В.В. Авдеева
Сибирский
государственный аэрокосмический университет, Россия
Role-playing
in active learning: aspects and efficiency
Active learning is a student-centered
approach in which the responsibility for learning is placed upon the student,
often working in collaboration with classmates. In active learning teachers are
facilitators rather than one way providers of information. The emphasis here is
on class discussion, problem solving, cooperative learning, and writing
exercises (graded and ungraded); the material is presented not through straight
lecture, as it is in the traditional model of teaching.
The term «active learning» describes a specific group
of methods used in the educational system, and based on the use of some socio-psychological
effects and phenomena (group effect, for instance). This concept was studied by
many researches that had different views on the topic; so, the term «active
learning» can be defined differently as well.
One of the scientists - A.A. Verbitsky considered «active
learning» as a mostly algorithmic, programmed forms and methods of didactic
process in high school to developing, problem-solving, researching ones, providing
motivation and interest to future professional activity, and conditions for
creativity in teaching [1]. According to him, active learning helps to create students’
cognitive motivation. But there should not be focusing on «forcing» to the activity,
but the motivation for being active. It is also necessary to create didactic
and psychological conditions encouraging personal activity in cognitive work.
According to Verbitsky, active learning methods are characterized by:
-
the teacher’s attitude to a student as an equal;
-
the presentation of the new material as not a simple
message of knowledge but as student’s self-searching of knowledge though their
critical attitude to the existing information and problem solving;
-
appreciation different opinions [1].
The analysis of literature on the topic showed that
the term «active learning methods» can also be defined as a way to improve
students’ educational-cognitive activity, which encourages them to activate
their intellectual and practical work in the process of studying the material
[2].
According to V.N. Kruglikov, active learning is such
an organization and management of the educational process, which is aimed at
intensification of educational-cognitive activity of students through a wide, preferably
integrated use of pedagogical (teaching), organizational and management tools [1].
Active learning methods are focused on engaging
students in independent cognitive activity. These methods are capable of
causing personal interest to solving cognitive tasks and give the opportunity to
use achieved knowledge.
To conclude it can be said that active learning
methods - are the direct involvement of students in active training and
cognitive activity which is associated with the use of special techniques and
methods during the teaching-learning process. In other words, active learning
methods mean teaching through activity.
A distinctive feature of active teaching methods from
traditional ones is that they are based on the motivation to practical and
mental activity, without which there is no progress in learning.
Thus, active learning methods are the methods encouraging
students to active intellectual and practical activities in the process of studying
material. At the same time active learning involves the use of such a
methodological system which does not focus on the presentation of «ready»
knowledge by the teacher, and later on - memorizing and recalling it, but the
system aimed at students’ self-research and self-mastering of their skill in the
process of intellectual and practical activity [4].
The most complete classification of active learning
methods was worked out by M.M. Novick, who distinguished non-simulative and
simulative groups of active learning methods [3]. He points out that the
peculiarity of simulative methods is their division into gaming and non-gaming.
Those methods implemented to play certain roles relate to gaming, or – to role
plays. Other examples of active learning
techniques include case studies, group projects, think-pair-share, peer
teaching, debates, Just-in-Time Teaching, and short demonstrations followed by
class discussion [5]. Nowadays it becomes more
popular to use role playing in the teaching/learning process.
A high effect of role plays is in studying the material
as the substantial educational material comes close to a particular practical
or professional activity. This significantly enhances motivation and learning
activity [1].
A role play is one of the leading methods of
active learning. The distinguishing feature
here is the presence of a simulation model. Role plays are artificial situations
with specially designed rules. During the game the participants can be put in
an unexpected situation, forced to resolve conflicts, to solve problems. Also,
role plays activate the personality of participants. Their personal involvement
in the situation played out, the severity and depth of experience in role plays
are striking empirical factor. In role plays there is emotional intensity,
tension, increased learning motivation, interest in the subject [3].
The specificity of training opportunities of role
plays as a method of active learning in comparison with traditional games is as
follows:
1) The play has recreated the basic
laws of motion inside the professional activity and thinking on the basis of material
dynamically generated and resolved by joint efforts of participants of the role
play. In other words, the process of learning is close to real practical
activity which is achieved through the use of games in the different models of
real relations [2].
2) The method of role plays is nothing more than a specially
organized activity for the operationalization of theoretical knowledge, transforming
them into the context of the activity. It is not mechanical accumulation of
information but active object distinguishing some particular sphere of human
reality [1].
The above features of role plays determine their
advantages compared to traditional teaching methods. In general terms, this
educational resource is seen in the fact that they model more adequate subject
and social context for personality formation.
There are obvious positive aspects in the use of role
plays such as: high motivation, emotional richness of the teaching/learning process,
preparation for professional activity, experience and skills which students get
through learning to apply their knowledge.
Role plays promote the interest, focus students’ attention
on learning material. They also actualize the educational, training, developmental,
communicative, diagnostic, the relaxation functions. Role plays in their usual performance
are predominantly a group form of teaching [2].
But one of the greatest advantages to be gained from
the use of role-plays in language teaching is that students become more
confident in their use of English by experiencing the language in operation [4].
Role-playing in the classroom is ultimately indispensable because it gives
learners the chance to use their own personalities. It draws upon students’
natural abilities to imitate and express themselves. It puts language into
context, and by giving learners experience of success in real-life situations
it should arm them with confidence for tackling the world outside the
classroom.
Литература:
1.
Васильев, А.А.
Применение методов активного обучения в учебном процессе [Электронный ресурс]/ А.А. Васильев. – Режим
доступа: http://vasilievaa.narod.ru/mu/ucheb/StMU2.htm
2.
Вербицкий, А.А.
Активное
обучение в высшей школе: контекстный подход/ А.А. Вербицкий. – Москва: Высшая школа, 1991. –
207 с.
3. John P. Hertel, and Barbara J. Mills Using simulations to promote
learning in higher education: an introduction/ Stylus Publishing, Herndon, VA,
2002. – 160 p.
4. Munther Zyoud Using drama
activities and techniques to foster teaching English as a foreign language: a
theoretical perspective [Electronic resource]. –
Url:http://www.qou.edu/arabic/researchProgram/researchersPages/muntherZyoud/research_1.pdf
4.