Scribd
Upload
340 views5 pages

Practical Excercise on Role Play Script

Uploaded by

Enuconda Sharathchandra
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
340 views5 pages

Practical Excercise on Role Play Script

Uploaded by

Enuconda Sharathchandra
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 5

Exercise – 3

Role Play Script: Teaching Sustainable Farming through a Story of Four


Farmers

Introduction

This role-play activity weaves all four types of learners—Visual, Auditory, Reading/Writing,
and Kinesthetic—into a single story-based script. The story follows four farmers with unique
learning preferences as they work together to learn and apply sustainable farming techniques,
such as composting, organic pest control, and crop rotation. The narrative emphasizes how
combining different learning strategies can help communities adopt new practices effectively.

Story Overview

In a small village named Greenfield, four farmers—Ravi, Suma, Asha, and Ramu—face a
problem: their soil is losing fertility, and crop yields are declining. To address this, they meet
with an agricultural officer who introduces them to sustainable farming practices. Each farmer
has a distinct learning style, and the agricultural officer uses different strategies to ensure all of
them understand the concepts.

Cast of Characters

1. Agricultural Officer (Teacher) – Facilitates the learning process and tailors the
strategies to different learners.

2. Ravi (Visual Learner) – Learns best through diagrams and visual aids.

3. Suma (Auditory Learner) – Prefers discussions and oral instructions.

4. Asha (Reading/Writing Learner) – Excels with notes, manuals, and written content.

5. Ramu (Kinesthetic Learner) – Enjoys hands-on activities and practical demonstrations.

Scene 1: The Meeting at the Village Community Hall

(Setting: A small hall where the agricultural officer and the four farmers gather around a table.)
Agricultural Officer:
“Good morning, everyone! I know your crops have been struggling. Today, I’ll teach you about
some sustainable practices—crop rotation, organic pest control, and composting—that can
help restore your soil and improve yields.”

Scene 2: Explaining Crop Rotation (Using Visual Tools)

Agricultural Officer (holding up a chart):


“First, let’s talk about crop rotation. Here’s a chart that shows how we alternate crops—like
legumes, cereals, and vegetables—across seasons.”

(Shows a colourful diagram with arrows connecting crops in sequence: legumes → cereals →
vegetables.)

Ravi (Visual Learner):


“Oh, I get it now! The arrows show that legumes go first because they improve the soil.”

Suma (Auditory Learner):


“Hmm… I still need to hear how this works in practice. Why do legumes help the soil?”

Agricultural Officer:
“Good question, Suma! Legumes fix nitrogen in the soil, which helps the next crop, like wheat,
grow better.”

Scene 3: Discussing Organic Pest Control (Oral Instructions for Auditory Learner)

Agricultural Officer:
“Now let’s discuss organic pest control. Instead of chemical pesticides, we can use neem oil
and natural traps.”

Suma (Auditory Learner):


“That sounds interesting! How often should we apply neem oil?”
Agricultural Officer:
“Apply it every 10 days. And remember, consistent observation is key—you need to watch for
signs of pests.”

Suma (nodding):
“Got it! Listening to this makes it much clearer for me.”

Scene 4: Providing a Pamphlet (Reading/Writing for Asha)

(The agricultural officer hands out pamphlets explaining crop rotation, composting, and pest
control.)

Agricultural Officer:
“Asha, I know you like to take notes. Here’s a detailed pamphlet with all the steps. You can
highlight the important points.”

Asha (Reading/Writing Learner):


“Perfect! I’ll go through this and summarize the key points for the group.”

(She sits down and starts reading, making notes in her notebook.)

Ramu (Kinesthetic Learner):


“Reading is too slow for me. Can we do something hands-on now?”

Scene 5: Hands-On Composting Activity (Kinesthetic Learner)

Agricultural Officer (smiling):


“Sure, Ramu! Let’s head to the field and build a compost pile together.”

(The group moves outside to the field, where materials—leaves, soil, and vegetable waste—are
laid out.)

Agricultural Officer:
“Let’s start by layering the materials: first dry leaves, then soil, then vegetable waste. Ramu, you
take the lead.”
Ramu (Kinesthetic Learner):
“Finally! This is how I like to learn.”

(Ramu begins assembling the compost pile, with the others helping him.)

Ravi (Visual Learner):


“Wow, it makes more sense now that I see it in action.”

Asha (Reading/Writing Learner):


“I’ll jot down the steps as we build.”

Suma (Auditory Learner):


“So, we need to turn the compost every week, right?”

Agricultural Officer:
“Exactly, Suma! Good observation.”

Scene 6: Reflection and Collaboration

(After completing the compost pile, the group gathers to reflect.)

Agricultural Officer:
“You’ve all done a great job today. Each of you learns differently, but by working together,
we’ve covered all the techniques.”

Ravi (Visual Learner):


“I like how the charts gave me a big-picture view of crop rotation.”

Suma (Auditory Learner):


“The discussions really helped me understand organic pest control.”

Asha (Reading/Writing Learner):


“Taking notes and reading the pamphlet gave me a deeper understanding.”

Ramu (Kinesthetic Learner):


“For me, nothing beats getting my hands dirty!”
Agricultural Officer:
“That’s the beauty of learning! Everyone brings something unique to the table. In farming, just
like in life, combining different approaches makes us stronger.”

Scene 7: Final Message

Agricultural Officer:
“Remember, sustainable farming isn’t just about techniques—it’s about sharing knowledge and
working together. When you teach these practices to others, try to use different methods, just
like we did today.”

Conclusion

This story demonstrates how different learning styles can work together in practical settings like
agriculture. Each farmer benefited from the strategies that fit their learning preference, but the
collaborative experience enriched everyone’s understanding.

In real-world scenarios, agricultural officers and educators can use this approach to engage
diverse learners, ensuring that everyone—whether they learn best through seeing, hearing,
reading, or doing—can succeed.

This script emphasizes collaboration, practical application, and multiple learning strategies,
providing a vivid and engaging way for undergraduate students to explore how learning styles
affect knowledge transfer in farming.

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy