Role-playing as a teaching strategy

Lori Jarvis, Kathryn Odell, Mike Troiano

Strategies for application and presentation, staff development and presentation, 2002

Role-playing is a teaching strategy that fits within the social family of models (Joyce and Weil, 2000).
These strategies emphasize the social nature of learning, and see cooperative behavior as stimulating
students both socially and intellectually. Role-playing as a teaching strategy offers several advantages
for both teacher and student. First, student interest in the topic is raised. Research has shown that
“integrating experiential learning activities in the classroom increases interest in the subject mater and
understanding of course content”(Poorman …

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The Graphic Organizers (GOs) in the Development of Communicative Skills in Class Presentation

Dedi Aprianto, Ikang Murapi

JELTL (Journal of English Language Teaching and Linguistics) 5 (2), 2020

This study aims at uncovering on how a language skill could properly be embedded to import another
skill’s impact. The effectiveness of GOs with patterned structures and their functions can facilitate
English spoken proficiency in class presentation. In order to obtain the formulated research purpose,
non-participation observation had been carried out in support with video-recording. The positive
effectiveness of GOs could be varying towards certain English proficiency levels; however, the negative
impacts produced by the elementary learners indicate the psychological problems and the technical
problems. GOs could worthily be as recommended ELL media, since they can effectively stimulate EFL
intermediate learners’ intrinsic elements of learning achievement. Those therefore could effectively
scaffold the intermediate learners through questioning technique in form of guided-Graphic Organizers
(GOs). GOs could dynamically be incorporated into multimodal ways; by re-writing, chronological
overview, and note-taking which would be employed by the upper intermediate learners. There are
three situations which must be required for advanced learners; experiences-associated learning, topic-
based selection, and the comprehensive understanding of GOs concepts and the topics of reading
passages. Thereby, GOs can be regarded as marvelous strategies that can positively contribute to induce
EFL learners’ psychological achievements and effectively promote English speaking performance.
An occupation-based strategy training approach to managing age-related executive changes: a pilot
randomized controlled trial

Deirdre Dawson, Julie Richardson, Angie Troyer, Malcolm Binns, Amanda Clark, Helene Polatajko,
Gordon Winocur, Anne Hunt, Yael Bar

Clinical Rehabilitation 28 (2), 118-127, 2014

Objective:

To determine the feasibility of recruitment and retention of healthy older adults and the effectiveness of
an intervention designed to manage age-related executive changes.

Design:

A pilot randomized controlled trial.

Setting:

Research centre and participants’ homes.

Participants:

Nineteen healthy, community dwelling older adults with complaints of cognitive difficulties and
everyday problems, but no evidence of mild cognitive impairment, dementia or depression on objective
testing.

Interventions:

Seventeen hours of group and individual training. Participants in the experimental arm received
education about self-management, successful aging and an occupation-based meta-cognitive strategy-
training program. Participants in the control arm received education about brain health and participated
in cognitively stimulating exercises.

Main measures:

Changes on untrained, everyday life goals were identified using the Canadian Occupational Performance
Measure. Generalization of benefits was measured using the Stanford Chronic Disease Questionnaire,
general self-efficacy and changes in executive function (Delis-Kaplan Executive Function System Tower
Test, Word Fluency and Trail-Making Test).

Results:

20% (19/96) of healthy older adults approached were eligible, consented and were enrolled in the study,
90% (17/19) were retained to three-month follow-up. Participants in the experimental arm reported
significantly more improvement on untrained goals (11/22 compared with 9/46, χ2=4.92, p<0.05),
maintenance of physical activity (p<0.05) and better preparation for doctors’ visits (p<0.05) relative to
the control group. There were no significant between group differences on objective measures of
executive function.

Conclusions:

These data support the feasibility of a larger trial where a sample of 72 (36 participants in each arm)
would be required to confirm or refute these findings.

