Role-Playing
Scholarship On Teaching - Topic: Role-Playing - 32 results
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One-page Teaching Tactic that has students write creatively in the voice of an ancient person to help them learn to exercise sensitivity to historical, social, political, and social contexts of ancient documents and gain proficiency in reading texts critically and sympathetically.
One-page Teaching Tactic that has students write creatively in the voice of an ancient person to help them learn to exercise sensitivity to historical, social, political, and social contexts of ancient documents and gain proficiency in reading texts critically and sympathetically.
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One-page Teaching Tactic that has students write creatively in the voice of an ancient person to help them learn to exercise sensitivity to historical, social, political, and social contexts of ancient documents and gain proficiency in reading texts critically and sympathetically.
One-page Teaching Tactic that has students write creatively in the voice of an ancient person to help them learn to exercise sensitivity to historical, social, political, and social contexts of ancient documents and gain proficiency in reading texts critically and sympathetically.
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This article considers the “create your own religion” or “fictive religion” assignment as a pedagogical tool, contextualizing it within the scholarship of teaching and learning, and positioning it as a tool for broad adoption in a variety of courses. I argue that we ought to conceptualize the fictive religion assignment as an instructional game, and make use of scholarship on teaching through games as a foundation for my analysis. While ...
This article considers the “create your own religion” or “fictive religion” assignment as a pedagogical tool, contextualizing it within the scholarship of teaching and learning, and positioning it as a tool for broad adoption in a variety of courses. I argue that we ought to conceptualize the fictive religion assignment as an instructional game, and make use of scholarship on teaching through games as a foundation for my analysis. While ...
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This article considers the “create your own religion” or “fictive religion” assignment as a pedagogical tool, contextualizing it within the scholarship of teaching and learning, and positioning it as a tool for broad adoption in a variety of courses. I argue that we ought to conceptualize the fictive religion assignment as an instructional game, and make use of scholarship on teaching through games as a foundation for my analysis. While I offer the example of my own fictive religion assignment as a case study, the overall argument is a theoretical one, namely that the assignment works because of the nature of games.
This article considers the “create your own religion” or “fictive religion” assignment as a pedagogical tool, contextualizing it within the scholarship of teaching and learning, and positioning it as a tool for broad adoption in a variety of courses. I argue that we ought to conceptualize the fictive religion assignment as an instructional game, and make use of scholarship on teaching through games as a foundation for my analysis. While I offer the example of my own fictive religion assignment as a case study, the overall argument is a theoretical one, namely that the assignment works because of the nature of games.
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The article discusses two versions of a complex role‐playing exercise in undergraduate courses on Buddhism. The pedagogical exercise demonstrated how imagination cultivated through creative writing could be used to enhance learning about history, culture, and religion. Students were also challenged to generate an understanding of religious practice that arose from both cognitive and sensory learning. The project showed that by interacting with a form of engaged pedagogy that worked ...
The article discusses two versions of a complex role‐playing exercise in undergraduate courses on Buddhism. The pedagogical exercise demonstrated how imagination cultivated through creative writing could be used to enhance learning about history, culture, and religion. Students were also challenged to generate an understanding of religious practice that arose from both cognitive and sensory learning. The project showed that by interacting with a form of engaged pedagogy that worked ...
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The article discusses two versions of a complex role‐playing exercise in undergraduate courses on Buddhism. The pedagogical exercise demonstrated how imagination cultivated through creative writing could be used to enhance learning about history, culture, and religion. Students were also challenged to generate an understanding of religious practice that arose from both cognitive and sensory learning. The project showed that by interacting with a form of engaged pedagogy that worked with the imagination, without leaving the classroom students developed a deep care for and active engagement with communities located spatially and temporally far from home. With empathy and critical reflection, they came to see how religious meaning is constructed at a communal level through embodied action and emotional sensibility.
The article discusses two versions of a complex role‐playing exercise in undergraduate courses on Buddhism. The pedagogical exercise demonstrated how imagination cultivated through creative writing could be used to enhance learning about history, culture, and religion. Students were also challenged to generate an understanding of religious practice that arose from both cognitive and sensory learning. The project showed that by interacting with a form of engaged pedagogy that worked with the imagination, without leaving the classroom students developed a deep care for and active engagement with communities located spatially and temporally far from home. With empathy and critical reflection, they came to see how religious meaning is constructed at a communal level through embodied action and emotional sensibility.
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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 ...
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 ...
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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.
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.
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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 ...
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 ...
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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
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
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Suggestions for using role-play with adult learners in online learning environments, both synchronous and asynchronous. Includes three models, student reactions, integration with Bloom's taxonomy, and assessment considerations.
