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.

First stage:

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.

Second stage:

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.

Third stage:

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.

Fourth stage:

Evaluation by students observing the simulation game (peer-evaluation). Self-evaluation by participants in the simulation game.

Stage Five:

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.