Role playing as a pedagogical strategies can be used in many different manners, and will depend on the subjects at hand.

Examples of role-playing to be used:

Teaching role-playing : One learner plays the trainer while another plays a learner who never heard of the subject. The “Trainer” needs to teach the “Learner”
Situational role-playing: The trainer provides a situation with different stakeholders to the learners, who have to act the situation while solving it
Formalised role-playing : the trainer provides a framed situation and learners need to act while keeping the formalised frame. This is the idea behind the “Model UN” we find in USA classrooms, or in the trial experimented in the frame of this course

The trial:

The idea is to put the learners in a role play situation.

As part of Amélie's French courses: the implementation (with prerequisites) was once again experimented with the implementation of a false trial in class, an experience that was done on several levels and which from then on gives meaning to the objectives: to argue with nuance, to expose one's point of view, persuade and convince.

In this type of exercise, students driven by their thirst to convince and persuade, are awakened by many feelings and learning that are then effective since the learner learns by feeling, trying and using the notions he has already studied beforehand. He is able to use them and instantly check if his work brings the expected fruits (either convince and persuade his other comrades).

The classroom experience remains a striking memory of their schooling, months after the exercise the students are able to repeat and reiterate important information lived during the session because they were actors of their learning in a concrete and playful way. Involvement has been an effective and efficient driver.