Enhanced Learning
through Role-Playing
Gail
Schumann
Marquette University, Milwaukee, Wisconsin
USA
Introduction
This paper is based on a teaching note published in The Plant
Health Instructor in the APSnet Education Center
(www.apsnet.org/education)
in 2002 and is offered as an opportunity for discussion among
instructors (3). The transition from the classroom to the workplace
is not always easy for students. Role-playing of workplace situations
allows students to practice applying their new knowledge before
they have to face the real world. Role-playing enhances learning
in several important ways (1). Students practice public speaking
in a more relaxed format than that of a formal classroom presentation.
In addition, role-playing gives students an opportunity to respond
to unanticipated questions or situations. Effective scenarios
require students to integrate learning from various courses as
well as from their work experiences. The discussions can demonstrate
that there are various solutions to a particular problem (2).
Role-playing classes employ active learning and should engage
all of the students in each session. When the instructor also
takes on a role, students can become the “experts.”
Example course description
I developed a role-playing course at the University of Massachusetts
for turfgrass management students who had already completed their
required plant pathology course. The course was designed to enhance
their learning about turfgrass diseases. The course was offered
for one credit and met once a week to fit easily into established
curricula and student schedules. Class size must be limited to
give each student several opportunities to lead the discussion.
It is standard practice for golf course superintendents to appear
before “greens committees” to explain problems, so
this was the most commonly used scenario. One student took the
role of the superintendent, and another student played the greens
committee chair. The remaining students and instructor served
as members of the greens committee and could participate in the
questioning. The superintendent explained why a particular disease
was occurring and what management practices were planned. The
chair could then question the superintendent and challenge the
proposals on the basis of cost, interference with play, and so
forth. To participate appropriately, all students had to review
their disease knowledge and try to anticipate what challenges
might arise.
Because the students knew each other from previous classes, the
debates could be lively. I encouraged discussion by joining in
the role-playing as either a particularly demanding or especially
ignorant member of the greens committee. Golf course superintendents
must be able to communicate diplomatically with both types of
people. Depending on the topic to be debated, different roles
can be assigned. For example, students may play the roles of a
lawn care manager talking to an irate homeowner who has a number
of nosy neighbors (the remaining students), or a superintendent
may meet with a sales representative to determine if a new fungicide
or biological control product should be purchased. Two to three
debate topics can be scheduled in a 50-minute class period. Near
the end of the semester, the entire class participated in a fictional
public hearing between superintendents who favor and county commissioners
who oppose the use of pesticides on golf courses; half of the
students were assigned to each side.
Benefits
Role-playing allows students to prepare some of the information
they plan to present, but also forces them to answer questions
or discuss topics that they may not have anticipated. Many of
the debates lead to interesting discussions about practices observed
during work experiences or questions from previous coursework.
The real world aspects of the course can be enhanced by inviting
working professionals, such as a golf course superintendent or
a United States Golf Association agronomist, to participate in
a class. Students gained confidence in their knowledge of turfgrass
diseases and their ability to apply it in situations that they
may face in the workplace. Student reviews consistently stated
that the course was very useful for work preparation.
Other applications
Although the course described above was designed for turfgrass
students, there are other scenarios that would be good preparation
for plant pathology students with other commodity interests. For
example:
Diagnostic lab scientist and Farmer/grower
Garden store employee/ Customer
Farm advisor/ Farmer
Pesticide sales representative/Farmer
Conclusions
As all instructors know, it takes practice to feel comfortable
explaining technical subjects, especially to people with little
technical background. The opportunity to do this outside the workplace
is important preparation for future challenges. Although this
kind of exercise can be done as part of a standard plant pathology
course, there are some advantages to making a stand-alone course.
If the role-playing follows a standard course, students have the
opportunity to review the material in a different context. Also,
students need repeated opportunities to become comfortable speaking
in front of the group and answering spontaneous, technical questions.
They might begin with note cards and sweaty hands, but the goal
is for them to learn to listen to the questions and formulate
appropriate answers with ease. It was gratifying to see how quickly
they could develop these skills. I found that a course that focuses
on workplace role-playing can reinforce learning in an enjoyable
and interesting format without excessive time and effort on the
part of the instructor.
References:
- Butler, J.E. 1989. Science learning and drama processes. Science
Education 73:569-579.
- Cronin-Jones, L. 2000. Science scenarios: Using role-playing
to make science more meaningful. The Science Teacher
67(4):48-52.
- Schumann, G.L. 2002. Enhanced Learning through Role-Playing.
The
Plant Health Instructor.
DOI: 10.1094/PHI-T-2002-0225-02
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