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THE USE OF WORD HUNTS TO IMPROVE STUDENTS’VOCABULARY MASTERY

Annisa Wahyuningtyas

Widya Wacana: Jurnal Ilmiah 12 (2), 2017

Vocabulary is essential component of all use of language. When the students acquaint new vocabulary,
they must know the meaning of words. They must also know how to arrange individual words within the
sentence. Vocabulary helps the students to express their ideas fluently and effectively. The aims of this
study were to know whether Word Hunts can improve students vocabulary mastery and to find out how
Words Hunts improve the vocabulary mastery of the eighth grade students of SMP N 1 Mojogedang in
2017/2018 Academic Year. This study was conducted at the eleventh grade of SMPN 1 Mojogedang. The
method of the study was classroom action research which was conducted from November 2017 until
January 2018. The data were collected through test (oral test) and non-test (observation, interview, and
documentation). While, to analyze the data was used t-test. The result of this study showed that the
implementation of Word Hunts was succsessful to improve the students‟ vocabulary mastery. The mean
score increased from 52.09 in pre-test became 75.55 in post-test 1 and became 86.61 in post-test 2. It
can be concluded that Word Hunts was appropriate to improve the students‟ vocabulary mastery in
teaching and learning process. Moreover, the class condition were more attractive and more fun during
teaching and learning process.
An approach to teaching radio broadcasting

Roger D Wimmer

Taylor & Francis Group 25 (2), 172-174, 1976

Many students interested in radio broadcasting enter the classroom with a narrowly denned concept of
the broadcast industry. Performance appears to be a primary goal for many students, yet for the person
interested in broadcasting as a vocation, a concentration in performance only limits employment
opportunities. Students who envision having their own show during prime time will more than likely find
opportunities for such positions limited and chances for advancement somewhat restricted. This article
describes a radio workshop course developed to reflect more accurately the employment demands of
radio. The main emphasis centers on the practical, economic aspects of radio and how each position in a
radio station relates to economics. The course is designed primarily for the student interested in radio as
a career, however, it may also apply to the student interested only in learning more about radio.
Although the course may be the student's only exposure to radio, the content is such that it may be
included in a course of programming, management or performance. Most aspects of radio station
operation are included, but the importance of advertising sales makes this area the prime focus. It is no
secret that announcers are" a dime a dozen"; yet, a good advertising salesperson is hard to find. In
addition, experience or knowledge in advertising is a benefit for a person interested in management.
Rarely is a station manager selected who has only announcing experience. Radio stations want persons
who understand the business of radio.

In order to continue programming, a radio station must make money. It follows, then, that at least some
classroom content should be directed toward the business area. For students interested only in learning
more about radio and not viewing the field as a career, exposure to advertising will develop a greater
understanding of radio. Broadcasting is more than playing favorite records and reading news and
weather reports; it is a business with aspects that many students fail to grasp when they concentrate on
announcing and news writing in speech or mass communication classes. The following outline is a basic
guide to the radio workshop course. Student activity outside the classroom is encouraged, and
classroom discussion is aimed to provide basic information to pursue specific interests. The course was
developed from personal experience in radio advertising sales and from suggestions from students with
information about specific topics. Some words or labels may be confusing at first glance. A review of the
literature discussed later will provide the teacher with necessary definitions. The course consists of
seven major areas:

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From broadcasting to transforming: The social construction of knowledge for understanding lawfulness

Maria Antonietta Impedovo, Rosa Iaquinta

Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating

This chapter discusses the construction of knowledge as an innovative approach to traditional teaching.
This topic is treated via the presentation of a project about lawfulness that was realized in the Calabria
region during the 2010/2011 school year. The study aims to identify within the project central elements
that enable students to progress from the mere acquisition of information to a transformation of
knowledge, where through applying the teaching, in a constructivist approach to learning, they are able
to articulate it in their own language and not that of the teacher as in broadcasted learning
environments typic

An approach to teaching radio broadcasting

Roger D Wimmer

Taylor & Francis Group 25 (2), 172-174, 1976

Many students interested in radio broadcasting enter the classroom with a narrowly denned concept of
the broadcast industry. Performance appears to be a primary goal for many students, yet for the person
interested in broadcasting as a vocation, a concentration in performance only limits employment
opportunities. Students who envision having their own show during prime time will more than likely find
opportunities for such positions limited and chances for advancement somewhat restricted. This article
describes a radio workshop course developed to reflect more accurately the employment demands of
radio. The main emphasis centers on the practical, economic aspects of radio and how each position in a
radio station relates to economics. The course is designed primarily for the student interested in radio as
a career, however, it may also apply to the student interested only in learning more about radio.
Although the course may be the student's only exposure to radio, the content is such that it may be
included in a course of programming, management or performance. Most aspects of radio station
operation are included, but the importance of advertising sales makes this area the prime focus. It is no
secret that announcers are" a dime a dozen"; yet, a good advertising salesperson is hard to find. In
addition, experience or knowledge in advertising is a benefit for a person interested in management.
Rarely is a station manager selected who has only announcing experience. Radio stations want persons
who understand the business of radio.

