Someone else’s shoes: A case study exploring how an
extended role-play can support year 8 students’ learning about
malaria in Mozambique
Louise Holyoak
PGCE Secondary Geography, 2012-2013
e-mail: l.holyoak@cantab.net
Abstract
This study explores how role-play can be taken beyond the standard format of a one lesson debate and used as a framework for a sequence of lessons, through an extended role-play. This is a pedagogical device where the students are given a character at the start of a unit, and remain in this character throughout the sequence of lessons. Lesson activities are centred on developing thecharacter in the imaginary context of a rural village in Mozambique. Based at a school in Suffolk,the results of this investigation show that the students are able to understand complex ideas about who is most affected by malaria, the prevention and control of malaria and who is most responsible
for controlling the spread of malaria. This is attributed to the collaborative and discussion based nature of the lessons, as well as the characterisation that the extended role-play provides.
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The full paper is available for download as a pdf file: 001-046-holyoakl
Citation: Holyoak, L (2013) .'Someone else’s shoes: A case study exploring how an
extended role-play can support year 8 students’ learning about malaria in Mozambique'. Journal of Trainee Teacher Educational Research, Volume 5 pp.001-046 (Downloaded from http://jotter.educ.cam.ac.uk/, [date of access])