Role+Reversal

**Role Reversal**

**Content** Mathematics/problem solving
 * Role reversal** promotes independent learners

**Grade Level** 6-12

**Curriculum Standards** The following CSO's could be used in an 8th grade setting: M.O.8.2.9: represent and solve real-world grade-appropriate problems using multiple strategies and justify solutions. M.O.8.2.10: identify a real life problem involving change over time; make a hypothesis as to the outcome; develop, justify, and implement a method to collect, organize, and analyze data; generalize the results to make a conclusion; compare the hypothesis and the results of the investigation; present the project using words, graphs, drawings, models, or tables.

**Description of Practices** -Role reversal is an important instructional activity that promotes independent learners. -As students become familiar with the math problem-solving routine, they can take on the role of teacher as model and actually change places with the teacher. -They may use an overhead projector just as the teacher did and engage in process modeling to demonstrate that they can effectively apply the cognitive and metacognitive processes and strategies they have learned. Other students can prompt or ask questions for clarification. In this way, students learn to think about, explain, and justify their visual representations and their solution paths. -Teachers may also take the role of the student who then guides the “student as teacher” through the process. -This interaction allows students to appreciate that there is usually more than one correct solution path for a math problem; that is, problems can be solved in a variety of ways.

**Implementation Considerations** I would use this strategy in a whole group setting or inclusion classroom. This way the student who is taking the role of the teacher can be questioned by his/her peers and explain their logical reasoning out loud to their peers. Sometimes students learn best by their peers because they put things into words in ways that the teacher may not have. This helps them learn from each other. I think it could also be effective in a pull-out setting with a small group of students. This way, the student will only have two or three peers in the class with him and may feel less stressed when taking on the role of a teacher. I would be sure that the student feels confident enough and has become familiar enough with the problem solving routine before asking them take on the role of the teacher. Be sure to call on volunteers until you are confident that all students can be successful at this.

**Example** An example of this strategy would look like: 1. Student solves a math problem on chalkboard, white board, or overhead. 2. Student explains their steps and reasonings in detail 3. Students in class ask questions as the student taking on the role of the teacher answers

**Citation** Swanson, H.L. (1999). Instructional components that predict treatment outcomes for students with learning disabilities: Support for a combined strategy and direct instruction model. //Learning Disabilities & Research//, 14, 129-140.