Role-play In Science Teaching And Learning
McSharry and JonesRole-play in science teaching and learningRole-play in scienceteaching and learningGabrielle McSharry and Sam JonesAn overview of the educational importance of role-play, acknowledging itsdifficulties, advocating its possibilities, and encouraging its potential inscience educationWhat is role-play?The Concise Oxford English Dictionary (1978 edition)definition of role-playing is: ‘behaving in accordancewith specified function’. This is accurate but a workingdefinition of role-play is more difficult to arrive atlargely because it is associated with ‘dramatic’ activityin the minds of teachers, and also because of confusionin the literature arising from its relatedness to play,games and simulation (Jones, 1985).Role-play is a product of ‘play’, ‘games’ and‘simulation’, and definitions of these are provided inBox 1. In science education role-play may be seen asan interaction between these three components – eitherin combination or by themselves – and the child who‘performs’ the activity, resulting in learning outcomes(Figure 1). It is suggested in this model that there isprogressively increasing intellectual rigour involvedas you move from play to games to simulations. Again,in this model, all aspects of role-play are derived from‘play’. Since the initiation and design of role-play isdriven by the teacher, play takes on an educationalfunction. Some types of role-play use techniquesderived from drama, which may be adapted for use inteaching science. Role-play in science, therefore, is aproduct of the use of drama, games and simulations.Since, properly designed, it involves children inABSTRACTRole-play in science lessons is underrated andunderused, often because of misconceptionsabout what role-play is and how it can be put touse in science education. This article provides atheoretical basis for the use of role-play, alongwith some ideas that science teachers may findhelpful in further developing the experiential sideof their lessons.physical and intellectual activity, it has a potential toelucidate scientific concepts.Why use role-play in science?The theory behind the use of role-play in scienceteaching and learning – as with ‘active’, ‘experiential’or ‘child-centred’ learning – is that children areencouraged to be physically and intellectually involvedin their lessons to allow them to both express themselves in a scientific context and develop an understanding of difficult concepts (Taylor, 1987). The keyto role-play, and the reason why role-play can help tomake science relevant to many children, is that it isbased upon ‘play’.By the time that children begin to be educated inscience, they are already very experienced at play,having had their whole lifetime to practise. This playactivity is naturally used by children to develop theirknowledge and intelligence (Piaget, 1951). The desireto play, and therefore to learn, is a fundamental part ofhuman psychology and is a potentially powerfulresource residing in the children themselves.Increasing educational rigourPlayGamesSimulationROLE-PLAYLearning outcomeFigure 1 Role-play as the medium of interactive/experiential learning.School Science Review, September 2000, 82(298)73
Role-play in science teaching and learningBOX 1McSharry and JonesWorking definitions of role-play’s relativesPlayA behaviour used during the development of children to learn about their environment whichproduces enjoyment (Piaget, 1951). The ‘environment’ includes physical objects,interactions and societal rules of conduct.GamesGames are like play except that they usually have an end, a payoff’ (Adams, 1973). Gameshave conserved rules which can be used in competition with the hope of winning (Piaget,1932).Simulation is the ‘imitation of conditions, pretending to have or be something’ (Concise Oxford EnglishDictionary, 1978). In education, simulation is often referred to as ‘simulation games’, whichare usually more controlled than being mere extensions of games, and are ‘detailed modelsintended to reflect a situation found in the real world’ (Adams, 1973).There are other reasons why role-play may be avaluable educational tool: It gives science teachers another option that canbe used to link their work with ‘the more feeling,creative side of education and as a method ofincreasing the manipulation of factual material bychildren’ (Watson, 1985), a good example of whichwould be asking children to describe the watercycle to their peers in the role of television weatherpresenters. It gives children a feeling of ‘ownership’ of theireducation (Danby and Upitis, 1988). ‘Ownership’refers to the way a child facilitates their ownlearning by creating their own role-plays througheither scripted or improvised work, for exampleto explain the way the planets orbit the Sun. It can be used effectively to teach about moral orethical issues arising from the curriculum (Colby,1987), for example debates about geneticallymanipulated food production or the arguments forand against the opening of a new quarry in theschool’s playing field. It can help children across the full spectrum ofeducational needs to ‘interpret their place in theworld’ (Cayton, 1989). Merely explaining tochildren about their environment in the course ofa theory lesson may not be the best method forhelping them to gain an understanding of why it isthere or how the processes at work in the environment have formed it. Role-plays, such as thosedescribing predator–prey relationships or why dayand night occur, give children a chance toexperience these events in a physical way, whichmay be more appropriate to their personal learningstyle. Many role-plays are based upon analogy, whichhelps children to conceptualise and greatly74School Science Review, September 2000, 82(298)increases learning (Lawson, 1993) about, forexample, kinetic theory, electrical currents andantibody–antigen interactions.So what’s wrong with role-play?Some teachers tend to prefer children to watch andlisten during their lessons, rather than taking part inthe physical and intellectual activity engendered byrole-play (Lawrence, 1997). This could be becauseteachers are used to watching and listening, havingthemselves been taught like that, or perhaps they findit difficult to understand the educational needs ofchildren because they have actually passed throughthe Piagetian stages of development which they aretrying to encourage in their pupils. Lawrence (1997)says that ‘unless the teaching methodology embraces. a wide variety of techniques, any pupil/student whosestyle does not match is likely to be disadvantaged’.Perhaps this mismatch of teaching/learning stylescould be why children’s motivation in science lessonshas become difficult to maintain. The lack of enthusiasm for the sciences amongst children may have alsoserved to proliferate the widespread public opinion thatscience is at best irrelevant, and actually boring and/or difficult to study (Osborne, Millar and Collins,1999).Other agencies have already realised the effectiveness of role-play for use in staff training, from healthcare, management and administration to urbanplanning and neighbourhood development schemes(Saunders, Percival and Vartiainen, 1996). It wouldbe ironic if commercial enterprise took the lead fromeducation in the race to reform and rehabilitateeducation by using techniques which mean somethingto the taught.However, role-play is used in teachers’ in-servicetraining (INSET), often to address topics perceived as
McSharry and JonesBOX 2Role-play in science teaching and learningExamples of uses of role-play in sex education related to the sciencecurriculumSex education is a notoriously difficult area of the curriculum to teach, largely because the topic is soemotive to different teachers and wider areas of society. However, role-play provides many differenttechniques that may overcome any perceived difficulties because the activities are child-centred and alsobecause any discussion that may arise from them is generated by the children. It is valuable to encouragerole-reversals to give girls the opportunity to role-play being boys, and vice versa.In the case of ‘the facts’ simple analogy role-plays can be employed: Parts of the reproductive systems: children form themselves into physical representations of thefemale and male sex organs. Fertilisation and the ‘sex’ of the zygote: one child – female, representing the ovum containing an ‘X’chromosome – stands at one end of the playground; the rest of the class, boys representing spermatozoacontaining a ‘Y’ chromosome, girls representing spermatozoa containing an ‘X’ chromosome, stand in a lineat the opposite end of the playground. The teacher says, ‘Go!’, and all the spermatozoa take ‘fairy-steps’(heel-to-toe, heel-to-toe, etc.) as quickly as possible to get to the ovum. Any children who cheat or fall overare pronounced ‘dead’ and are removed from the race. The first spermatozoon to reach the ovum is thewinner and receives a prize to represent fertilisation. Many discussion points arise; for example, what is thesex of the zygote?, what happens to the spermatozoa in real life?, how does the zygote go on to develop?In the case of the more emotive issues in the curriculum, such