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Play it, Sam.

Play it, Sam. Krista Johnsen Mikos Lecturer, School of Public Service, LAS CoachKrista@gmail.com 708 MY COACH (692-6224). Play it, Sam. Use of short, successive, role-playing scenarios for student success. Why?. In the world of ideas, being able to sell your ideas is vital

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Play it, Sam.

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  1. Play it, Sam. Krista Johnsen Mikos Lecturer, School of Public Service, LAS CoachKrista@gmail.com 708 MY COACH (692-6224)

  2. Play it, Sam • Use of short, successive, role-playing scenarios for student success

  3. Why? • In the world of ideas, being able to sell your ideas is vital • Short, successive role-plays allow students to practice ‘selling’ or advocating for their ideas

  4. How? • Set expectations about how to role play and how to give feedback • Create the safe space for mistakes and learning • (Students won’t want to risk extending themselves if they are going to be shot down)

  5. Steps to Creating Safe Space • Proclaim it as such • Maintain it as such

  6. Applications in “Advocacy and Lobbying” • Write an Advocacy Letter • Use that letter to ‘mock advocate’ to another student in class • Advocate for a Cause in class • Advocate for a Cause in real life • Write an After Action Report and discuss the learning in class

  7. Key Elements for Advocacy • Strong, opening statement and body language that connects • Clearly worded and concise ‘ASK’ near the beginning • Short, compelling facts and personal story • Convincing closing with a re-phrasing of the ‘ASK’

  8. Short • Each role play should be only a few minutes • Encourage engagement but keep it short so everyone gets a chance without taking up too much time • Students lose interest when others talk on too long

  9. Overcoming Glossophobia • Fear of speaking in public

  10. Successive • Desensitization • Includes vicarious desensitization • Builds skills • ‘Taking baby steps’ and ‘chunking it down’

  11. Your turn – short,successive role-plays • Divide up into groups of 6 • Pair up within your group

  12. Your turn • In each pair: one ‘student’ and one ‘professor’ • At the chime, one pair stands up in front of the other four group members • For those not standing, observe and be ready to give constructive feedback-- what worked, what didn’t

  13. Set up • At the end the role play, the chime will sound • Next, everyone give ‘the student’ feedback on his/her advocacy until you hear the chime sound which will signal the next pair to standup and role-play

  14. Set up • When all three groups have gone, then switch roles for the next three rounds – the professor becomes the student and vice versa • We are still giving feedback after each student has advocated

  15. Role Play Scenario • You are student who believes you have unjustly received a bad grade on an assignment. Advocate to your professor about why you deserve a better grade.

  16. Key Elements for Advocacy • Strong, opening statement and body language that connects • Clearly worded and concise ‘ASK’ near the beginning • Short, compelling facts and personal story • Convincing closing with a re-phrasing of the ‘ASK’

  17. Discussion • How did it feel to be the student? • How did it feel to be the professor? • What can you say about the feedback? • What insights can you share?

  18. Idea Party (credit to Barbara Sher) • How can you use more short role-plays in your classroom?

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