Simulations and role-playing in project oriented teaching in tertiary education

1. Simulations and role-playing in project oriented teaching in tertiary education Agnieszka Suchomelová-Połomska, Daniela Dlabolová Language Centre, Masaryk University Simulations and role-playing in project oriented teaching in tertiary education

2. “Tell me and I will forget, show me and I may remember, involve me and I will understand.” Confucius? (551 – 479 BC) Benjamin Franklin? (1706 - 1790) Simulations in project based soft skills practice

3. Incorporating drama in education: 1950s (Brian Way) language education: 1970s (Alan Maley, Alan Duff)

4. Social constructivists: collaborative learning forms the basis for language learning

5. Role-playing and simulations in language learning: • Improve the acquisition of vocabulary and grammar • Promote spontaneous language use • Increase students’ motivation, engagement and confidence • Create student-centered environment Simulations in project based soft skills practice

6. In LAP [Role-playing] “resides in the middle ground between creative thought and real-world interaction.” Shawna Shapiro and Lisa Leopold Simulations in project based soft skills practice

7. Project-based simulations at the Faculty of Science division: • First semester (fall term) of the Master’s English course • Covering nearly the whole semester • Soft skills practised Simulations in project based soft skills practice

8. “sustaining cognitive challenge while creating conditions for improved linguistic competence” Pally, 1997 in Shapiro and Leopold Simulations in project based soft skills practice

9. Cognitive challenge - autonomy • Relevance • Analysing and evaluating • Different roles – different perspectives • Metacognition Simulations in project based soft skills practice

10. Linguistic competence • Unifying various elements of the syllabus • Information gap • Authentic sources – best examples of discourse and genre Simulations in project based soft skills practice

11. Careful planning and organization = key to success Introduction CV Covering letter Interview questions and answers Job interview simulation Reflection and feedback Simulations in project based soft skills practice

12. Stages: session one • introductory activities Find someone, What’s your advice, Academic CV research,... • discussion aims • key skills students possess • possibilities open within the specializations • follow-up Homework: Look for job offers within your studied specialization Simulations in project based soft skills practice

13. Find someone … 1. Who has worked for a company or an institution 2. Who has written a CV or a job application letter / form 3. Who has written a CV or application letter in English 4. Who thinks that English and native tongue versions differ Simulations in project based soft skills practice

14. Homework 1 • Find an interesting and relevant job advertisement • Upload the text in your group’s file • Go through all adverts and decide which ones you like best Simulations in project based soft skills practice

15. Session Two and Three • Voting for selected adverts • CV and cover letter writing, examples, strategies • Homework – write a CV and cover letter for the chosen advert Simulations in project based soft skills practice

17. Session Four • Preparing Qs and answers for the interview • Both perspectives – as interviewers and interviewees • Also reactions to unexpected or difficult Qs • Peer-feedback for the first drafts of CVs and letters Simulations in project based soft skills practice

18. Scaffolding Give the opposites Personality audit Politeness Research how to write an academic CV Action verbs Compare What’s your advice Find someone Simulations in project based soft skills practice

19. Session Five – the Interview groups change roles - interviewers and applicants panels of interviewers applicants • Prepare Qs for each applicant, decide on strategy • Groups of students take turns to change roles, all students take part • “Winners”, i.e. successful applicants, are announced Simulations in project based soft skills practice

20. Simulated interviews Simulations in project based soft skills practice

21. Session Six – Reflection and Feedback • Students reflect on what they liked / disliked / learned • Feedback from the teacher – students get corrected CVs and cover letters • Feedback from classmates Simulations in project based soft skills practice

22. Pitfalls • How many job adverts? Ideally 3 – 4 adverts for a group of about 15 students. • How many job interviews at one time? Just one. • How to keep all the students active? Assign them different roles. Simulations in project based soft skills practice

23. Sources • Maley, A. & Duff, A. (1978) Drama Techniques: A resource book of communication activities for language teachers; Cambridge University Press • Shapiro, S. & Leopold, L. (2012) A Critical Role for Role-Playing Pedagogy. TESL Canada Journal, [online] VOL. 29 NO 2, 120-130. Available at https://files.eric.ed.gov/fulltext/EJ981501.pdf accessed on 12 December, 2018 • Way, B. (1967) Development Through Drama; Longman • Metacognition; available at: https://www.cambridgeinternational.org/Images/272307-metacognition.pdf accessed on 12 December, 2018 Simulations in project based soft skills practice

24. Pictures • https://www.thebalancecareers.com/how-to-have-a-successful-panel-interview-4047907 • https://www.thejobnetwork.com/survive-your-upcoming-panel-interview-012017/ • https://www.eltresearchbites.com/tag/scaffolding/ • https://www.ad-dicts.com/2017/06/01/01-06-2017-job-advertisement/ • https://doyleresearch.com/qualitative-case-study-practicing-engineers/ • https://www.kqed.org/mindshift/46038/the-role-of-metacognition-in-learning-and-achievement Simulations in project based soft skills practice