www.gogreen-project.eu This project has been funded with support from the European Commission. This publication [communication] and all its contents reflect the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project number: 2020-1-CY01-KA202-065983] 5. Structure of the role-playing simulation training There are four distinct stages that a trainer should followwhile implementing a role-playing simulation activity: N Stage Description 1) Initiation of the training The trainer communicates with all participants by distributing in advance the necessary material for them to study. This refers to: (a) the trainees’ handout, and (b) the extended information sheet The material can be distributed a few days before implementing the roleplaying simulation workshop. Depending on the skills level of participants and their prior background knowledge on the subject, the trainer can decide whether to distribute also in advance the “Role Cards” and the “Question Sheets for Roles”, so as to better prepare the participants about the simulation training. Yet, this is without allocating any particular roles to the participants before the actual workshop takes place, since it is a task occuring in the next stage. 2) Preparation and explanation of the topic by the trainer This is the opening stage of the simulation training, where the trainer focuses on the theme, assigns roles, creates procedures, gathers all the necessary material, and starts arranging the classroom. This step requires good preparation from the trainer, who should take into account as many aspects of the theme as possible and provide explicit instruction of what is expected. 3) Trainees’ preparation for involvement in the role-playing simulation Roles’ assigning and instructions provided to participants. Explanation of the breakdown of the role-play simulation into specific tasks and time constraints. Adequate time should be given to trainees for researching their roles, asking questions and becoming comfortable with the scenario. Some may experience this kind of learning for the first time, thus, providing tips and/or examples is important. Instructors can give lectures or facilitate discussions that will offer further context and guidance prior to the main role-play simulation activity. 4) Actual roleplaying simulation activity A degree of independent learning is both provided and expected. Yet, trainees still need to be guided during the activity. It is important to remind them of the rules, so that they stay in their roles or use appropriate communication skills. The trainer takes on the role of observer and interjects only if and whenever necessary. 5) Debrief and Reflection Before closing the role-play, the trainer should coordinate debrief, which contributes to gain further insight into decisions made and behaviors displayed. Based on feedback, trainers may elaborate on learning tasks, clarify misunderstandings, or make adjustments for future role-plays. The trainer acknowledges the overall emotional involvement of learners, whose self-reflection can be integrated throughout the role-play and after each session, so that the trainer has a better understanding and a more rounded picture of how the activity is going.
RkJQdWJsaXNoZXIy NzYwNDE=