as the types and use of contraception, or theuse of fertility treatments, simulation is best employed: Contraception: children act-out case studies, e.g. ‘Mary’ is 16, she meets a boy of 18 who wants tohave sex, what does she do?; or, debate the pros and cons of particular types of contraception usinginformation from textbooks. Fertility treatments: children act-out real-life scenarios of couples who cannot have children and waysof trying to rectify the problem; or, debates and/or public meetings about the moral/ethical issuessurrounding these treatments using a scenario such as the proposed building of a specialist clinic at thelocal hospital.Using simulation in this respect is bound to promote cross-curricular ties with, in particular, PSE, sincesupport and advice may be gained from other members of staff while also addressing issues such asrelationships, parenting, family and responsibility for oneself and others.being emotionally ‘difficult’ to handle; for example,sex and drugs education, child-protection, and bereavement. Examples of the use of role-play in sex educationare described in Box 2. Having been on such INSET,there is always a feeling from teachers that the roleplays have been an enjoyable, and even ‘good’,experience. If teachers are able to see the benefits ofrole-play, then why wouldn’t children?Categorising role-playRole-play falls into seven broadly overlappingcategories (Table 1). Of these, games, described inTable 2, are often the easiest for children to understandsince they are used to playing them and quickly learnany new rules. For teachers who may be new to roleplay, these activities would form an ideal platform fromwhich to move on to the more complicated or abstractcategories of role-play. The next step from gameswould be to develop presentations and metaphoricalrole-play, examples of which are given in Table 3.The categories of role-play shown in Table 1 whichscience teachers may previously have referred to as‘role-play’ are: metaphorical role-play, analogy roleplay and simulation. Of these three, analogy role-playand simulation are perhaps the most useful to scienceteachers because they can be used to teach the moredifficult scientific concepts (Table 4) – those which,for reasons of size or logistics, cannot be demonstratedeasily in the laboratory; for example, atomic structureor the circulatory system. Most areas of the sciencecurriculum can be adapted for the purposes of analogyrole-play, though simulations are often more difficultto design and should only be attempted when the useof analogy role-play has been mastered. Simulationcan be very difficult to attempt because it is based uponthe requirement of the participants to ‘play’ rolesdescribed by the teacher, who also produces a scenariodesigned to represent real events. Children may havedifficulty taking on these roles because they have hadSchool Science Review, September 2000, 82(298)75
Role-play in science teaching and learningMcSharry and JonesTable 1 Categories of role-play with examples of exercises.Category of role-playExample of role-play nsAny practical experimentCut-and-stick; card games; board games; dice games; memory gameChild-in-role; make a radio or TV commentary; short or extended scienceplaysHuman sculpture; mimesUsing children as objects or elements of scientific theoryOrganised debates; simulated meetings; simulated court casesMetaphorical role-playAnalogy role-playSimulation (or moral/ethicalrole-play)Theatre in education‘Outside’ drama companies which encourage audience participationTable 2 Some examples of the uses of games in the science curriculum.Examples ofrole-playexerciseSuggested activityExamples of curriculum applicationsCut-and-stickWorksheets containing jumbled words,phrases or pictures which children cut outand stick in the correct order.Children work in groups to organiseprepared information cards into a loop.All aspects of the science curriculum, e.g.names of planets; bones and organs of thebody; Periodic Table; electrical symbols; etc.Cyclic aspects of science, e.g. water cycle;carbon cycle; nitrogen cycle; blood circulation;decay cycle; rock cycle; food webs.Aspects of science that lend themselves tobeing matched, e.g. terms and definitions;type of radiation and its source; machines andhow they work; devices and energy changes;organs and function; diagrams anddescriptions of electrical circuits; sound andsource.Elements, compounds and mixtures; thePeriodic Table; metals and non-metals; theskeleton; cells and their function;classification; energy resources; types offorces; chemical equations; electromagneticspectrum; planets