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The Role Playing Process Make sure the students define a situation that is relevant and important to them--for example a situation in which they may be offered a drug Get details such as the setting and number and types of people involved Set the stage by arranging furniture indicating where doors might be located Prepare the audience by giving them specific questions to be prepared to answer at the conclusion of the role play Examples a Would this work in real life b How would you have handled the situation There are numerous ways to select participants Discuss ideas Begin the role play stopping it if it is unrealistic going nowhere or has accomplished its purpose Ask questions of the participants and audience Reenact the role play if necessary using a variation of the situation new participants feedback provided to improve a skill Suggested situations refusing a drug offer encouraging a friend to stop smoking talking to a teacher about an assignment requesting help from a parent stopping a drunk friend from driving Socratic Instruction Note that one of the most effective strategies for teaching about alcohol and other drugs is Socratic instruction questioning Socratic questioning fosters critical thinking evaluation and knowledge application in students and should be used as frequently as possible in assignments and class discussions Allow wait time for thinking Give students time to consider the question and their response before requesting them to answer Avoid yes-no questions They lead nowhere and do not promote thinking nor discussion Be sure students have the needed background and resources to respond to the questions posed It is unfair and detrimental to their progress to not accept their levels of knowledge and experience Open-ended and closed questions are useful Open-ended questions promote critical thinking while closed questions can focus attention Include clarifying questions demands and statements
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