In order to continue programming, a radio station must make money. It follows, then, that at least some
classroom content should be directed toward the business area. For students interested only in learning
more about radio and not viewing the field as a career, exposure to advertising will develop a greater
understanding of radio. Broadcasting is more than playing favorite records and reading news and
weather reports; it is a business with aspects that many students fail to grasp when they concentrate on
announcing and news writing in speech or mass communication classes. The following outline is a basic
guide to the radio workshop course. Student activity outside the classroom is encouraged, and
classroom discussion is aimed to provide basic information to pursue specific interests. The course was
developed from personal experience in radio advertising sales and from suggestions from students with
information about specific topics. Some words or labels may be confusing at first glance. A review of the
literature discussed later will provide the teacher with necessary definitions. The course consists of
seven major areas:

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Cited by 1

Related articles

All 3 versions

From broadcasting to transforming: The social construction of knowledge for understanding lawfulness

Maria Antonietta Impedovo, Rosa Iaquinta

Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating

This chapter discusses the construction of knowledge as an innovative approach to traditional teaching.
This topic is treated via the presentation of a project about lawfulness that was realized in the Calabria
region during the 2010/2011 school year. The study aims to identify within the project central elements
that enable students to progress from the mere acquisition of information to a transformation of
knowledge, where through applying the teaching, in a constructivist approach to learning, they are able
to articulate it in their own language and not that of the teacher as in broadcasted learning
environments typical of past generations. The main project-related aspects are investigated, and the
role of situated learning and experiential learning is discussed. The changing role of the teacher and the
increasing need to understand artifacts, such as tools and signs, are explored.
[Link]

A Dramatic Approach to Reading Comprehension: Strategies and Activities for Classroom Teachers.

Lenore Blank Kelner, Rosalind M Flynn

Heinemann, 2006

Integration occurs when separate parts or elements are combined into a unified whole. This book
focuses on classroom arts integration--equally incorporating skills in drama and reading comprehension
into all lessons. Drama and reading comprehension share a multitude of authentic connections,
including meaning making and interpretation. Each subject complements the other, leading, ideally, to
increased abilities in both. The book explains the what, how, and why of effective classroom drama as
well as how drama increases students' reading comprehension skills. The authors make what is implicit
to experienced educational drama specialists explicit for classroom teachers. The book is designed for
teachers with little to no experience in drama. It contains information, advice, directions, steps, tips,
charts, lists, photos, and ideas for use with students in grades one through eight. Readers will find in-
depth explanations of the layers of effective educational drama experiences based on classroom texts.
Individual chapters are devoted to each of four drama strategies--story dramatization, character
interviews, tableau, and human slide shows--with a step-by-step process for integration of the drama
strategy and reading comprehension. In addition, the book includes a comprehensive treatment of
assessment in both drama and reading comprehension. Readers will find a variety of assessment
guidelines, tasks, tools, and definitions of terms. Following a foreword by Roberta Mantione and Eric
Booth, this book is divided into eight sections:(1) Drama and Reading Comprehension: Merging
Purposes;(2) Drama and Reading Comprehension: Background and Objectives;(3) Preparing for Drama;
(4) Assessment;(5) Story Dramatization;(6) Character Interviews;(7) Tableau; and (8) Human Slide Shows.
Also included are: Works Cited; Selected Bibliography; The National Standards for Theatre; and a
Glossary of Basic Drama and Theatre Terms.

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Moral education through dramatized storytelling: Insights and observations from Indonesia kindergarten
teachers

Maila DH Rahiem, Nur Surayyah Madhubala Abdullah, Steven Eric Krauss, Husni Rahim

International Journal of Learning, Teaching and Educational Research 19 (3), 475-490, 2020
This research looks at the insights and observations of kindergarten teachers in using stories and
storytelling for Moral Education. The main research question is how teachers tell stories in order for
children to learn moral values from the stories. This research applied qualitative research as a method of
inquiry. Fourteen teachers were interviewed from two kindergartens in the suburbs of Jakarta and
collected additional data through focus group discussions and observations. The data revealed that the
teachers dramatize stories by: 1) telling or reading the stories in engaging and expressive ways; 2) using
facial expression and body language; 3) using costumes, props, and technology. The findings indicate
that dramatization can be an important catalyst for the successful use of storytelling in Moral Education
in kindergartens. Dramatization is an approach that keeps children listening and able to learn from the
stories. Dramatization helps children grasp the meaning of stories and helps them to learn moral values
through the stories.