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Dramatizations, Simulations, Role-Play - Coggle Diagram
Dramatizations
Dramatization takes students one step closer to the stage. During this strategy, students act in a given role, during a scene, and often with a script.
Using this technique can involve professionally written scripts or those written by the students themselves.
Dramatization can be as simple as having volunteers do an oral interpretation of a text selection from a magazine, as involved as a culminating research project that scripts a historical event, as innovative as a pantomime, or as elaborate as a full-class play including props, costumes, and purchased scripts.
Usually, this technique is used to help students empathize with a particular viewpoint or better understand an event, but it can also be effectively used to help improve student communication skills.
And as a history teacher, if you're choosing to do a dramatization, you have to be very careful about where you dramatize, what you're dramatizing, and that the script is actually real
If used incorrectly, can promote misconceptions and anachronistic interpretations of history, as in the wrong thing happens.
Are they aligned to learning targets?
Useful with historical play to provide additional context that could be engaging + aligned --> EX: Using the Cherry Orchard to teach about the fall of the Russian Aristocracy
scripted dialogue.
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Simulations
processes = simulations, simulating meetings or procedures, legislative processes, stock market elections, budget, model, un great, Gilded Age farming works in history for example
Those are great because these processes can be really complex, and they're hard for students to understand
This process might be things that like can be reenacted to help students usually understand an economic concept or government concept.
communism and free market, different types of economies/associated processes
Simulation can help in history, this process might be trade routes.
Backward design. Going back to knowing your learning targets have been fulfilled
Whenever you're looking at a simulation, assessing the vocabulary, concepts and background knowledge, students need to understand it. So they're not just clicking, and trying to see what happens next
Application: GOV + ECON!!!
Simulations allow students to experience simulated phenomena, and then debrief about their reactions.
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Role-Play
actor’s role,
Is what you're doing aligned to a learning target?
Application: Museum Curator
In role-play students learn about and act as someone (or something) different from themselves. This involves taking on the personality of a person in order to empathize, understand, or explore feelings, attitudes, conflicts, or values.
When creating a narrative you're creating, you're making decisions about which Artifacts include and which not to, and then trying to figure out how the general public's going to learn from this
Performance Task
Role-play is more concerned with acting a part or imitation than it is with exploring an environment or situation.
DO use if aligned to learning targets, authentic contexts, NOT random, NOT biased/offensive to student groups