in the solar system.All aspects of the science curriculum, e.g.growth and development; sex education;properties of chemicals; habitats; forces; etc.Skeletal system; organs of the body; parts of aflower; parts of the Periodic Table; electricalcircuits.Biology, chemistry and physics apparatus orterms; metals and non-metals; toy animals;various fuels.Card cycleMatching cards Prepared cards of words and pictures;words and definitions or word associationsare arranged face-down on a table. Onlytwo cards can be picked-up at a time. Thechild keeps the matching pair. The childwith most cards at the end wins.20 questionsStick a word or picture label on children’sbacks. Children can ask up to 20questions to guess what is written on thelabel. Answers are limited to yes or no.Children work in pairs.Board gamesQuestion and chance cards; trivialpursuits; ludo; snakes and ladders;blockbusters; bingo.Dice gameChildren throw a dice to assemble ascientific diagram which has had numbersassigned to various parts of it.Memory game Ask pupils to remember everything thatwas on a table or tray after looking at it forone minute.no experience of them in their lives. In these cases agood deal of background knowledge needs to besupplied, through textbooks or information sheets anddetailed ‘character cards’ that give information about76School Science Review, September 2000, 82(298)any character’s opinions and arguments. SATISmaterial is often excellent for this type of information(e.g. SATIS, 1987, 1988, 1991). The beauty ofsimulation is that it allows children to ‘practise’ with
McSharry and JonesRole-play in science teaching and learningTable 3 Some examples of the uses of presentation and metaphorical role-play in the science curriculum.Category ofrole-playExamples of role-playexerciseSuggested activityPresentationsLearning and presentingscienceIndividuals or groups ofAll aspects of the sciencechildren read, analyse andcurriculum, e.g. the qualitiesreport back on scientific text. which different animalspossess in order to survive indifferent environments;sources and properties ofalpha, beta and gammaradiation; earthquakes andvolcanism.Delivery of part of a lesson. Any aspect of the sciencecurriculum that the teacherfeels is suitable.Individuals or groups ofOutline how an investigationchildren plan and deliver awas carried out to arrive at atalk using scientific skills,conclusion or a solution; theknowledge and underimportance of energystanding for radio or TV.resources for the future;The talk may be recordedpollution and how it ison audio-cassette ordestroying the planet’s future;camcorder and playedhealthy eating and what itback to the whole class.means.Groups prepare short orLife histories of scientificextended plays to describe figures, e.g. Curie, Darwin,a suitable area of theFaraday; the history ofcurriculum to be performed science; histories ofin front of the class or theinventions; the many effectswider school audience.of science on society; ethicalconsiderations of the use ofscience.Child-in-roleMake a radio or TVcommentaryScience playsMetaphoricalrole-playHuman sculptureMimeIndividuals or groups formthemselves, or are formedby the class, into shapes orattitudes which representfeelings or physicalproperties.Individuals mime a scenario.The rest of the class guessthe content (charades).potentially difficult emotional or behavioural real-lifeevents in a safe way.Table 4 (overleaf) gives some examples of areasof the science curriculum where use of analogy roleplay and simulation might be helpful. Specificexamples of analogy role-play methodology are givenin Figures 2, 3 and 4 (overleaf) and of a simulation inBox 3 (page 80), which it is hoped will be of practicalExamples of curriculumapplicationsProperties of metals and nonmetals; life processes; rocktypes; cell structure andfunction; types of drugs andtheir effects; colour.Any aspect of the sciencecurriculum, e.g. safety in thelaboratory; types ofequipment; classification; theplanets and other types ofastronomical bodies.help for setting up similar activities in the other areasof the science curriculum shown in Table 4.School Science Review, September 2000, 82(298)77
