When the purpose of instruction is to teach us to live harmoniously with others, comprehend culture, and to act responsibly, role playing is a method which may be used effectively. Developed by George Shaftel, role playing may be tightly structured or free-flowing and open-ended. Roles may work with no prior development or may be tightly scripted. Role playing activities can represent real school or community situations, historic representations, literary reenactments, or conflict analyses.
Illustration
A group of fifth grade students visit an undeveloped tract of land. After returning to school they brainstorm potential uses for the site. Using Taba's strategy, five or six ideas emerge. Groups representing each idea are formed. Following development of a proposal for use, a single student is identified from each group who is to be on the "city council." The council formulates an evaluation scheme and then hears and evaluates each committee's proposal.
B. Students reenact historical events:
1. Lewis and Clark and the Corps of Discovery meet the Lemhi Shoshones.
2. A team of "scientists" (i.e., students) discover an unknown animal: the cricket-fly-earthworm mutant hybrid.
3. Sixth grade pioneers make a real trek of 4-5 miles with only flour and some raisins for food. Reflect on fatigue and hunger. Record trip with crow-quill pens and ledger. Discuss adventure.
4. Schedule historic visitor in make-up and appropriate attire. Students act as journalists interviewing the visitor in this record-reflect-recount activity.
5. Conduct city council mock hearing on important local concerns.
6. Conduct a hearing on school issues: bus overcrowding, discipline, theft, etc.
John
Dewey: Group Investigation
Overview
John Dewey is acknowledged as providing the intellectual underpinning for "progressive
education," which is incorporated in many of the models featured in this
course. Progressive education focuses on:
1. Practical schooling featuring democratic decision making (Oliver & Shaver).
2. Use of the scientific method for studying science (Schwab).
3. Use of experience-based learning that encouraged growth of self (Gardner).
4. Use of real world examples to build understanding of society (Taba).
Dewey's mantra was that children should "learn by doing," not be idle,
passive, recipients of knowledge poured in by teachers. Dewey also initiated
the controversial concept of developmental stages and their relationship to
learning and moral growth.
Rapid social changes, Dewey maintained, required problem-based curricula. Many
of Dewey's constructivist ideas centered around the idea that a general mistake
is made when we introduce students to esoteric information too early in life.
Constructivism aims at emphasizing concepts important to individual children.
Accordingly, the subject matter and methods should be adapted to children's
interests, needs, and concerns.
Illustration
An example of Dewey's methods being implemented in the classroom would be to have the students determine an area of concern which they have regarding the classroom, school, or community. Following the identification of a problem, the students would then be allowed to use a systematic method in order to develop a solution.