Contents Introduction main body

Contents
Introduction………………………………………………………………….....2
Main body
Chapter I. What are the role play, simulation and why are they significant ?

1. 
   What are the role play and simulation?............................................................5
   
2. 
   Why are they significant and what are the challenges?....................................................................................................10
   

Chapter II. What is the case-study, unique about and strengths and weakness of the case-study method?
2.1. What is the case-tudy?.....................................................................................15
2.2. The unique about and weakness of the case-study method………………………………………………………………….…………22
Conclusion………………………………………………………..…………….28
References………………………………………………………………………29

Introduction
The rapidly changing climate in today’s schools has placed many new demands on teachers. Among them is the desire of students to be actively involved in the learning process. Role-playing (sometimes called dramatizing), simulations, and games provide a chance for students to become active participators in their own learning processes. Application of these strategies opens new dimensions for teachers, both in their instruction and in their relationships with students.
Each strategy has its own definition and purpose for the classroom.

1. 
   Role-playing is usually unrehearsed and unprepared problem solving in which certain members of a group assume specified roles in a context that is non-threatening. Role-plays tend to have a short time duration. “Role playing provides students with a chance to act out, rather that merely talk about, ways to solve problems effectively” (yale.edu).
   
2. 
   Simulations incorporate a simulated model of a real-world process, including various role-plays accompanying the social situation and are governed by formal game rules and operations. Many simulations for all subject areas are offered through software for computers. As teachers, we need to explore the computer games market for software that encourages critical thinking skills. vocabulary development. reading and writing practice, and retention and application of concepts appropriate to our content areas.
   
3. 
   Games can take many forms, but in the classroom, any activity that involves a competition, social interaction, and some form of prize or award would be considered a game. Classroom game activities are typically not graded, and student participation is based on the desire to contribute to a team or to individually achieve some prize or recognition. Usually games have ‘winners.’ Ideally, even the ‘losers’ of the game should feel that the experience was enjoyable” (glossary.plasmalink.com/glossary.html).
   

Besides understanding the range and dimensions of gaming strategies in education, teachers using role-playing, simulations, and games must be aware of the significance their classroom environment has on the effectiveness of the strategy. Setting the appropriate classroom climate is essential in ensuring that students are comfortable and receptive to the demands these active strategies may make on them. Teachers who are accustomed to autocratic rule and rigid control of curriculum and class conduct may find it difficult to convert their teaching styles to complement the 'play' perspective needed in these strategies. Not every teacher will be comfortable with the use of games as educational tools nor able to successfully engage the students in the kind of play necessary for learning to take place.
Updated 08/06 Part L: Role-Plays, Games, and Simulations
Certain characteristics of the classroom environment need to be established before the teacher can expect to use role-playing, simulations, and games successfully. Students need to know and feel that:

1. 
   It is safe to explore, to take risks, and to discover the implications of choice without being penalized for 'wrong' answers or 'perfect' solutions.
   
2. 
   It is permissible for strong feelings to emerge and be expressed during a role-play or simulated experience.
   
3. 
   It is important to respect each other's ideas and to support individual interpretations and feelings.
   
4. 
   It is essential to process the game play afterward in order to gain insights into the behaviors enacted and the decisions made.
   

Establishing such a climate cannot be done at the spur of the moment. A certain degree of trust between the teacher and the students must develop in order for the students to risk new roles or participate actively in simulations. . If teachers do not take the time nor effort to create conditions appropriate for this strategy, they will find that these strategies will not be as fruitful an experience as he had hoped.