TEACHING LEARNING PROCESS

PROBLEM SOLVING
INTRODUCTION :-There is a prevailling idea that education provides us with knowledge base that
enables us to deal with life’s problems in our professional work & in everyday life. Problem solving requires
an integrated use of thinking skills, which produce novel solutions from limited information. The basic
purpose of education is to enable an individual to adopt himself to life in society, which is full of problems .
problem solving ability enables the person to find appropriate solutions of problem, which confront him.

MEANING :- Problem solving as an instructional method or technique where the teacher & pupils attempt
in a concourse planned & purposeful effort to arrive at some explanation or solution to some educationally
significant difficulty.

DEFINITION :- According to “SHEBEER”

Problem solving is a method of organization of subject matter in such a way that it can be dealt with through
the study of the problems encountered.

According to “ J. DEWEY”

Problem solving is an instructional technique whereby the teacher & pupils attempt in a conscious, planned
& purposeful effort to arrive at some explanation or solution to some educationally significant difficulty.

According to “SKINNER”

Problem solving is a process of overcoming difficulties that appears to interfere with the attainment of a
goal. It is a procedure of making adjustment in spite of interferences.

PURPOSES :-

 To train the student in act of reasoning

 To give practical knowledge
 To discover new knowledge
 To solve a puzzling problem
 To improve knowledge of the students
 To help to overcome the obstacle or inferences in attainment of objective
 To help in the progress of an individual as well as society.

NATURE OF THE PROBLEM SOLVING :- Problem solving presupposes the existence of a

problem in the learning – teaching situation. A problem is an obstruction of some sort to the attainment of an
object, a sort of difficulty which does not enable the individual to reach a goal easily. Problem solving is not
merely a method of teaching. It is more a method of organization of subject matter in such a way that it can
be dealt with through the study of problem. However, this concept of problem solving does not seem to be
suitable at the school stage.

ESSENTIAL FEATURES OF A PROBLEM

 The problem should be meaningful, interesting & worthwhile.

 It should have co – relation with life.
 It should arise out of the real needs of the students.
 Students must possess some background knowledge of the problem.
 The problem should be clearly defined.
 The solution of the problem should be found out by the students themselves working under the
guidance of the supervising teacher.
STEPS IN PROBLEM SOLVING :- Problem – solving strategy requires the use of the following
systematic steps for its implementation :

1. CONFORNTATION WITH THE PROBLEM :- There should arise some problem needing
solution before the students. This situation may arise in a natural way or maybe posed by the teacher
with planned or deliberate efforts. As far as possible this problem should properly match the
abilities, interests & capacities of the students, conforming to the requirements of educational
objectives & related to the real life situations.
Some of such problems may be cited as below :
 No found for school or college of nursing activities.
 Stray pets near the school or college of nursing grounds.
 ck of laboratory facilities in the school or college of nursing.
 stealing in the classroom or library.
 Traffic problems while reaching school or college of nursing.
 Lack of clinical facilities, etc.

2. DESCRIBING UNDERSTANDING THE PROBLEMS :- The problem faced should be

clearly defined & understood by the students for its desired solution. For this purpose, it should be
properly analyzed. The students should feel the need of solving this problem, the purpose served by the
solution of this problem & the possible ways of solving the problem.

3. GATHERING RELEVANT INFORMATION OR DATA :- In this step, the students are

made to collect relevant information or data for the probable solution of the problem faced. useful
discussion may be held for arriving at the probable solutions in the class. Teachers role is limited to
provide valuable guidance in a proper degree at the proper time.

4. ANALYZING THE COLLECTED DATA OR INFORMATION :- In this steps, the

collected data or information is analyzed in the light of finding out the probable solutions of the
problem. What is relevant to the solution of problem is properly picked up by leaving the irrelevant one.

5. FORMULATION OF HYPOTHESIS OR SOLUTION :- On the analysed data or

information relevant to the problem, the students are directed & guided to formulate probable
hypotheses.

6. SELECTION & TESTING OF A PROPER HYPOTHESIS :- Out of the probable plans for
the solution of the problem, the most suitable one is selected. It may be done by taking all the hypotheses
one by one, discussing & weighing them in term of their usefulness & practicability. The most relevant one is then
further subjected into proper testing.

