Role Playing

Role playing involves participants and observers in a real problem situation. The process allows students to gain insight into their own values, attitudes and perceptions; to develop problem- solving skills and attitudes; and to explore subject matter in another way. The method de-emphasizes the traditional role of the instructor/teacher and encourages the learning and listening of the students.

In preparation for role playing, the problem must be clearly defined and the roles must be assigned. Following the enactment, discussion and evaluation take place. Role playing in Driver Education allows students to act upon, experience, and gain further insight into problem-solving situations and the problem-solving processes that are important components of the driving process (CCT).

Interviews

The purpose of instructional methods involving interviews would be to explore and eventually to have students form hypotheses. Students should go out into the community to find information.

Instructors/teachers may guide students in procedures, questions, and information to be gleaned from the situation. Interview questions should be approved by the instructor/teacher. The community participants should be asked if they are willing to participate before the students go out, and they should be thanked for their assistance upon the students' return. Sample questions that may be asked during the interviewing process may be given to the community member(s). When students receive the information, related hypotheses and/or relevance of the information to the curriculum should be noted. Students may prepare a display, give a class presentation, or compose a report to summarize the data gathered.

Interviewing may be used often throughout the course. It is recommended that instructors/teachers make arrangements with community organizations to accommodate this activity throughout the school year.

Brainstorming

Brainstorming is defined as an interactive method used with large or small groups to generate ideas or to identify possible solutions to problems. Although brainstorming is most often used in groups, it can be used by a single individual.

The instructor/teacher may act as a facilitator for the activity. A recorder will list ideas as accurately as possible. All students are encouraged to express ideas. No judgment of ideas is to take place. After the activity is completed, linkages of ideas may be made.

Concept Mapping and Concept Webbing

Concept webbing may begin with a concept presented in the middle of a page. From that concept, a group of students may brainstorm all related concepts that they feel are relevant or that flow from that initial concept. Concepts will multiply as more and more of them are generated and presented on paper. Each individual within the group may build upon the concepts of others.

Concept mapping is designed to show meaningful relationships between concepts. The difference between concept mapping and concept webbing is that "mapping" is hierarchical. Webbing is more free flowing and does not need to be hierarchical. Mapping can make clear to students the key ideas on which to focus. It can show new relationships between concepts and can "stretch" the student's mind to see things in a new perspective.

Concept Formation

What is a concept? A concept may be concrete (a letter), abstract (an item), or graphic (signs and symbols).

Concept formation involves the recognition that some objects or events belong together while others do not. Students are provided with data about a particular concept and are encouraged to classify or group the data. Once the objects have been grouped according to a particular categorization scheme, the grouping is given a label. This type of strategy could be used when identifying different driving terminology. Instructors/teachers may ask students to identify and list a number of items found in a setting, group the items that belong together using common characteristics, label the groupings, and rearrange and relabel items into subgroups, if students feel that is possible. The instructor/teacher is the initiator of the activity and guides students as they move cooperatively through the task.

Cooperative Learning

Cooperative learning is mentioned within this curriculum. To employ the C.E.L.s of Critical and Creative Thinking, Communication, Personal and Social Values and Skills, this instructional method will be very useful.

Large Group. Instructor/teacher and students may meet in a large-group setting regarding issues to be considered. Students express their perspectives and the instructor/teacher maintains the role of official. Everyone should have a chance to speak. The instructor/teacher may ask one or two prepared questions and the students may respond by writing in a journal. Another method for completing a large group meeting may be to summarize information on the blackboard or overhead projector. Students may record the information.

Small Group. Small groups run most efficiently with three to five people. The instructor/teacher should "shape the scene" before students move into groups. A recorder and reporter may be appointed in each group. Students may be asked to focus on asking questions, expressing feelings, expressing support or non-support, or to engage in brainstorming to solve a problem. A group checklist or a cooperative worksheet may be created. Each person in the group should be encouraged to respond. Students then report back to a large group or to the instructor/teacher. When all responses are in, the instructor/teacher and students may discuss the implications of the ideas expressed.

Prior to a group session, students may submit names of students with whom they wish to work for a specified period of time. It is recommended that the instructor/teacher try to match individuals (put at least one person requested by an individual into each group). Groups may be often rotated.

If students are making decisions such as analyzing a case study, they should be accountable for their decisions. They may follow a decision-making or problem-solving model such as: identify the problem; list possible solutions; list consequences of suggested solutions; and, select the best solution.

They may use a student worksheet where they list: significant facts recalled from the case; criteria used to judge the case; and, the decision and reasons behind the decision.

For example, students may be put in groups to read an article, to discuss the elements, and to compare similarities. The group may be asked to give information (facts) or to give opinions (personal values, feelings).

Pairs. Each pair may be given a sheet of paper to record ideas. One person must be designated recorder. The instructor/teacher gives directions and circulates and intervenes to clarify the task to the students, prompts additional responses, or acts as a resource person. Students may submit their responses in print, in written form, or by drawing. When the instructor/teacher sees they have run out of ideas, each pair may give one example from its list to be shared with the class. A pair may respond several times. This would lead to a large group discussion. A pair may also be asked to present its findings or conclusion to the class. Cooperative learning may be used in many classroom situations. The cooperative learning structure must meet the needs of the learners. Is the purpose of the group strictly cooperative or will it have a competitive or individualistic element to it?

The students may be divided into groups for an entire unit. The groups should be formed heterogeneously with creative thinkers and prosaic thinkers, males and females, experienced and inexperienced users of any software, and those with varying cultural backgrounds. To be aware of the social skills and abilities that can be attained or developed through group work, group members should focus on one cooperative skill or ability at a time as indicated by the instructor/teacher. Another method may be to assign roles for the students until interpersonal awareness becomes part of their day-to-day routine. These social skills or roles may include: active listening; paraphrasing; perception checking; encouraging participation of all members; and, using non-judgmental description.

The heterogeneous groups may remain the same or they may change (for example midway through a unit). A change would allow different students to work together, to get to know each other, and to learn from each other.

Student assessment, student self-assessment and student group-assessment will take place throughout the units.

The positive outcomes of the group process should be the achievement of desirable social skills and abilities as well as the increased content and process achievement of all group members. A summarizing activity may be done as a group disbands to make the students aware of what they have accomplished together. When students first experience cooperative learning groups, these questions may draw attention to the roles individuals assume within their groups; for example, a leader, a communicator, a person who resolves conflict, or a negotiator. Also, every student should have a chance to lead, record, report, encourage, or be involved at some time in the various roles that are identified for the group members. Over a longer period of time, students will become aware of those roles assumed by individuals in social situations.

The issue of "backseat" driving could be discussed and whether all passengers in a car collaborate on the task of driving and arriving safely. Other cooperative learning topics could be the driver-co-pilot relationship with parents or driving instructors.