Resources
In “Reacting to the Past” courses students learn by taking on roles, informed by classic texts, in elaborate games set in the past; they learn skills—speaking, writing, critical thinking, problem solving, leadership, and teamwork—in order to prevail in difficult and complicated situations. That is because Reacting roles, unlike those in a play, do not have a fixed script and outcome. While students will be obliged to adhere to the philosophical and intellectual beliefs of the historical figures they have been assigned to play, they must devise their own means of expressing those ideas persuasively, in papers, speeches or other public presentations; and students must also pursue a course of action they think will help them win the game.
From Indiana University: Having students work in groups lets them practice the skills they are learning. Speaking in front of the whole class can be scary, and combined with the tension of speaking to the teacher, the situation can be downright terrifying to students. Breaking them up into groups not only develops social skills useful in the professional environment for which they are training, but gives them a chance to perform in a supportive environment before a test or even before having to do homework on the topic on their own. Includes: Organizing the Groups; Designating Roles in Groups; Sharing Group Results
The student dramatic performance is an effective way for undergraduates to learn biblical studies. In this article I will give an example of a dramatic performance assignment that I developed over a number of courses and used most recently and most successfully in an undergraduate course in the Hebrew Bible at a small liberal arts college in the Midwest/Appalachian region in 2008. Drawing on my own experience as a teacher, as well as on the ideas of philosophers, educators, playwrights, and biblical scholars, I will explain why such performances are effective teaching tools. I will also give guidance on how to use dramatic performances effectively. I intend to show that the success of this assignment depends on, and ultimately validates, two basic trusts: trust in the intellectual and creative capacity of students, as well as trust in the wealth of meaning in the biblical text.
Teaching Tactic: role play helps students learn how far a custodian's salary goes.
I have been experimenting with using role-playing and games in my religion classes for several years and have found that students respond well to these pedagogical tools and methods. After reviewing my experiences, I explore the reasons for students' positive response. I argue that role-playing games capitalize on our students' educational expectations and fondness for game-play, by drawing them into exploring significant texts and ideas. Of particular interest for religion and theology professors, these sorts of games also encourage empathy towards other viewpoints.
Gives an abundance of practical advice on how active learning techniques can be used by teachers across the disciplines. Using real-life examples, the authors discuss how various small-group exercises, simulations, and case studies can be blAnded with the technological and human resources available outside the classroom. The book is engagingly written for all classroom teachers. (From the Publisher)
This classroom note describes the lessons I learned from the use of formal debates during the two semesters I taught "Paul and Early Christianity" to undergraduates at a liberal arts college in Ohio. The purpose of the course was primarily to give students the exegetical skills to understand Paul in his own context. The secondary purpose was to help students understand the role that exegetical differences play in different moral and theological uses of Paul. I found that the debates helped students understand the controversial nature of biblical exegesis, to read the course material carefully, to develop clear arguments, and to empathize with different points of view. The debates also entailed certain problems, some of which were hindrances that needed to be corrected. However, some apparent problems actually turned out to be teaching opportunities and even served as their own solutions. Appendices, including the course syllabus and debate questions and readings, can be found at: http://www.wabashcenter.wabash.edu/journal/article2.aspx?id=11362
This guide is intended for educators from all subject, discipline, and workplace/vocational areas of adult education. It has been written to help educators plan, deliver, evaluate and reflect on the uses of scenarios for learning and teaching purposes. The guide begins with a rationale for using ‘scenario-based learning’ – why educators employ it, some motivational qualities of scenarios (through their closeness to film and television), and a note on what constitutes ‘successful scenarios.’ This is followed by an in-depth look at four main scenario options, and how these can be used to achieve particular learning intentions. The guide then focuses on a systematic approach to the planning of learning scenarios including the conditions necessary to optimize success. From here attention is given to the actual delivery of scenarios and selected moments for evaluation, and reflection. (From the Publisher)
The author's experience of reflection-on-action and reflection-in-action in clinical supervision for counseling provides the basis for an analogous experience in the classroom that promotes the teaching of the practice of general pastoral care. A classroom ritual of role play within a specific process for reflection provides the basis for integrating theory and practice.