7. APPLICATION OF THE ACCEPTED HYPOTHESES OR CONCLUSION :-

Hypotheses after proper testing is accepted as the best possible way of finding the solution of the
problem. The attempts are then made to apply it in the solution of the other similar problems. In case, it
helps, it may be accepted as a valid & reliable conclusion or hypotheses for being applied in the solution
of similar problems in identical situations.

MAJOR APPROACH IN PROBLEM SOLVING :-

i. Inductive approach.
ii. Deductive approach.
iii. Analytical approach.
iv. Synthetic approach.

1. INDUCTIVE APPROACH :- This is a method of development. In this the student is led to

discover truth himself. The various processes in this method are as follows :
  Observation of this given material
 Discrimination & analysis nothing differences & similarities
 Classification
 Abstraction & generalization
 Application or verification

MERITS

 Knowledge is self acquired.

 It’s a logical method.
 It gives the opportunity of active participation to the students in the discovery of a formula.
 Its based on actual observation, thinking & experimentation.
 It reduces dependence on memorization & homework.
 It gives freedom from doubt & help in understanding.

DEMARITS

 The method is very slow & lethargy

 It is not very helpful in case of small children
 At the advanced stage, its not so useful as some of the unnecessary details & explanations become
dull & boring

2. DEDUCTIVE APPROACH :- The learner proceed from general to particular, abstract to

concrete & formula to examples.

MERITS

 The teachers work is simplified.

 This method is very economical, saves time & energy of both the students & the teachers.
 It improves memory, as the students have to memories a considerable number of formulae &
definitions.

DEMERITS

 Knowledge is not self acquired & therefore not assimilated properly.

 The student is deprived of the pleasure of self activity & self effort as readymade formulae,
principles & rules are given to him.
 It fails to develop motivation & interest in learning.
 It fails to develop self – confidence & initiative in the students.

3. ANALYTIC APPROACH :- Analytic means the breaking up of problem in hand so that it

ultimately gets connected with something obvious or already known to us.

MERITS

 It is a logical method, leaves no doubts & convinces the learner.

 It’s a suitable method for understanding & discovery.
 The student is throughout faced with questions & thus increases the power at every step.

DEMERITS

 It’s a lengthy method.

 Difficult to acquire efficiency & speed with this method.
4.SYNTHETIC APPROACH :- We proceed from known to unknown. Synthesis is to place together
things that are apart. It begins with the data available or known & connects them with the unknown.

MERITS

 This method provides for the logical way of thinking in the pupils. The pupil can see the necessity &
sequence of following each step systematically.
 Good relations between the teacher & pupil are established & promoted. The pupil feels free from
imposed tasks of teacher. He learns to appreciate the guidance of the teacher. Thus the foundation is
laid for good & happy relations between teachers & taught, which is the main component of the
teaching learning process.

DEMERITS

 The pupil can start over estimating himself. Problem solving in the classroom means solution of
simple problem. Its just an exercise to give training to the pupils.
 The method may easily become a seminar method, i.e. too advanced for pupils. Very capable
teachers are required to avoid dissatisfaction & discouragement on the part of pupils.

ADVANTAGES :- The problem solving strategy

 Problem solving strategy makes the students to feel confident in facing the problems not only in the
classroom but also in real life.
 It provides valuable opportunities for the proper development of the cognitive abilities of the
students. The realization of higher cognitive objectives is also facilitated with the use of this
strategy.
 The use of this strategy provides training in analyzing as well as solving the new problems.
 It makes them self reliant for pursuing the learning activities with their own independent efforts.
 Being a student centered approach, it makes the task of learning quite absorbing, interesting &
purposeful.

DRAWBACKS & LIMITATIONS

 It is difficult to utilize problem solving strategy for deriving specific educational purposes.
 Problem solving strategy requires independent efforts on the part of students to find out the solution
of the problems
 Problem solving strategy for its effective implementation requires a small number of students in the
class along with the availability of the proper resources in the from of an organized library,
workable library, aid material & equipments as well as the presence of desirable teaching learning
situations & environment.

