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Teaching Strategy #5: Role-play
Using role-play as a teaching strategy is a fairly new concept and is a strategy that focuses on the learner. Killen (2009, pg. 305) addresses role-play as a concept in which learners take on a role of somebody or something else. This strategy can also be used in a whole-class or small-group approach (Killen, 2009). Role-play allows students to not only see but then also experience a different opinion or view point. This in turn helps to create a deeper level of understanding and engagement. Baruch (2006, pg. 54-55) presents a role-play teaching model in which they outline sixteen different types of role-play, either interactive or passive feeling, that could possibly be implemented by the teacher. Some of these include being a judge, storyteller, sales person or a stand-up comic. There are several advantages from using role-play as a teaching strategy including; engages students actively in their learning, assists EAL/D (English as an additional language/dialect) and develops students social and communication skills (Killen, 2009). Over simplifying the situation, consuming a large amount of time and students not being well prepared are all possible limitations of the strategy in which Killen (2009, pg. 309-310) has suggested. This strategy aligns with the UDL guidelines (CAST, 2011) through providing options for perception, physical action, expression and communication and also providing options for recruiting interest. Overall, I believe that this strategy is a fun and beneficial way for students to gain a deeper understanding of key concepts.