- Activity goal
- Exchange knowledge | Practice skills
- When
- In class
- Where
- Offline | Online
- Duration
- < 60 minutes| > 60 minutes
- Group size
- Small | Medium
Step 1
Think of a problem or situation that students might face later in the working field. Also think about its connection to subject content. And see how much time you can set aside for this activity. This will also determine how big the scope of the role-play can be. Describe this hypothetical situation.
Step 2
Identify different stakeholders and consider what their interests would be in the situation. Briefly describe this for each stakeholder. Divide the learners into these groups. Also consider giving some students the role of observer or facilitator. They can (help) lead the role-play, or give feedback to the other learners. See the observation form in the downloads as support for this step.
Step 3
Think about the course of the role-play: do the learners work together without your intervention, do you lead everything plenary as facilitator, or do you play in several rounds with short plenary moments in between? But also: is there a fixed progression, do you have fixed interventions, does the progression remain flexible based on the learners' input?
Step 4
Give the devised frameworks to the students: how should they discuss among themselves, what does the course look like, what is your role, are there rules, etc? Give students time to prepare in their roles.
Step 5
Play out the role-play as you have devised it.
Step 6
Reflect on the game with the students. What did the outcome become, but equally important: how was the process? What were crucial moments? Where are areas for improvement? What are the pupils proud of? What do the pupils still need to eventually fulfil this role?
Tip: Have a student take on the role of observer. This observer can then reflect on the different stakeholders, or the process as a whole. Give this student a form with some points to pay attention to (for an example focused on an interview role play, see: tools and materials). Following the game, this observer can reflect on how the different stakeholders did and what they could improve in.
Try to collect materials that also play a role in the authentic situation.
(EN:) Consider the tools and materials mentioned here as suggestions. In many cases it’s possible to use alternative tools. Please turn to the Learning & Innovation team of your faculty (EUR or EMC) first to see which online and offline tools are available and how to apply them.
Step 1
Think of a problem or situation that students might face later in the working field. Also think about its connection to subject content. And see how much time you can set aside for this activity. This will also determine how big the scope of the role-play can be. Describe this hypothetical situation.
Step 2
Identify different stakeholders and consider what their interests would be in the situation. Briefly describe this for each stakeholder. Divide the learners into these groups. Also consider giving some students the role of observer or facilitator. They can (help) lead the role-play, or give feedback to the other learners. See the observation form in the downloads as support for this step.
Step 3
Think about the course of the role-play: do the learners work together without your intervention, do you lead everything plenary as facilitator, or do you play in several rounds with short plenary moments in between? But also: is there a fixed progression, do you have fixed interventions, does the progression remain flexible based on the learners' input?
For online education: think about how you would like to organize this. You can use break out rooms to let different stakeholders discuss with other stakeholders or with their own group. You can regulate this yourself by thinking about how much time they need when and arrange break out rooms in that way. Or you can let students chose break out rooms so students can decide with who they would like to discuss when.
Step 4
Give the devised frameworks to the students: how should they discuss among themselves, what does the course look like, what is your role, are there rules, etc.? Give students time to prepare in their roles.
Step 5
Play out the role-play as you have devised it.
Step 6
Reflect on the game with the students. What did the outcome become, but equally important: how was the process? What were crucial moments? Where are areas for improvement? What are the pupils proud of? What do the pupils still need to eventually fulfil this role?
This activity can be conducted online via Zoom or Microsoft Teams.