Role-play in science teaching and learningMcSharry and JonesTable 4 Some examples of the uses of analogy role-play and simulation in the science curriculum.Type of role-play Area of curriculum that can be describedBiologyChemistryPhysicsAnalogyCirculatory systemStructure and function ofcells (Figure 2)Enzyme eractionPredationAtomic structure (Figure 3)ValencyConcentration effectsSurface area effectsGas lawsDiffusionSea-floor spreadingKinetic theoryStates of matterExpansion (Figure 4)Electricity/electrical circuitsAbsorption of colour (seeBatts, 1999)Refraction and reflectionMovement of the planetsand moonsSimulationEnvironmental issues(SATIS no. 1206)Drug useSex education debatesEthics of geneticmanipulationEnvironmental issuesEthics of oil extractionEthics of raw materialextractionIndustrial hazards (SATISno. 1002)Use of fuels/renewableenergyUse of nuclear fuel (SATISno. 109)Noise pollutiondirectionostart (wall or line)f ‘impu’finishlseExplanation1 Choose a fast runner from the class. Linethe rest of the class up, with armsoutstretched so that they are just able totouch hands.2 The idea is for the ‘nerve cell’ to pass-on animpulse from one to the next by touchingthe next person’s hand, while the runnertries to beat them to the finish.3 After a few practices, say ‘Go!’This role-play shows that nerve cells can passon messages quicker than an isolated,moveable cell because they are long – andhave a fixed position. Comparisons can alsobe made between nerve and hormone action.lone runner attempts to beat ‘impulse’ to finish lineFigure 2 A role-play to describe the structure and function of a nerve cell.Using role-playMany teachers may fear teaching in an ‘active’ waybecause of a perceived loss of control. Control in‘creative’ situations is derived from the structure thatthe teacher applies to classroom management, in muchthe same way as in traditional lessons; for example,the application of good planning, fair and clear classrules, stringent timing, clear instructions and a calm,78School Science Review, September 2000, 82(298)positive delivery. Anything that happens within thatstructure remains under the teacher’s control, and isnot normally due to any chaotic willfulness on the partof the taught.However, role-play is, of course, open to thepotential of unruly behaviour, because in some casesit is actually quite difficult to teach (simulations inparticular), demanding a great deal of judgement, skilland sensitivity to group dynamics. And sometimes the
McSharry and JonesA magnesium atomRole-play in science teaching and learning1eiron ‘atom’eeeeeanalogous iron rodeeemoderate ‘vibration’2eeeA magnesium ionadd to ‘water’eeeemore vigorous ‘vibration’eeeremove the two outer‘electron’ childreneeeeenucleus, a small object, or represented by a childeExplanation1 Children are asked to form a line whichrepresents atoms in an iron rod, for example.They are asked to move backwards and forwardsas if they are vibrating. The maximum length ofthe ‘rod’ is measured.2 ‘Heat’ the rod by telling the children that thetemperature is gradually increasing. They ‘vibrate’more vigorously, thus increasing the length of the‘rod’.Figure 4 Expansion role-play.an ‘electron’ childExplanationBased on their previous knowledge of atomicstructure, children are encouraged to organisethemselves in electron ‘shells’ representative ofdifferent elements. They would then be ‘added towater’ and behave as an atom would whenionising.Figure 3 ‘Building’ an element’s electron structureand demonstrating ionisation.teacher has to introduce new rules that the childrenmust learn. The very act of learning these rules canlead to confusion. Often the most difficult rules forchildren to understand are those that require them, forthe benefit of the role-play, to behave as a completelydifferent person in, for example, a moral/ethical debatein a community which has recently discovered that itis to be used as an underground nuclear storage facility.No matter what each individual child may think aboutthe issue, it is extremely important that they play therole of the character given to them throughout theexercise. In order to get the best from this type of roleplay, it would be good to be able to perform themregularly so that the children come to understand whatis required of them.The role-play must therefore be created in a waythat makes it believable to the group, and this believability factor will be different with each group, ondifferent days, and at different times of the day (Bolton,1992). No single role-play will ever be the same twice;thus, adaptability of the teacher is a prerequisite.Having delivered the role-play and encouraged its‘performance’, it is vital to review and evaluate theactivity. Often, this can be achieved by a simplequestion-and-answer session, but it can also easily bedone by art or in written work, or as an introduction toa related topic. During the review of the role-play thechild’s emotional response to the activity should beelicited (which will invariably be extremely positive).School Science Review, September 2000, 82(298)79