Suggestions for using role-play with adult learners in online learning environments, both synchronous and asynchronous. Includes three models, student reactions, integration with Bloom's taxonomy, and assessment considerations.
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Suggestions for using role-play with adult learners in online learning environments, both synchronous and asynchronous. Includes three models, student reactions, integration with Bloom's taxonomy, and assessment considerations.
Suggestions for using role-play with adult learners in online learning environments, both synchronous and asynchronous. Includes three models, student reactions, integration with Bloom's taxonomy, and assessment considerations.
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Teaching Tactic: role play helps students learn how far a custodian's salary goes.
Teaching Tactic: role play helps students learn how far a custodian's salary goes.
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Teaching Tactic: role play helps students learn how far a custodian's salary goes.
Teaching Tactic: role play helps students learn how far a custodian's salary goes.
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Written by feminists from eleven different countries, #Feminism offers bite-sized takes on contemporary feminist issues. Each of the 34 nano-games in this collection requires between three and five participants, simple (if any) props, and up to an hour of play time.
Written by feminists from eleven different countries, #Feminism offers bite-sized takes on contemporary feminist issues. Each of the 34 nano-games in this collection requires between three and five participants, simple (if any) props, and up to an hour of play time.
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Written by feminists from eleven different countries, #Feminism offers bite-sized takes on contemporary feminist issues. Each of the 34 nano-games in this collection requires between three and five participants, simple (if any) props, and up to an hour of play time.
Written by feminists from eleven different countries, #Feminism offers bite-sized takes on contemporary feminist issues. Each of the 34 nano-games in this collection requires between three and five participants, simple (if any) props, and up to an hour of play time.
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In our ostensibly secular age, discussing the real-world contexts and impacts of religious traditions in the classroom can be difficult. Religious traditions may appear at different times to different students as too irrelevant, too personal, or too inflammatory to allow them to engage openly with the materials, the issues, and each other. In this “Design & Analysis” article Aaron Ricker describes an attempt to address this awkward pedagogical situation with an ...
In our ostensibly secular age, discussing the real-world contexts and impacts of religious traditions in the classroom can be difficult. Religious traditions may appear at different times to different students as too irrelevant, too personal, or too inflammatory to allow them to engage openly with the materials, the issues, and each other. In this “Design & Analysis” article Aaron Ricker describes an attempt to address this awkward pedagogical situation with an ...
Additional Info:
In our ostensibly secular age, discussing the real-world contexts and impacts of religious traditions in the classroom can be difficult. Religious traditions may appear at different times to different students as too irrelevant, too personal, or too inflammatory to allow them to engage openly with the materials, the issues, and each other. In this “Design & Analysis” article Aaron Ricker describes an attempt to address this awkward pedagogical situation with an experiment in role-play enacted on the model of a mock conference. This description is followed by four short responses by authors who have experimented with this form of pedagogy themselves. In “Conplay,” students dramatize the wildly varying and often conflicting approaches to biblical tradition they have been reading about and discussing in class. They bring the believers, doubters, artists, and critics they have been studying into the room, to interact face-to-face with each other and the class. In Ricker's experience, this playful and collaborative event involves just the right amount of risk to allow high levels of engagement and retention, and it allows a wide range of voices to be heard in an immediate and very human register. Ricker finds Conplay to be very effective, and well worth any perceived risks when it comes to inviting students to take the reins.
In our ostensibly secular age, discussing the real-world contexts and impacts of religious traditions in the classroom can be difficult. Religious traditions may appear at different times to different students as too irrelevant, too personal, or too inflammatory to allow them to engage openly with the materials, the issues, and each other. In this “Design & Analysis” article Aaron Ricker describes an attempt to address this awkward pedagogical situation with an experiment in role-play enacted on the model of a mock conference. This description is followed by four short responses by authors who have experimented with this form of pedagogy themselves. In “Conplay,” students dramatize the wildly varying and often conflicting approaches to biblical tradition they have been reading about and discussing in class. They bring the believers, doubters, artists, and critics they have been studying into the room, to interact face-to-face with each other and the class. In Ricker's experience, this playful and collaborative event involves just the right amount of risk to allow high levels of engagement and retention, and it allows a wide range of voices to be heard in an immediate and very human register. Ricker finds Conplay to be very effective, and well worth any perceived risks when it comes to inviting students to take the reins.
Creating Learning Scenarios: A Planning Guide for Adult Educators
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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 ...
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 ...