TEACHERS ROLE IN PROBLEM SOLVING

 Get the students to define the problem clearly

 Aid them to keep the problem inn mind
 Get them to make suggestions by encouraging them
 Give them time to evaluate such suggestions carefully
 Get them to organize material
 Set up an atmosphere of freedom in the class

USES OF PROBLEM SOLVING IN NURSING

 Develop ability to analyse the problem & to take proper judgement \solution in the critical condition
that encountered in the clinical setting.
  Problem solving method will help the students to solve his problem in real life situation with out
much stress.
 Problem solving method will help the student to solve the similar problems in future with
confidence.
 It develops critical thinking of pupil, by selecting the apt one from many alternative solutions.
 In the class/group it will develop mutual understanding among the group members.
 It helps the caregiver/nurse to develop a skill to help the patient in interpreting their feelings of
distress the sop that patient can focus on & solve their problem.
 The nurse is a source of information to clarify the meaning of activity restriction. She also knows
the amount of energy the patient will expend in different activities & can help him to consider how
he can economise.
 Develop ability in nurse to select the problem solving strategy according to patient’s abilities & life
style.

ROBLEM BASED LEARNING

INTRODUCTION :-“Emphasis on meaning, not facts”. Most of student retain & use little of what they
memorize in classroom situations. Unfortunately, memorization is a common occurrence in traditional
programs. Problem based learning attempts to break this focus by engaging students in structuring solutions
to real life, relevant, contextualized problems. By replacing lectures with discussion forums, faculty
monitoring & collaborative research, students become actively engaged in meaningful learning. There for
PBL is a discovery method of teaching promoted by john dewey in 1930 & this method was refined by
Jerome burner & jean piaget in 1960.

MEANING :- It is a kind of learning in which a group of students are given a particular problem or
incidence to solve & the student by means of various resources & thinking & reasoning skills find solutions.

DEFINITION :-

According to “BORROWS”

Problem based learning as the individualized learning that results from the process involved in working
toward the solutions or resolution of a problem.

PURPOSES

 To gain an understanding of principles that underline phenomenon.

 Helps to aim at problem analyzing skills training in particular professional situation.
 To exercise that students learn to take decision independently.
 Helps to activate prior knowledge & to integrate that knowledge.

PEINCIPLES

 Problems develop problem solving skills.

 Teachers are facilitators/guides.
 New information is acquired through self directed learning.
 Independence of enquiry.
 Curricula content organized around problem not subjects or topics.
 Students solve the problems by using guidelines to approach problems.
 Students to meet the tutor weekly or bi-weekly.
 Understanding comes from our interaction with the environment.
 Cognitive conflicts stimulate learning.
  Knowledge involves through social negotiations & evaluation of the viability of individual
understanding.

IMPORTANCE IN NURSING :-

 Prepares nurses to manage changes in health care.

 Develop lifelong skills to be transferred into the clinical practice.
 Develop knowledge related competencies. Inquiry based learning.
 Promotes ethics, partnership, creativity, & group process.
 Self-directed independent learning.

ACTIONS FOR PROVIDING PROBLEM BASED LEARNING SITUATIONS :- Savoie &

Hughes recommended the following actions for providing problem based learning experiences to the
students

 Identify a problem suitable for the students.

 Connect the problem with the professional practice so that it presents authentic opportunities.
 Organize the subject matter around the problem.
 Give students responsibility for defining their learning experience & to understand the problem.
 Encourage collaboration by creating learning teams.
 Expect all students to demonstrate the results of their learning through a product or performance.