Role-play in science teaching and learningBOX 3McSharry and JonesThe simulation, ‘Nuclear power in my back yard!’Possibly the easiest way of producing a simulation is by debating a situation. In this example, children formequally sized groups and choose a speaker who will put the groups’ views over to the rest of the class in atwo- or three-minute speech. The speech is formulated by the whole group according to the section ofsociety they have been asked to represent; each group is briefed by means of an information sheet or cardfrom the following possibilities:Government officialsKeen to build nuclear power station because: the country needs more electricity; need to introduce new, safe, technology; need more spent fuel for Sellafield to recycle; this is an isolated area, so would have lessimpact than building elsewhere.Local residents’ associationAgainst building nuclear power station because: fear the danger to residents; don’t want to spoil the lovely countryside; fear the loss of tourism income; don’t want village over-run with transport.ScientistsKeen to build nuclear power station because: need to perform important new research; want to work with the new technology; keen to show that nuclear power is safe; keen to use recyclable forms of energy.Friends of the EarthAgainst building nuclear power station because: concerned over nuclear pollution, particularlythe effects on wildlife and local residents; already enough stations in the country; concern about accidents like Chernobyl.Local Council representativesKeen to build nuclear power station because: will vastly improve local employment; will vastly improve income for area; able to use money to improve facilities; able to use money to invest in housing.Local Cancer Trust workersAgainst building nuclear power station because: aware of the devastating effects of cancer onpeople and their families; concerned that no extra money will be used toincrease research into cancer treatment; concerned that sufferers will not becompensated; concerned that there are not enough hospitalbeds to cope with the projected increase inpatients.Following a sufficient amount of time to plan and write the speech, each group presents their argumentsthrough their ‘speaker’, with the teacher presiding as chairperson. There is then a question-and-answersession resulting in votes ‘for’ and ‘against’ the building of the nuclear power station. Finally, it is valuable toevaluate the exercise.It is important to start small in order to gainconfidence in using role-play and to get used to thedifferent classroom dynamics. Only with a degree ofaptitude, confidence and comfort is it prudent to moveup to more complicated and longer role-plays. Roleplay may feel strange to any teacher who is new to thetechniques, but the majority of children, particularlyyounger children, find role-play exercises quite easyand derive a great deal of enjoyment and satisfactionfrom them.80School Science Review, September 2000, 82(298)Go on – give it a go!Much has been made of the problems besetting scienceeducation. Reform has been suggested in order to makescience more approachable to children (Hodson andReid, 1988 – and many others!). Perhaps an understanding of the driving force of play behind educationwould be a good, practical start. At the very least, roleplay is available now, and can be used as an additionalteaching method in the science laboratory. If donecorrectly, role-play is an extremely enjoyable
McSharry and JonesRole-play in science teaching and learningPerforming the nerve-cell role-play.experience both for the children and the teacher, andhas a great potential for making science interestingfor the disaffected or disinterested child, as well asthe interested.ReferencesAdams, D. M. (1973) Simulation games: an approach tolearning. Ohio: Charles A. Jones.Batts, G. R. (1999) Learning about colour subtraction byrole-play. School Science Review, 80(292), 99–100.Bolton, G. (1992) New perspectives on classroom drama.Hemel Hempstead: Simon and Schuster.Cayton, H. (1989) The contribution of drama to the educationof deaf children. Speech and Drama, 30(2), 43–48.Colby, R. (1987) Moral education through drama: a ‘beyondjustice’ perspective. Two D Drama/Dance, 7(1), 72–80.Danby, M. and Upitis, R. (1988) School theatre: a question ofownership. Speech and Drama, 37(2), 5–8.Hodson, D. and Reid, D. J. (1988) Science for all: motives,meanings and implications. School Science Review, 69(249),653–661.Jones, K. (1985) Designing your own simulation. New York:Methuen.Lawrence, M. V. M. (1997) Secondary