Additional Info:
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)
Table Of Content:
Introduction
ch. 1 A Rationale for Scenario-Based Learning
ch. 2 Four Main Scenario Options
ch. 3 Planning Scenario Learning
ch. 4 Delivering Scenario Learning
Evaluating and Reflecting on Scenarios
Troubleshooting/Optimising Success
References and Bibliography
Materials to Support Scenarios
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)
Table Of Content:
Introduction
ch. 1 A Rationale for Scenario-Based Learning
ch. 2 Four Main Scenario Options
ch. 3 Planning Scenario Learning
ch. 4 Delivering Scenario Learning
Evaluating and Reflecting on Scenarios
Troubleshooting/Optimising Success
References and Bibliography
Materials to Support Scenarios
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Simulations create and use a complete environment within which students can interact to apply theory and practice skills to real-world issues related to their discipline. Simulations constitute a powerful tool for learning. They allow teachers simultaneously to integrate multiple teaching objectives in a single process. They motivate students, provide opportunities for active participation to promote deep learning, develop interactive and communication skills, and link knowledge and theory to application.
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Simulations create and use a complete environment within which students can interact to apply theory and practice skills to real-world issues related to their discipline. Simulations constitute a powerful tool for learning. They allow teachers simultaneously to integrate multiple teaching objectives in a single process. They motivate students, provide opportunities for active participation to promote deep learning, develop interactive and communication skills, and link knowledge and theory to application.
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Additional Info:
Simulations create and use a complete environment within which students can interact to apply theory and practice skills to real-world issues related to their discipline. Simulations constitute a powerful tool for learning. They allow teachers simultaneously to integrate multiple teaching objectives in a single process. They motivate students, provide opportunities for active participation to promote deep learning, develop interactive and communication skills, and link knowledge and theory to application.
This book provides an introduction to the use of simulations - from creating simple scenarios that can be completed in a single class period, to extended, complex simulations that may encompass a semester's curriculum.
Assuming no prior experience in their use, the authors provide a recipe approach to selecting and designing scenarios for all sizes of class; offer guidance on creating simulated environments to meet learning objectives; and practical advice on managing the process in the classroom through to the crucial processes of debriefing and assessment.
The detailed concluding description of how to plan and manage a complex simulation -- complete with its sample scenario and examples of documentation - provides a rich demonstration of the process.
This book will appeal to anyone, in virtually any field of study, looking for effective ways to bridge the gap between academic learning and discipline-specific practice. (From the Publisher)
Table Of Content:
Preface
ch. 1 Why Simulations Further Educational Goals
ch. 2 What is an Education Simulation?
ch. 3 Designing an Education Simulation
ch. 4 Managing an Education Simulation
ch. 5 Debriefing an Education Simulation
ch. 6 Responsible Assessment
ch. 7 An Extended Simulation
App. A Scenario Summary: SCIC/Inglewood v. City of L.A.
App. B Single-Synopsis Scenario: Pirates Landing
App. C Selective and Sequenced Scenario: SCIC/Inglewood v. City of Los Angeles Scenario Guide and Plan
App. D The Simulation News
App. E Simulation Office Memorandum: Logs
App. F Simulation Office Memorandum: General Office Procedures
App. G Simulation Office Memorandum: Simulation Center
References
Index
Simulations create and use a complete environment within which students can interact to apply theory and practice skills to real-world issues related to their discipline. Simulations constitute a powerful tool for learning. They allow teachers simultaneously to integrate multiple teaching objectives in a single process. They motivate students, provide opportunities for active participation to promote deep learning, develop interactive and communication skills, and link knowledge and theory to application.
This book provides an introduction to the use of simulations - from creating simple scenarios that can be completed in a single class period, to extended, complex simulations that may encompass a semester's curriculum.
Assuming no prior experience in their use, the authors provide a recipe approach to selecting and designing scenarios for all sizes of class; offer guidance on creating simulated environments to meet learning objectives; and practical advice on managing the process in the classroom through to the crucial processes of debriefing and assessment.
The detailed concluding description of how to plan and manage a complex simulation -- complete with its sample scenario and examples of documentation - provides a rich demonstration of the process.
This book will appeal to anyone, in virtually any field of study, looking for effective ways to bridge the gap between academic learning and discipline-specific practice. (From the Publisher)
Table Of Content:
Preface
ch. 1 Why Simulations Further Educational Goals
ch. 2 What is an Education Simulation?
ch. 3 Designing an Education Simulation
ch. 4 Managing an Education Simulation
ch. 5 Debriefing an Education Simulation
ch. 6 Responsible Assessment
ch. 7 An Extended Simulation
App. A Scenario Summary: SCIC/Inglewood v. City of L.A.
App. B Single-Synopsis Scenario: Pirates Landing
App. C Selective and Sequenced Scenario: SCIC/Inglewood v. City of Los Angeles Scenario Guide and Plan
App. D The Simulation News
App. E Simulation Office Memorandum: Logs
App. F Simulation Office Memorandum: General Office Procedures
App. G Simulation Office Memorandum: Simulation Center
References
Index
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One page Teaching Tactic: in groups, students perform roles of different theorists as they discuss case studies in ministry.
One page Teaching Tactic: in groups, students perform roles of different theorists as they discuss case studies in ministry.
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One page Teaching Tactic: in groups, students perform roles of different theorists as they discuss case studies in ministry.
One page Teaching Tactic: in groups, students perform roles of different theorists as they discuss case studies in ministry.
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This teaching piece first invites the instructor to consider four criteria when planning a small-group discussion (class size, type of class, instructor preparedness, size of groups). Then, it briefly describes a great many variations on the small-group discussion, such as the jigsaw, the KWL, the fishbowl, the buzz group, the snowball, and several others. This lesson gives the instructor a solid start on a great many kinds of discussion activities.
This teaching piece first invites the instructor to consider four criteria when planning a small-group discussion (class size, type of class, instructor preparedness, size of groups). Then, it briefly describes a great many variations on the small-group discussion, such as the jigsaw, the KWL, the fishbowl, the buzz group, the snowball, and several others. This lesson gives the instructor a solid start on a great many kinds of discussion activities.
Additional Info:
This teaching piece first invites the instructor to consider four criteria when planning a small-group discussion (class size, type of class, instructor preparedness, size of groups). Then, it briefly describes a great many variations on the small-group discussion, such as the jigsaw, the KWL, the fishbowl, the buzz group, the snowball, and several others. This lesson gives the instructor a solid start on a great many kinds of discussion activities.
This teaching piece first invites the instructor to consider four criteria when planning a small-group discussion (class size, type of class, instructor preparedness, size of groups). Then, it briefly describes a great many variations on the small-group discussion, such as the jigsaw, the KWL, the fishbowl, the buzz group, the snowball, and several others. This lesson gives the instructor a solid start on a great many kinds of discussion activities.
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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.
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.
Additional Info:
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.
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.
Additional Info:
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, ...
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, ...
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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.
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.
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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 ...
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 ...
Additional Info:
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: https://www.wabashcenter.wabash.edu/journal/article2.aspx?id=11362
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: https://www.wabashcenter.wabash.edu/journal/article2.aspx?id=11362
Additional Info:
Online learning tools that teach ethical awareness, critical thinking and ethical decision making. Several “products” are available through contract, including the Ethical Lens Inventory providing students with an awareness of their ethical orientation, Hot Topics Simulations, Ethics Exercises, and the Core Values Simulations
Online learning tools that teach ethical awareness, critical thinking and ethical decision making. Several “products” are available through contract, including the Ethical Lens Inventory providing students with an awareness of their ethical orientation, Hot Topics Simulations, Ethics Exercises, and the Core Values Simulations
Additional Info:
Online learning tools that teach ethical awareness, critical thinking and ethical decision making. Several “products” are available through contract, including the Ethical Lens Inventory providing students with an awareness of their ethical orientation, Hot Topics Simulations, Ethics Exercises, and the Core Values Simulations
Online learning tools that teach ethical awareness, critical thinking and ethical decision making. Several “products” are available through contract, including the Ethical Lens Inventory providing students with an awareness of their ethical orientation, Hot Topics Simulations, Ethics Exercises, and the Core Values Simulations
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The Creative Classroom: Innovative Teaching for 21st-Century Learners
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The Creative Classroom presents an original, compelling vision of schools where teaching and learning are centered on creativity. Drawing on the latest research as well as his studies of jazz and improvised theater, Sawyer describes curricula and classroom practices that will help educators get started with a new style of teaching, guided improvisation, where students are given freedom to explore within structures provided by the teacher. Readers will learn how ...
The Creative Classroom presents an original, compelling vision of schools where teaching and learning are centered on creativity. Drawing on the latest research as well as his studies of jazz and improvised theater, Sawyer describes curricula and classroom practices that will help educators get started with a new style of teaching, guided improvisation, where students are given freedom to explore within structures provided by the teacher. Readers will learn how ...
Additional Info:
The Creative Classroom presents an original, compelling vision of schools where teaching and learning are centered on creativity. Drawing on the latest research as well as his studies of jazz and improvised theater, Sawyer describes curricula and classroom practices that will help educators get started with a new style of teaching, guided improvisation, where students are given freedom to explore within structures provided by the teacher. Readers will learn how to improve learning outcomes in all subjects—from science and math to history and language arts—by helping students master content-area standards at the same time as they increase their creative potential. This book shows how teachers and school leaders can work together to overcome all-too-common barriers to creative teaching—leadership, structure, and culture—and collaborate to transform schools into creative organizations. (From the Publisher)
Table Of Content:
Foreword (Tony Wagner)
Acknowledgments
Part 1. Introduction
Teaching with Guided Improvisation
Facing the Teaching Paradox
The Creative Teachers of the Future
Part 2. Teaching Creative Knowledge
Creative Knowledge and Shallow Knowledge
Moving Beyond the Coverage Trap
Learning Creativity and State Standards
Creative Habits of Mind
Creative Knowledge in Math, Science, and History
Teaching for Creativity in Every Subject
Part 3. Guided Improvisation
Learning to Improvise
Collaboration and Improvisation
Improv Techniques for Teachers
When Teachers Need to Break the Rules
Lesson Planning for Guided Improvisation
Balancing Structure and Improvisation
Summary
Part 4. Mastering the Teaching Paradox
The Structures of Guided Improvisation
Project-Based Learning and the Teaching Paradox
Managing the Teaching Paradox: Six Case Studies
From Novice Teacher to Expert Improviser
Improvising with Pedagogical Content Knowledge
Summary
Part 5. Schools for Creativity
The Culture of the Creative School
Leadership in the Creative School
The Organizational Structure of the Creative School
Assessment in the Creative School
Summary
Part 6. A Call to Action
References
Index
About the Author
The Creative Classroom presents an original, compelling vision of schools where teaching and learning are centered on creativity. Drawing on the latest research as well as his studies of jazz and improvised theater, Sawyer describes curricula and classroom practices that will help educators get started with a new style of teaching, guided improvisation, where students are given freedom to explore within structures provided by the teacher. Readers will learn how to improve learning outcomes in all subjects—from science and math to history and language arts—by helping students master content-area standards at the same time as they increase their creative potential. This book shows how teachers and school leaders can work together to overcome all-too-common barriers to creative teaching—leadership, structure, and culture—and collaborate to transform schools into creative organizations. (From the Publisher)
Table Of Content:
Foreword (Tony Wagner)
Acknowledgments
Part 1. Introduction
Teaching with Guided Improvisation
Facing the Teaching Paradox
The Creative Teachers of the Future
Part 2. Teaching Creative Knowledge
Creative Knowledge and Shallow Knowledge
Moving Beyond the Coverage Trap
Learning Creativity and State Standards
Creative Habits of Mind
Creative Knowledge in Math, Science, and History
Teaching for Creativity in Every Subject
Part 3. Guided Improvisation
Learning to Improvise
Collaboration and Improvisation
Improv Techniques for Teachers
When Teachers Need to Break the Rules
Lesson Planning for Guided Improvisation
Balancing Structure and Improvisation
Summary
Part 4. Mastering the Teaching Paradox
The Structures of Guided Improvisation
Project-Based Learning and the Teaching Paradox
Managing the Teaching Paradox: Six Case Studies
From Novice Teacher to Expert Improviser
Improvising with Pedagogical Content Knowledge
Summary
Part 5. Schools for Creativity
The Culture of the Creative School
Leadership in the Creative School
The Organizational Structure of the Creative School
Assessment in the Creative School
Summary
Part 6. A Call to Action
References
Index
About the Author
Promoting Active Learning: Strategies for the College Classroom
Additional Info:
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)
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)
Additional Info:
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)
Table Of Content:
Understanding Active Learning
ch. 1 The Case for Active Learning
ch. 2 What Active-Learning Is and How It Works
ch. 3 Creating an Active Learning Environment
Strategies and Techniques
ch. 4 Informal Small Groups
ch. 5 Cooperative Student Projects
ch. 6 Simulations
ch. 7 Case Studies
Resources That Encourage Active Learning
ch. 8 Integrating Reading Materials and Guest Speakers
ch. 9 Using Technology Effectively
ch. 10 Developing and Assessing Instructional Expertise
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)
Table Of Content:
Understanding Active Learning
ch. 1 The Case for Active Learning
ch. 2 What Active-Learning Is and How It Works
ch. 3 Creating an Active Learning Environment
Strategies and Techniques
ch. 4 Informal Small Groups
ch. 5 Cooperative Student Projects
ch. 6 Simulations
ch. 7 Case Studies
Resources That Encourage Active Learning
ch. 8 Integrating Reading Materials and Guest Speakers
ch. 9 Using Technology Effectively
ch. 10 Developing and Assessing Instructional Expertise
Additional Info:
Games offer unique possibilities for learning, and text‐based interactive fiction (“IF”) in particular lends itself as a low barrier to entry for instructors and students wishing to build interactive narrative games. Understanding by Design provides a framework by which to determine the best possible places for instructor‐ and learner‐built IF in any given course, whether face‐to‐face or online. A thick description of how an instructor conceived ...
Games offer unique possibilities for learning, and text‐based interactive fiction (“IF”) in particular lends itself as a low barrier to entry for instructors and students wishing to build interactive narrative games. Understanding by Design provides a framework by which to determine the best possible places for instructor‐ and learner‐built IF in any given course, whether face‐to‐face or online. A thick description of how an instructor conceived ...
Additional Info:
Games offer unique possibilities for learning, and text‐based interactive fiction (“IF”) in particular lends itself as a low barrier to entry for instructors and students wishing to build interactive narrative games. Understanding by Design provides a framework by which to determine the best possible places for instructor‐ and learner‐built IF in any given course, whether face‐to‐face or online. A thick description of how an instructor conceived and developed two IF games follows, explicitly tied to course‐design considerations like learning goals and assessment performances. The value of IF as a student project is explored, and finally an appendix provides resources for instructors and students to begin building their own interactive fiction.
Games offer unique possibilities for learning, and text‐based interactive fiction (“IF”) in particular lends itself as a low barrier to entry for instructors and students wishing to build interactive narrative games. Understanding by Design provides a framework by which to determine the best possible places for instructor‐ and learner‐built IF in any given course, whether face‐to‐face or online. A thick description of how an instructor conceived and developed two IF games follows, explicitly tied to course‐design considerations like learning goals and assessment performances. The value of IF as a student project is explored, and finally an appendix provides resources for instructors and students to begin building their own interactive fiction.
Additional Info:
Role‐playing games have been a part of scholarly conversations about pedagogy for several decades. However, more work is needed in understanding how gaming pedagogy can best fit with and augment particular disciplines. After providing two examples of role‐playing games that have been used successfully in teaching the New Testament, this article argues that role‐playing games contribute to theological and religious studies classrooms by forming positive values (e....
Role‐playing games have been a part of scholarly conversations about pedagogy for several decades. However, more work is needed in understanding how gaming pedagogy can best fit with and augment particular disciplines. After providing two examples of role‐playing games that have been used successfully in teaching the New Testament, this article argues that role‐playing games contribute to theological and religious studies classrooms by forming positive values (e....
Additional Info:
Role‐playing games have been a part of scholarly conversations about pedagogy for several decades. However, more work is needed in understanding how gaming pedagogy can best fit with and augment particular disciplines. After providing two examples of role‐playing games that have been used successfully in teaching the New Testament, this article argues that role‐playing games contribute to theological and religious studies classrooms by forming positive values (e.g. openness to multiple viewpoints, civility, and empathy) and assisting students in integrating their faith and learning. Because of the low‐risk settings that games provide, students can practice skills that increase their achievement of learning outcomes and contribute to their value formation and faith formation.
Role‐playing games have been a part of scholarly conversations about pedagogy for several decades. However, more work is needed in understanding how gaming pedagogy can best fit with and augment particular disciplines. After providing two examples of role‐playing games that have been used successfully in teaching the New Testament, this article argues that role‐playing games contribute to theological and religious studies classrooms by forming positive values (e.g. openness to multiple viewpoints, civility, and empathy) and assisting students in integrating their faith and learning. Because of the low‐risk settings that games provide, students can practice skills that increase their achievement of learning outcomes and contribute to their value formation and faith formation.
Additional Info:
A list of historical role play activities on Harvard’s ABLConnect website
A list of historical role play activities on Harvard’s ABLConnect website
Additional Info:
A list of historical role play activities on Harvard’s ABLConnect website
A list of historical role play activities on Harvard’s ABLConnect website
So You Want to Use Role-Play? A New Approach in How to Plan
Additional Info:
Role-play has escaped from the drama studio and established itself as one of the most effective learning techniques in language, literature, history, geography and other curriculum subjects. It is also a crucial component of most management and human relationship training.
Few teachers have the expertise to maximize the potential of role-play. In this accessible volume the authors demonstrate through numerous examples, how role-play can be applied to all ...
Role-play has escaped from the drama studio and established itself as one of the most effective learning techniques in language, literature, history, geography and other curriculum subjects. It is also a crucial component of most management and human relationship training.
Few teachers have the expertise to maximize the potential of role-play. In this accessible volume the authors demonstrate through numerous examples, how role-play can be applied to all ...
Additional Info:
Role-play has escaped from the drama studio and established itself as one of the most effective learning techniques in language, literature, history, geography and other curriculum subjects. It is also a crucial component of most management and human relationship training.
Few teachers have the expertise to maximize the potential of role-play. In this accessible volume the authors demonstrate through numerous examples, how role-play can be applied to all kinds of interactive contexts. They provide a wealth of proven practical strategies and techniques, including sound advice on what not to do. (From the Publisher)
Table Of Content:
Introduction
ch. 1 Examples of a Range of Genres (1)
ch. 2 Role-Work for Training Adults-Examples of a Range of Genres (2)
ch. 3 Dimensions of Role-Play
ch. 4 Sign in Role-Play
ch. 5 Who Are You Teaching?
ch. 6 How Do We Tackle Racism?
ch. 7 Role-Work With The Police on Racism-`Stereotyping'
ch. 8 Practical Issues, Leader Taking a Role And Learning Outcomes
Index
Role-play has escaped from the drama studio and established itself as one of the most effective learning techniques in language, literature, history, geography and other curriculum subjects. It is also a crucial component of most management and human relationship training.
Few teachers have the expertise to maximize the potential of role-play. In this accessible volume the authors demonstrate through numerous examples, how role-play can be applied to all kinds of interactive contexts. They provide a wealth of proven practical strategies and techniques, including sound advice on what not to do. (From the Publisher)
Table Of Content:
Introduction
ch. 1 Examples of a Range of Genres (1)
ch. 2 Role-Work for Training Adults-Examples of a Range of Genres (2)
ch. 3 Dimensions of Role-Play
ch. 4 Sign in Role-Play
ch. 5 Who Are You Teaching?
ch. 6 How Do We Tackle Racism?
ch. 7 Role-Work With The Police on Racism-`Stereotyping'
ch. 8 Practical Issues, Leader Taking a Role And Learning Outcomes
Index
Additional Info:
A short, practical introduction to using online social media tools (like Twitter) to facilitate role-playing in courses involving literature or history.
A short, practical introduction to using online social media tools (like Twitter) to facilitate role-playing in courses involving literature or history.
Additional Info:
A short, practical introduction to using online social media tools (like Twitter) to facilitate role-playing in courses involving literature or history.
A short, practical introduction to using online social media tools (like Twitter) to facilitate role-playing in courses involving literature or history.
Additional Info:
This University of Illinois resource provides all an instructor needs to get started with role-playing as an online (synchronous or asynchronous) learning activity: description, examples, goals & objectives, lesson outline and procedures, and guidelines for assessment and managing accessibility/accommodations.
This University of Illinois resource provides all an instructor needs to get started with role-playing as an online (synchronous or asynchronous) learning activity: description, examples, goals & objectives, lesson outline and procedures, and guidelines for assessment and managing accessibility/accommodations.
Additional Info:
This University of Illinois resource provides all an instructor needs to get started with role-playing as an online (synchronous or asynchronous) learning activity: description, examples, goals & objectives, lesson outline and procedures, and guidelines for assessment and managing accessibility/accommodations.
This University of Illinois resource provides all an instructor needs to get started with role-playing as an online (synchronous or asynchronous) learning activity: description, examples, goals & objectives, lesson outline and procedures, and guidelines for assessment and managing accessibility/accommodations.
Additional Info:
Active Learning Techniques including Peer Instruction, Class Debate, Role-Playing, Case Studies, and Creative Scenarios and Simulations.
Active Learning Techniques including Peer Instruction, Class Debate, Role-Playing, Case Studies, and Creative Scenarios and Simulations.
Additional Info:
Active Learning Techniques including Peer Instruction, Class Debate, Role-Playing, Case Studies, and Creative Scenarios and Simulations.
Active Learning Techniques including Peer Instruction, Class Debate, Role-Playing, Case Studies, and Creative Scenarios and Simulations.
Minds on Fire: How Role-Immersion Games Transform College
Additional Info:
Click Here for Book Review
Abstract: Why are so many students intellectually disengaged? Faculty, administrators, and tuition-paying parents have been asking this question for nearly two centuries. And the answer is always more or less the same: students are so deeply absorbed in competitive social play (fraternities, sports, beer pong, World of Warcraft, social media) that they ...
Click Here for Book Review
Abstract: Why are so many students intellectually disengaged? Faculty, administrators, and tuition-paying parents have been asking this question for nearly two centuries. And the answer is always more or less the same: students are so deeply absorbed in competitive social play (fraternities, sports, beer pong, World of Warcraft, social media) that they ...
Additional Info:
Click Here for Book Review
Abstract: Why are so many students intellectually disengaged? Faculty, administrators, and tuition-paying parents have been asking this question for nearly two centuries. And the answer is always more or less the same: students are so deeply absorbed in competitive social play (fraternities, sports, beer pong, World of Warcraft, social media) that they neglect academics.
In Minds on Fire, Mark Carnes shows how role-immersion games channel students’ competitive (and sometimes mischievous) impulses into transformative learning experiences. His discussion is based on interviews with scores of students and faculty who have used a pedagogy called Reacting to the Past, which features month-long games set during the French revolution, Galileo’s trial, the partition of India, and dozens of other epochal moments in disciplines ranging from art history to the sciences. These games have spread to over three hundred campuses around the world, where many of their benefits defy expectations. Students think more critically by internalizing alternative selves, and they understand the past better by filtering it through their present. Fierce competition between opposing sides leads to strong community bonds among teammates and develops speaking, writing, leadership, and problem-solving skills.
Minds on Fire is a provocative critique of educational reformers who deplored role-playing pedagogies, from Plato to Dewey to Erikson. Carnes also makes an impassioned appeal for pedagogical innovation. At a time when cost-cutting legislators and trustees are increasingly drawn to online learning, Carnes focuses on how bricks-and-mortar institutions of higher education can set young minds on fire. (From the Publisher)
Table Of Content:
Debate at Dawn
ch. 1 “All Classes Are Sorta Boring”
ch. 2 Subversive Play: The Bane of Higher Education
ch. 3 Creating an Academic Subversive Play World
ch. 4 Critical Thinking and Our Selves
ch. 5 Overcoming the Silence of the Students
ch. 6 Learning by Failing
ch. 7 Building Community and Global Citizenship
ch. 8 Inculcating Morality and Empathy (!)
ch. 9 Teaching Leadership through Teamwork
ch. 10 Teaching the Past by Getting It Wrong?
ch. 11 The Strange World outside the Box
Socrates at Sunset
Appendix: List of Reacting Games
Notes
Acknowledgments
Index
Click Here for Book Review
Abstract: Why are so many students intellectually disengaged? Faculty, administrators, and tuition-paying parents have been asking this question for nearly two centuries. And the answer is always more or less the same: students are so deeply absorbed in competitive social play (fraternities, sports, beer pong, World of Warcraft, social media) that they neglect academics.
In Minds on Fire, Mark Carnes shows how role-immersion games channel students’ competitive (and sometimes mischievous) impulses into transformative learning experiences. His discussion is based on interviews with scores of students and faculty who have used a pedagogy called Reacting to the Past, which features month-long games set during the French revolution, Galileo’s trial, the partition of India, and dozens of other epochal moments in disciplines ranging from art history to the sciences. These games have spread to over three hundred campuses around the world, where many of their benefits defy expectations. Students think more critically by internalizing alternative selves, and they understand the past better by filtering it through their present. Fierce competition between opposing sides leads to strong community bonds among teammates and develops speaking, writing, leadership, and problem-solving skills.
Minds on Fire is a provocative critique of educational reformers who deplored role-playing pedagogies, from Plato to Dewey to Erikson. Carnes also makes an impassioned appeal for pedagogical innovation. At a time when cost-cutting legislators and trustees are increasingly drawn to online learning, Carnes focuses on how bricks-and-mortar institutions of higher education can set young minds on fire. (From the Publisher)
Table Of Content:
Debate at Dawn
ch. 1 “All Classes Are Sorta Boring”
ch. 2 Subversive Play: The Bane of Higher Education
ch. 3 Creating an Academic Subversive Play World
ch. 4 Critical Thinking and Our Selves
ch. 5 Overcoming the Silence of the Students
ch. 6 Learning by Failing
ch. 7 Building Community and Global Citizenship
ch. 8 Inculcating Morality and Empathy (!)
ch. 9 Teaching Leadership through Teamwork
ch. 10 Teaching the Past by Getting It Wrong?
ch. 11 The Strange World outside the Box
Socrates at Sunset
Appendix: List of Reacting Games
Notes
Acknowledgments
Index
Additional Info:
Focus is on using Role-Play to help historical figures come alive.
Focus is on using Role-Play to help historical figures come alive.
Additional Info:
Focus is on using Role-Play to help historical figures come alive.
Focus is on using Role-Play to help historical figures come alive.
Additional Info:
A simple "How to Use Role Playing Guide" that includes Define Objectives, Choose Context & Roles, Introducing the Exercise, Student Preparation/Research, The Role-Play,Concluding Discussion and Assessment
A simple "How to Use Role Playing Guide" that includes Define Objectives, Choose Context & Roles, Introducing the Exercise, Student Preparation/Research, The Role-Play,Concluding Discussion and Assessment
Additional Info:
A simple "How to Use Role Playing Guide" that includes Define Objectives, Choose Context & Roles, Introducing the Exercise, Student Preparation/Research, The Role-Play,Concluding Discussion and Assessment
A simple "How to Use Role Playing Guide" that includes Define Objectives, Choose Context & Roles, Introducing the Exercise, Student Preparation/Research, The Role-Play,Concluding Discussion and Assessment
Additional Info:
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 ...
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 ...
Additional Info:
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.
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.
Additional Info:
Overview of How and Why to Use Role-Playing, Including a collection of role-playing scenarios
Overview of How and Why to Use Role-Playing, Including a collection of role-playing scenarios
Additional Info:
Overview of How and Why to Use Role-Playing, Including a collection of role-playing scenarios
Overview of How and Why to Use Role-Playing, Including a collection of role-playing scenarios