Presentation of an option for organizing rhetoric education in school
Preparation and evaluation of simulation and role-playing games on rhetoric in secondary schools
The option implies active participation of the teacher as a trainer.
She / He is involved in the first, third and fifth stages.
The teacher presents the scenario, gives directions and instructions at the first stage.
On this basis he makes an evaluation and recommendation in principle at the third stage.
At the fifth stage, the teacher turns to individual work and evaluations of the participants.
She / He makes summaries.
It is possible to merge the third and fifth stages.
Brief information about the genre or form from a rhetorical and communicative point of view – Clear instructions – Precise directions – Presentation of a scenario – Assignment of roles for the specific situation and simulation game.
Implementation of the simulation situation or role play. Following the instructions. Compliance with the scenario. Time management. Performance of the communicative role by the students.
Analysis by the teacher, including evaluation of the implementation of the simulation game at several levels: scenario, performance of communicative roles, time management, compliance with ethical norms and rules, compliance with instructions, effective and impactful argumentation, use of rhetorical figures, behaviour, nonverbal means.
Evaluation by students observing the simulation game (peer-evaluation). Self-evaluation by participants in the simulation game.
The teacher makes summaries and conclusions about the implementation of the simulation game. The focus is on the individual approach. The teacher gives personal evaluations, advice and recommendations.
Introduce part 5 with clear information:
About the figure
Stage One: Information – Scenario – Instruction – Directions – Assigning communicative roles
Stage Two: Implementing the simulation game
Following the scenario
Following the instructions. Implementing the communicative roles.
Third stage: Teacher’s analysis of the simulation game
Stage Four: Participant self-evaluation. Student evaluation (peer-evaluation).
Stage Five: Individual recommendations and advice from the teacher to the participants.