school teachers andlearning style preferences: action or watching in theclassroom? Educational Psychology, 17(1 & 2) 157–170.Lawson, A. E. (1993) The importance of analogy: a prelude tothe special issue. Journal of Research in Science Teaching,30(10), 1213–1214.Osborne, J., Millar, R. and Collins, S. (1999) Build a future.Times Educational Supplement, Science pull-out, p.2.1 January.Piaget, J. (1932) The moral judgement of the child. London:Penguin (1978 edn).Piaget, J. (1951) Play, dreams and imitation in childhood.London: Heinemann.SATIS 14–16 (1987) no. 109 Nuclear power. Hatfield: ASE.SATIS 14–16 (1988) no. 1002 Quintonal – an industrialhazard. Hatfield: ASE.SATIS 14–16 (1991) no. 1206 The Greenhouse Effect.Hatfield: ASE.School Science Review, September 2000, 82(298)81
Role-play in science teaching and learningSaunders, D., Percival, F. and Vartiainen, M. ed. (1996)The simulation and gaming yearbook. Vol. 4. London:Kogan Page.McSharry and JonesWatson, J. (1985) Drama and topic work: the school as alearning community. Two D Drama/Dance, 5(1), 66–81.Taylor, C. A. (1987) In Science education and informationtransfer, ed. Taylor, C. A. Ch. 1. Oxford: Pergamon (forICSU Press).Gabrielle McSharry is Subject Leader for Science Education at the University of Manchester, Oxford Road,Manchester M13 9PL. E-mail: Gabrielle.McSharry@man.ac.uk.Sam Jones graduated in microbiology and subsequently spent six years running his own touring theatre company.He is now teaching science and drama at St James’ RC High School, Cheadle Hulme, Stockport SK8 6PZ and isabout to graduate with an MEd in science education from the University of Manchester.82School Science Review, September 2000, 82(298)
categories of role-play. The next step from games would be to develop presentations and metaphorical role-play, examples of which are given in Table 3. The categories of role-play shown in Table 1 which science teachers may previously have referred to as 'role-play' are: metaphorical role-play, analogy role-play and simulation.
Play is learning. Remember that imaginative play or pretend play is thinking play. Pretend play is thinking play because children need to think of what to play, use an object or objects as play props (using the object as a symbol in play is higher level thinking), incorporate a character in the play (like a teddy or doll),
Video Role Play Corporate Role Play with Peers and Players Video Role Play Role Play Example Article Role Play Role Playing . Article Questioning Toolkit A Must Have Questioning Toolkit for Teachers and Educators Web Site Questioning Toolkit The Question is the Answer
Play types: Play types can be described as the different behaviours we can see when children are playing and there have been numerous attempts to categorise different types of play. Play theorist Bob Hughes describes each play type (social play, rough and tumble play, deep play, role play etc.) as 'both distinctly and
Teaching outside one's area of science specialism The role of the Science teacher is a multifaceted one. Science teachers are required to take on the role of 'subject specialists' when teaching a Science discipline they would have studied at Degree level, as well as a more 'generalist' role when teaching Integrated Science.
What is a Teaching Portfolio? A Teaching Portfolio Outline What makes it Reflective? Moving forward What are the parts of a Teaching Portfolio Teaching Responsibilities Teaching Philosophy Teaching Methodologies Course Materials & Student Learning Teaching Effectiveness Teaching Improvement Activities
Asia-Pacific Forum on Science Learning and Teaching, Volume 11, Issue 1, Foreword, p.2 (Jun., 2010) John K. GILBERT The role of visual representations in the learning and teaching of science: An introduction . The role of visual representations in the learning and teaching of science: An introduction
(3) role playing as a teaching tool -- planning role playing exercises, starting the role playing, directing the role players, and critiquing the role playing exercise; (4) film and video tape as a tool in training; and (5) teaching interviewing techniques--principles and issues. Also included are 10 exercises for applying the'.i-sterviewin skills
WABO Standard 1702 b. International Building Code (IBC) c. Manual of Steel Construction (AISC) d. AWS Welding Codes: D1.1, D1.4, D1.8 e. AISC Seismic Provisions 341 Note: Purpose of these examinations is to establish and maintain a consistent approach to verifying quality control personnel qualification and to assess his/her technical code knowledge and competence in coordinating overall .
