Instructional modeling is a common pedagogical practice where an instructor “acts out” or conducts an exhibition of proper skill performance, process execution, or cognitive processing (e.g. think-aloud). Students refer to the instructor’s model and attempt to mimic or reproduce what they observed. Repetition of instructor modeling and subsequent student reproduction promotes automaticity of taught skills, procedures and cognition, which improves student performance.
Quite often, instructional modeling is utilized in conjunction with role playing. Joint modeling and role playing practices may follow an “I do, We do, You do”instructional scaffolding strategy: “I do” refers to the instructor’s modeling of a concept; “We do” involves students performing the concept (i.e. either a reproduction of the instructor’s model or a role playing scenario) with instructor support; “You do” refers to students’ autonomous performance of the concept (i.e. through a role playing scenario, modeling reproduction, or real-world application).
Role-playing refers to the changing of one's behaviour to assume a role, either unconsciously to fill a social role, or consciously to act out an adopted role. While the Oxford English Dictionary offers a definition of role-playing as "the changing of one's behaviour to fulfill a social role",[1] in the field of psychology, the term is used more loosely in four senses:
- To refer to the playing of roles generally such as in a theatre, or educational setting;
- To refer to taking a role of an existing character or person and acting it out with a partner taking someone else's role, often involving different genres of practice;
- To refer to a wide range of games including role-playing video game, play-by-mail games and more;
- To refer specifically to role-playing games
see more: https://en.wikipedia.org/wiki/Instructional_modeling
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