MEMBERS

 The group leader

 The scribe
 The group members
 Tutor

ROLE OF MEMBERS :

A. ROLE OF GROUP LEADERS :

 Keeping the discussions goal oriented.
 Guiding the PBL steps.
 Clarifying discussion.
 Stimulating participation.
 Guiding documentation.
 Argument mediator.
 Motivator.
 Equal participation complete record.
 Time gate keeper.
B. ROLE OF THE SCRIBE :
 Records points.
 Helps ground to order their thoughts.
 Participates in discussion.
 Records resources used by the group.
 Making clean & short notes.
 Summarizing information.
 External memory.
 Not to be selective.
C. ROLE OF GROUP MEMBERS :
  Follow the steps of process in sequences.
 Participates in discussion.
 Listen to & respect contribution of others.
 Shares information with others.
 Ask open questions.
 Research all the open learning objectives.
 Active participation.
 Answering questions.
 Make decisions.
D. ROLE OF THE TUTOR :
 Encourage the group to participate.
 Assist chair with group dynamics & keeping to time.
 Play a key role in problem based learning.
 Is the back bone of problem based learning.
 Makes learning student centered.
 Facilitates learning instead of dispensing knowledge.
 Guides never direct.
 Committed to the group learning.
 Active listening.
 Must keep the process alive & on the track by non directive stimuli.
 Should be able to handle small group dynamics.
 To allow the group to take over, manage & encourage students to attain a deeper level of
understanding.
 Ability to assess students ability & problem.
 To ensure all students are involved.
E. ROLE OF CHAIR :
 Heads the group through the process.
 Encourages all the group members to participate.
 Maintains group dynamics.
 Ensure group keeps to task in hand.
 Ensure scribe can keep up & is making an accurate record.

STEPS :- Problem based learning consists of two sessions :

SESSION 1 :-The group select a group leader & a scribe. Both group leader & a scribe rotate among
members during the study block. The session is known as brain storming session. The group leader Co
ordinates the session activities. The session has seven steps.

STEPS OF PROBLEM BASED LEARNING :-The pattern of problem based learning is a variation
of the “seven – steps” technique, originally developed in the university of Maastricht in the netherlands.

1. Clarity
2. Defining
3. Analyzing
4. Shift & short
5. Identify learning objectives
6. Go & learn
7. Come back & talk.

CLARITY :- Read the scenario & make sure everyone understands all of the words that are used in it.
Normally, this is fairly quick process.
DEFINING :- This is the establishment of what the problem is all about there is usually a very strong clue
in the study guide.

ANALYZE :- Discuss the case together as a group work out what you really know about the various
component of the case & try to see how concept like together challenge tour self & other in the group to
explain how thinks work. The problem based solving is a safe environment in which you learn from each
other.

SHIFT & SHORT :- After analysis of the scenario a group will have a lot of information on the broad
with links & other concept decide which you as a group feel you need to focus on.

IDENTIFY LEARNING OBJECTIVE :- Talking through the concepts will allow the group to
identify a number of things that you all need to find out about . remembering that there are 4 or 5 days
between tutorials is important because the learning objectives must be manageable by be stated as concise &
precise questions. Avoid general question like what is brain ?

GO & LEARN :- Everybody in the group goes away to research all of the learning objectives by using all
as the resources at your disposable. Try to understand what you are reading. This textile & it is hard work, at
first everyone fines it difficult to workout how much depth to go into. Talk to your fellow group members &
to your friends on the course. What ever you learn should be put into the context of the case you are
studying.

COME BACK & TALK :- You must do this without reading your notes. It is quite a difficult skill to
acquire but it is the best way to find out if you really understand what you are have been reading. If you are
confused or make a mistake, someone else in the group will help-just as we expect you to help then when
they are stuck.

SESSION : 2 Regroup synthesize new information & agree on whether item identified & can be explained
to the satisfaction of all members. If not, return to, review what has been learned during study of the
problem.

Begin new problem when group is satisfied with solution for previous problem.

EVALUATION :- Students will be evaluated on the basis of their performance & placed in one of the
following categories.

E – Excellent

D – Distinction

H – Honors

P – Pass

F – Fail

A – Absent

ELIMENTS :-

 Problem encountered.
 Activates the prior knowledge.
 Encourages self study.
 Increase relevance.
ADVANTAGES :-

 Increase skills – levels /multiple perspectives/ motivation/ knowledge.

 Flexible learning process, enabling to decide & prioritise.
 Makes students more goal – oriented, learn from mistakes.
 Greater use of library, computer resources with higher- order learning.
 Decreased memorization, more teacher – student interaction.
 Concern has been expressed that problem based learning is being used as a way of reducing the
costs of teaching.
 Results in poorer performance on traditional tests of subject knowledge.
 Semi structured nature of the problem based learning requires different demands of tutor time &
resources, & may well involve extensive preparation.

LIMITATION :-

 Designing a good problem is difficult & requires time.

 Valid assessment of the program may not always available.
 Role of the teacher that is the tutor should be very competent to guide the student to meet the
objectives set for the students learning.
 Problem based learning sessions are time consuming.
 As far as academic achievement is concern traditional method serves better & it is impossible to
cover whole syllabus by means of problem based learning.
 It is difficult to generate appropriate problems.
 Changing role of student that is previously students were accustomed with traditional method of
teaching & sudden change to problem based learning lead the students to “simply wonder around
something”. This usually happens in first year students who often express difficulty with self
directed learning.

WORKSHOP
MEANING :- The workshop is the name given a novel (refreshing, new) experiment in education. Close
group type of discussion will be held in from of workshop. It consist of series of meetings, usually four or
more, with emphasis of individual work within the group with the help of consultants & resource personnel.
Educational process has two aspects – theoretical & practical.

DEFINITION :-

According to “LORRETA”

Workshop refers to a group of individuals who work together towards the solution of problems in a given
subject matter field during a specific period of time.

According to “BASAVANTGAPPA”

Workshop is defined as assembled group of 10 to 25 persons who share a common interest or problem. They
meet together to improve their individual skills of a subject through intensive study, research, & discussion.

According to “NEERAJA”

A systematic approach to deal in detail about educational problems by means of a short meeting.
PURPOSE

 To put teachers in situations that will break down the barriers between them to facilitate
communication.
 To give opportunity for personal growth through accepting & working towards a goal held in
common with others.
 To give teachers an opportunity to work on the problems those are direct, current, concern to them.
 Teachers will learn new methods & techniques which they can use in their own classrooms.
 To place teachers in a position of responsibility for their own learning.
 To put teacher in situation where they will evaluate their own efforts.
 To give the teachers an opportunity to improve their own morale.

OBJECTIVE OF THE WORKSHOP :- The workshop are organized to realize the following
objectives

COGNITIVE OBJECTIVES

 To solve the problems of teaching profession.

 To provide the philosophical sociological background for instructional & teaching situation.
 To identify the educational objectives in the present context.
 To develop & understanding regarding the use of a theme & problem.

PSYCHOMOTOR OBJECTIVES

 To develop the proficiency for planning & organizing teaching & instructional activities.
 To develop the skills to perform a task independently.
 To determine & use of teaching strategies effectively.
 To train the persons for using different approaches of teaching.

AFFECTIVE OBJECTIVES

 To develop professional relationship between participants & resource person.

 To permit the extensive study of a situation its background & its social & philosophical implication.
 To take necessary steps to solve the problem of education.

PRINCIPLES OF WORKSHOP

 Allowing the participant to prepare & select the objectives to be reached & increase participant
motivation.
 Giving the participant an active role will make teaching more effective.
 Regular opportunity increase learning speed of the participant & improve the quality of knowledge
& skills.
 To learn better human relations.
 Team spirit.

METHODOLOGY OF ARRANGING WORKSHOP

 Select the theme on which the workshop has to be organized. Resources personnel’s consent should
be obtained.
 Budget plan has to be prepared.
 Confirm the date of workshop. It should not coincide public holidays, professional commitments of
political meetings.
 print pamphlet specifying the aims, registration fees, & activities program specified.
  Choose the place where participants can stay comfortably attend total activities.
 Select homogeneous participants, 2 months before day of workshop, 45 days before confirmation of
participants is needed.
 Committee of sponsors, assistant organizers, volunteers has to be formulated.
 National language is working language.
 Documentation, equipment, checklist, publicity press has to be planned.
 Coordination of activities.

PROCEDURE :-

 Preliminary introductory session,

 Orientation towards workshop theme & objective, program specification.
 Formation of groups.
 Assignment,
 Clarifying sessions,
 Practical exercises,
 Group presentation,
 Preview of next working day,
 Individual consultation &
 Evaluation.

ADVANTAGES :-

 It is used to realize the higher cognitive & psychomotor objectives.

 It is a technique which can be effectively used for developing understanding & proficiency for the
approaches & practice in education.
 It is used for developing & improving professional efficiency, e.g. nursing, medical, etc.
 It provides the opportunities to develop individual capacity of a teacher.
 It develops feeling of team work.
 The new practices & innovations are introduced to in-service teachers.

LIMITATION:-

 The workshop in education are seminar cum workshop on any theme or problem.
 The in-service teachers do not take interest.
 The workshop cannot be organized for a large group so that large numbers of persons are trained.
 The teachers do not take interest in practical work.
 The effectiveness of a workshop technique depends on the follow up program. Generally follow up
programs are not organized in workshops.

PROJECT
INTRODUCTION :-The project method is usually used for the production of materials in agricultural &
clinical education. In agriculture it is used in production of same crops & in nursing education making of
models of isolation unit, solving some patients problem.

DEFINITION :-

According to “STEVENSON”

“A project is a problematic act carried to completion in its natural setting”

According to “Dr. WILLIAM KILPATRICK”

“A project is a whole hearted purposeful act completed in a natural setting”.

According to “SHEBEER”

“A project is a bit of real life that has been imparted into the school”, in project method, learning by living
this life has spontaneity, purpose, single process to completion”.

TO BE A PROJECT THE LEARNING ACTIVITY MUST BE

 Problematic in nature.
 Aimed at a definite & attainable goal.
 Purposeful, natural & life like in its procedure to attain the goal.
 Directed & planned by the student.
 Practical in nature with emphasis on a single, complete unit of purposeful activity, resulting in a
concrete achievement.

CHARACTERISTICS OF A GOOD PROJECT METHOD :-

 The method aims at teaching the child to get the best out of life.
 An attempt to use experience the trust & best master whose lesions are unforgettable.
 Project method gives an opportunity of self expression.
 The experiments of the project method want to reset the whole curriculum & break all barriers of
subject matter.
 The project method proposes the whole sequence of activities involved in a complete undertaking.
Fresh ‘knowledge has to be acquired only as a result of the felt needs of the pupils'.
 A project increases motor skills & technical knowledge.
 A project is a play activity & children engaged in the carrying out a project.
 In the project method the procedure of the school is liable to be determined by the technique of
workshop because the child learns more better from his own activity than from constant instruction.
 An attempt is made to establish a positive relation with life.
 The project lends itself naturally to group work.
 The method seeks to have individuals see & understand life in its unity.

TYPES OF PROJECT :-

Dr. Kilpatrick has suggested 4 types :-

 PRODUCER TYPE :- Project in which pupils are getting to do something like building a house or
a garden, planning to execute a model of a textile factory etc are called producer type projects.
 CONSUMER TYPE :- Project in which pupils are getting the experience & are enjoying engaged
in consumer type.
 PROBLEM TYPE :- Project in which a solution to a problem is to be found out.
 DRILL TYPE :- An activity once performed, is repeated to acquire greater skill like swimming or
singing. The project method is used for learning where the aim is for the acquisition of some ability.
E.g. learning to make a fracture bed. The project for the intellectual development.

ESSENTIALS OF GOOD PROJECT :-

i. The project should stress present & future values & experiences that supplement & extend rather
than duplicate learning acquired outside the school.
ii. The project must have a bearing on a great number of subjects & the knowledge acquired through it
may be applicable in a variety of ways.
iii. The project should be timely.
iv. The project should be challenging.
v. The project should be feasible.
MERITS OF THE PROJECT METHOD :-

 Follow the psychological laws of learning –

1. Law of readiness.
2. Law of exercise.
3. Low of effect.
 It arouses & maintains interest of the student.
 It keeps the students on freedom of thoughts, & action while doing the work.
 It provides the interest & ability of the students.
 It provides more creative constructive thinking of the students.
 It helps to know the individual differences.
 It helps the students to think logically & scientifically before starting the project.
 It facilitates for the development of doing ability, & related learning’s are coordinated by putting
them practice.
 It provides the growth of individual through activity.
 It teaches the student to evaluate & judge his finished work by comparing.
 It provides for the student to complete with his own previous performance.
 It provides whole hearted purposeful activity of the students.
 Group project develops team spirit & cooperation.
 It helps the student to feel patient is an individual in providing total care.

DEMERITS OF THE PROJECT METHOD :-

 Misconception of the term project.

 Wrong selection of topic ( it should have educational value )
 Over consumption of time.
 Costly & non availability of suitable things.
 Chances for subject matter overlapping.
 It may not be completed in time.
 If too much emphasis is placed on individual & under development of cooperation & group
responsibility.

ROLE PLAY
INTRODUCTION :- As a teaching – learning from, role playing is useful for developing communication
skills involving emotion & encouraging group work. It has been used since 1930’s in psychotherapy, but
now spread to many form of education, from primary to much higher level.

OBJECTIVES :-

 To aim at developing, ‘love for work’

 Develop the capacity of clear thinking.
 Expands students interest.
 Provide adequate opportunity to participate freely.
 Provide opportunities to the students to apply practically knowledge & skill acquired by them.

TERMINOLOGIES

EMPATHY :- The ability to share someone else’s feelings or experiences y imaging what it would be like
to be in their situation.

INSIGHT :- The ability to have a clear, deep & something sudden understanding of a complicated problem
or situations.
INGENUITY:- Someone’s ability to think of clever new ways of doing something.

CONSENSUS :- A generally accepted opinion or decision among a group of people.

SELF-PACING :- The individual speed at which, someone or something moves.

PARADIGM :- A model of something, or a very clear & typical example of something.

OPERANT CONDITIONING :- It is a result of rewarding the individual who, have once responded to a
stimulus in a desired manner, is likely to respond similarly to the same stimulus in the future.

DEFINITION :-

Role playing refers to the changing of one’s behavior to assume a role, either unconsciously to fill a social
role, or consciously to act out an adopted role.

Role playing is defines as “the changing of one’s behavior to fulfill a social role”.

( By oxford dictionary)

HISTORY & ORIGIN OF ROLE PLAY

The term role play was originally coined in the 1920’s by Jacob. L. Moreno, a Viennese psychiatrist who
surmised patient gained more from exploring their problems by acting them out then by talking about them.
When the practice become popular in business & educational institutions 20 years later the problems solving
aspect shifted towards the learning of a professional role for later real life assumption.

“What astronauts do in their practice for missions; what pilots do in learning to navigate in flight
simulators; what thousands of soldiers do in the course of military exercises- its all role playing. Teaching
salespersons to deal with customers, teaching doctors to interview patients, teaching teachers to deal with
difficulty situations.

VALUES OF ROLE PLAY :-

 The actor really tries to feel the part of the character he is portrayig & the audience gets some kind
of emotional Involvement.
 It is enjoyed by people who do it.
 It does not need any equipment.
 It can be used to arouse interest in a problem.
 Individual may develop new skills for dealing with problems in human relations.
 In role-playing the students not only hears a problem or tells about it, but lives through, by acting
out & experienced it emotionally. Then uses this experience to produce & test insights into the
problem.

TYPES :- There are two types of role play as listed below :

1. SOCIO DRAMA :- Deals with interaction of people with other groups/individuals. Involves
situation more than one person & deals with problems that majority of groups faces in executing
their roles. E.g. mothers, nurses, leaders, etc.
2. PSYCHO DRAMA:- Deals with unique individual’s needs/problems of a particular individual. It
should not be attempted except under the guidance of a trained therapist.

ADVANTAGES :-

To students :-
  To develop real communication skill in relationship, interviewing & social interaction & obtain
constructive feedback from peers.
 Develop sensitivity to author’s feeling by having the opportunity to put oneself in another’s place,
by notice the difference between what a person says & what a person does & develop empathy &
understanding.
 Develop skill in group problem – solving.
 Develop ability to observe & analyze situations.
 Practice selected behavior in a real life situations without the fear of making a mistake.

To teachers :- in the teaching learning situation, it provides her with the opportunity to,

 Note the individual student needs by observing & analyzing her needs in a simulated real life
situation.
 Assist the student in meeting her own needs by either givig her on encouraging group members to
give her spot suggestions.
 Encourage independent thinking & actions.

DISADVANTAGES :-

 Role playing is a means, not an end.

 It requires expert guidance & leadership.
 Sometimes participants may feel threatened.
 Used as an education technique, not as a therapeutic one.
 Time consuming in developing group readiness, should not be used when pressure of time is
present.

STEPS INVOLVED IN ROLE PLAYING

1. Select a problem for the role playing:

 The group leader, who recognized a problem & suggest it to the group.
 The group can list problems on the blackboard & decide which problem they really want to work
out. And they should select one:
 For which there is no clear yes or no.
 Which is of real concern to the majority of the group.
 On which the group has indicated either by vote or general consensus that they want to focus
attention.
2. Set up the role-playing scene:
 Clear agreement on the chief objectives.
 The group working together with the leader decides what characters & their attitudes &
personalities. And set up the setting of the story.
 The leader may arbitrarily assign individuals to take the various roles or members may volunteer to
play the different roles.
 The players lines are never fixed but for just what the player think the character would say in the
given situation.
3. Getting underway in role playing:
 The players should be given some times to ‘warm up’ or to get into the feeling of the roles.
 The players should be given different names rather than their real name to get into the real
characters.
 The story grows out of the natural reactions of the characters enacted in the role-playing.
4. The part of group plays: The other members who are not actually into the characters are assigned to
observe the role players or to look for important clues, which come out of the role playing.
5. Cutting the role playing: The leader may cut at point where enough action has already occurred to
provide a basis for discussion
 6. After the role playing is cut:
 Get immediate reaction of the role players, of how they felt in their roles & how they responded to
other responses in the scene.
 In discussion, used the name of the characters so that the player will not think they are being
evaluated.
 When the role players succeed into the roles assigned to them, they usually give during the
discussion valuable insights into the problem & provide additional materials for discussion.
7. The audience observers: The comments of the audience observers constitute the heart of the role
playing as a discussion technique.
 How did the group think the role was handled?
 What are the good points of the actions?
 What are the poor points?
8. The role playing scene: The roles might be played by different persons, so that there might be a
comparison of the behaviors of different people.
9. Cautions in the use of role playing:
 Use role play only if, when it will be useful; not just for name sake of doing it.
 Be careful about the interpersonal relationship within the group.
 If there is a popular role, give it to the most capable person in the group or the leader might play the
role, to spare the feeling of others.
 Avoid un-covering deep-seated personal problems, which require professional help.
10. Summarize:
 The leader sums up with the group the chief points or principles which have come out in the role
playing & comments of the observers which follow.
 The comments on the specific problems should be related back to the more general problem under
consideration.

THE PROCESS OF THE ROLE PLAYING

1. Need:- Develop within the group, concerns all members.

2. Role play:- Explained as a method. Geared to level & readiness of the group.
3. Problem:- Controversy & conflict. Probe different view point.
4. Purpose:- All members identify objectives.
5. Situations:- Specific attitudes & motivations delineated.
6. Casting Roles:- Ask for volunteers. Provide atmosphere which allows for volunteering or choosing
actors. Don’t used own names. Recorder may be chosen to note various aspects of the presentation.
7. Briefing& warming up:- Cast members may be excused to develop own role or review problems.
Rest of the group discuss possible situation. Situation may be presented on the form of scrip to
present a frame of reference.
8. Method: players:- one group represents reverse role. And alternate group substitute roles.
9. Audience participation:- Certain members identify with - a) Actors b) Group asked to look into
critical issues.
10. Stopping:- Cut when purpose is achieved.
11. Discussion & analysis:- Actors discuss own performance first. Group discusses scene. Teacher
encourages discussion, but keeps in background.
12. Evaluation:- Observe whether the purpose is achieved or not.

POINTS TO REMEMBER WHILE DOING ROLE PLAYING

 There should never be one answer to a situation presented.

 The time of the play should be brief.
 Enough time should be allowed for discussion & analysis of the situation.
 Evaluation concerns the teacher & the participants through discussion or follow-up as to specific
individual behavior or sequential of group actions.