of examples.
H4 : They are words
representing some state.
Tr. : Yes, all the positive
examples given represent some quality,
action or state.
These words which name a
quality, action or state are called abstract nouns.
Phase
II - Testing Attainment of the Concept
Tr. presents a chart in which unlabelled examples are given. Ask
the students to locate the abstract nouns from it.
Tr. Make abstract nouns from the following words.
(1)
lazy
(2) cruel (3)
brave (4) foolish
Lr. : laziness, cruelty, bravery, foolishness
Tr. : Can you give a few more
examples of abstract nouns which represent quality, state and
action.
Learner writes a few more
examples.
Tr. : Study the following sentences and point out the
abstract nouns from them.
1.
Always speak the truth.
2.
Wisdom is better than
strength.
3.
I believe in his innocence.
4.
The room is 30 ft. in length.
5.
I often think of the happy
days of childhood.
Phase III Analysis of Thinking Strategy
Tr. can you explain how
you arrived at the concept?
Lr
:First we noted suffixes added to the negative examples. Then we thought
about the meaning and noted that they represent quality, state or action.
Finally confirmed the hypotheses after these examples.
|
Tr. presents labelled
examples.
Learners compare attributes in positive and negative
examples.
First
Hypothesis
Second
hypothesis
Presents
second set of labelled examples.
Tr.
helps with clues in the form of
questions
Third
Hypothesis
Presents
third labelled examples
Fourth
hypothesis
Confirms
the hypotheses
Learners
generate examples
Learners
identify and underline the abstract nouns
Compares
and uses correctly.
Students
describe their thoughts.
|
|||||||||
|
Social System :
Prior to teaching with the Reception Model of
Concept attainment, the Tr. chooses the concept, selects and organizes the
material into positive and negative examples. In most cases, trs. Will have
to prepare egs, extract ideas and materials from texts and other
sources. The 3 major functions of the
teacher during concept attainment activity are to record, prompt (cue) and
present additional data. Cooperative procedures can also be used
successfully.
Principles of
Reaction :
During the flow of the lesson the Tr. wants to be
supportive of the students’ hypothesis-emphasising, that they are
hypothetical in nature- and to create a dialogue in which students test their
hypothesis against each other. In the latter phase of the model, the teacher
wishes to turn the students’ attention toward analysis of their concepts and
their thinking strategies, again being very supportive.
Support System :
Concept Attainment lessons require that positive
and negative examples for ‘Abstract Noun’ be presented to the students. The
data source need to be known beforehand and the attributes visible. When
students are presented with an example, they describe its characteristics
(attributes), which can then be written in a column on a black board or
keyboard.
•
Instructional and Nurturant Effects : The model contains strong elements
of both instructional and nurturant values.
•
designed for instruction on specific concept
•
•
Provide practice in inductive reasoning
•
Improves student’s concept building strategies
•
Awareness of alternative perspectives
•
Sensitivity to logical
reasoning in communication.
•
Tolerance of ambiguity but appreciation of logic.
|
||||||||||
|
03
|
5.
TEACHING MANUAL ON SYNECTICS MODEL
(A Model to Develop Creativity/ A Brain storming Tool)
Name of the Teacher : E K
Jijan
Std. :
VIII
Name of the School :
Mount Tabor G H S S, Pathanapuram
Date
: 15/06/2012
Name of the Subject : English
Time
: 45 mts.
Unit : 1-
On the Wings of Wishes
Area / Topic : Creative
writing on ‘Dreams’
|
|||
|
Focus
/ Learning Objectives
:
1)
2) To encourage creative responses
and group cohesion.
3) To generate fresh perspective on
the topic ‘Dreams’
4) To prepare a write-up on ‘dreams in life’.
|
|||
|
Syntax
|
|||
|
Phases of the Model
|
Creative Process / Learning
Activities
|
||
|
Phase I
Presentation of present condition
Phase II
Direct Analogy
Phase III
Personal Analogy
Phase IV
Compressed Conflict
Phase V
New Direct Analogy
Phase VI
Re examination of the original task / problem.
|
Tr: Have you learned the poem Dreams and Tagore’s story When Wishes Come True?
·
Do you have dreams and wishes of your own? Can you write a
poem or a paragraph on your dream or wishes for life?
What are they? Form groups and
discuss.
Lr 1: Dreams are about our future.
Lr 2: My dream is to become a car
designer.
Lr 3: All dreams are not
fulfilled. …….
Tr: What do you think they are
like? Can you compare these dreams and wishes to something else?
·
Imagine and find something from the nature that you can
compare dreams with. It can be living or nonliving things.
Lr 1: Dreams are like butterflies
Lr 2:They are like sea.
Lr 3: birds …….train…
(Learners give reasons for their
analogies and finally select one from probable examples provided.)
Students select for sea.
Tr: Now, describe sea and tell
about its attributes.
[Tr. asks the scaffolding
questions to encourage their description on the analogy]
·
Is it calm or violent?
·
Does it have life?
·
Is it stagnant or changing?
·
Does it give you happiness?
·
Does it give you any message?
·
Is it warm or cold?
·
Does it become a life saver or a destroyer?
Lr 2: Sea is seamless.
Lr 3: It is blue. It provides life
for fishermen.
Lr 4: sea contains fish and
numerous treasures.
Lr 5: Icebergs are found in the
sea.
Lr.6 : It sometime destroys the
lives of many.
Teacher asks the learner to think how
he/she would feel to be the sea.
Students also tell why they have
that particular feeling.
Tr :Imagine yourself as the sea.
How do you feel like? Say, if I am the sea, I will drown no riders and
islands.
Lr 1: I am vast and limitless.
Lr 2: I kiss the shore and embrace
all rivers
Lr 3: I can toss the ships and
boats.
Lr 4 : Children as well as grown
ups like to play with me.
Lr 5: I will float and swing.
Lr 6: I will roar and frighten the
pirates/sea robbers.
Lr 7 : I will hide the sun in the
night.
Lr 8 : I will save the lives of
many fisher men.
( Tr. elicits and writes on black
board all the key words and
descriptions)
Eg. Vast, embrace, calm, wild, frighten, soothing,
roar, float, play, warm, solemn, toss, ice, destroy
changing, seamless, beautiful,
wonderful, fantastic, sleepy,
unrealistic, exciting, strange, provide,
stagnant
Learners take their description
from Phases II and III and suggest several compressed conflicts.
Can you pick out some words that fights
or argues with each other?
Lr 1: calm - wild. Sooth – frighten, stagnant – float, warm – ice
Provider/ saviour - destroyer
Tr : Form some phrases poetically
with these conflicting words
Lr : wild calmness, destroying
saviour, warming ice, playful toss,
Tr. : Which one do you think is
the most suiting conflicting description?
Eg : destroying saviour /
providing destroyer
Learners generate and select
another direct analogy based on the compressed conflict.
Here ; rain
Lr 1: The rain is exciting.
Lr 2: It sustains the all living
organisms.
Lr 3: It sometimes become a
destroyer too.
Lr 4 : Rain causes the beautiful
rainbow.
Lr 5: It provides and generates
new things.
Lr 6: It is free and is a gift
from the mother nature.
Lr 7 : Sometimes thunder and
Lightening accompany rain.
Lr 8 : It makes the soil rich and
fertile.
Pupil response continues and the
teacher writes all the words on bb.
generate, provide, sustain,
exciting,
accompany, free gift, cause etc.
Teacher makes students move back
to the original task or problem and use the task analogy and/or the entire
Synectics experience.
Tr: Now, let us use these words
and ideas to prepare a write-up on dreams. Sit in small groups and discuss
for a while before you pen down.
|
||
|
Social System
: The
model is moderately structured, with the teacher initiating the sequence and
guiding the use of operational mechanisms. The students, however, have
freedom in their open-ended discussion as they engage in the metaphorical
problem solving.
Principles of Reaction
: The
teacher must accept all student responses to ensure that students feel no
external judgement on their creative expression. He/she tries to induce
psychological states likely to generate a creative response.
Support System
: The
class requires a work space of its own and an environment in which creativity
will be prized and utilized and a competent facilitator.
Instructional and Nurturant Effects
: The
model contains strong elements of both instructional and nurturant values.
Instructional : group cohesion and
productivity, tools for metaphorical thinking, problem solving capacity.
Nurturant : self esteem, adventurousness,
achievement of curricular content.
|
|||
|
03
|
