Unlocking learning through role play: A multidimensional approach to the flipped classroom

Involving pre- service teachers in engaging and participatory learning experiences is essential if links between theoretical knowledge and practice are to be made. 

 

Role playing is an effective method that has much traction in Pre-service teacher training, and, .when coupled with the flipped classroom model, offers a dynamic way to teach critical thinking, empathy, and problem-solving skills by encouraging students to explore scenarios from multiple perspectives.

 

Recently 3rd year Pre-service teachers enrolled in the Bachelor of Education (Early Childhood and Primary) Positive Environments to Engage Young Learners unit at the Australian Catholic University (ACU) experienced the value of this learning methodology first hand when they were involved in a mock court case held in the campus Moot Court. 

 

While Moot Courts are often used in law faculties to allow students to take part in simulated court cases, I had not heard of this being used in preservice teacher education. The Court itself, with its barrister benches, witness box, judge and jury seating as well as the latest technology capabilities, provided a legal like environment in which students stepped out of their real personas and into their very own drama.

 

The students were allocated into roles the week before the classes and minimal details of the case and charges against the two defendants were provided. 

 

The court case revolved around Alex, a two-year-old child who attends Bright Beginnings Early Learning Centre.  Alex had been exhibiting a range of dysregulated behaviours, from frequent tantrums and biting to difficulty engaging in prosocial experiences. 

 

Before the trial started the defendants and witnesses that included Alex’s parents, the Educational Leader of Bright Beginnings, Education Advisors from the Department and a child Psychologist, had to swear on the Early Years Learning Framework (EYLF V2.0) to tell the truth, the whole truth and nothing but the truth.

 

At the heart of the trial were two of Alex’s Teachers—the first, a lead teacher known for her structured and controlling approach and a reliance on strategies such as star charts, and time out to ‘manage’ children’s behaviour and the second, a more relaxed but less consistent Teacher who provided unclear expectations for children and a hands-off approach to Alex’ difficulties. 

 

The educators faced charges related to the behaviour guidance strategies they used with Alex and the alleged mishandling of Alex’s behavioural issues, as well as failing to collaborate with colleagues in establishing consistent approaches and not communicating well enough with Alex’s parents. 

 

Over the course of the next two hours the prosecution argued that the educators had failed to provide a safe, supportive, and inclusive environment for all children, including Alex, and had not implemented effective intervention strategies, while the defence argued that the educators had done everything within their professional capacity, following best practices and guidelines, but they required additional support and resources to manage such challenging behaviours.

Students had no idea what the witnesses called were going to say so they had to think quickly and dig deep into the unit content to rebuke or question. The word ‘objection’ was used a lot! Students assigned to the various roles had to quickly consider different viewpoints and build compelling arguments. For example, the defence highlighted the importance of consistency in routines, while the prosecution argued that more flexible, individualised approaches were needed for the child in question. 

 

Through this role-play exercise, students developed the ability to think beyond their own experiences and biases. They learnt to cultivate empathy, learning to balance the complexities of child development, teacher responsibilities, and family dynamics. This multidimensional thinking helps prepare them for real-world challenges, equipping them to make informed and ethical decisions in their future early learning environments. 

 

With this teaching approach students were not just passive recipients of information; they became active participants in the learning process. They had to engage in problem-solving, critical analysis, and empathetic reasoning—skills that are vital for any aspiring teacher. One of the most valuable aspects of role-playing is that it teaches students to view situations from multiple lenses. This is crucial in fields like early childhood education, where every decision can impact the well-being of both children and families. 

 

For Pre-service teachers, developing the ability to think critically, consider multiple perspectives, and engage in ethical decision-making is essential. Role-playing in a flipped classroom environment empowers students to build these skills in a safe, structured way. 

 

During a role play exercise students are able to make mistakes, test out different strategies, and reflect on their experiences in real-time—ultimately emerging as more well-rounded, empathetic, and prepared teachers. 

 

This was not an experience that these students would have been able to participate in so effectively had it been delivered early in the semester. Seven weeks of classes, discussions, debate and research had preceded it. They had to dig deep and pull all the threads together.

 

This type of experience is a space for active learning, where students apply their pre-learned content to real-world simulations. Instead of spending class time passively absorbing information through readings and PowerPoint slides, students participate in dynamic, hands-on activities that demand collaboration, creativity, and critical thought. 

 

The flipped classroom transforms traditional learning dynamics by shifting the focus from passive to active. This model encourages students to take responsibility for their learning and gives lecturers more time to facilitate in-depth discussions, as well as an opportunity to really listen to what students are really saying. Many times during the trial I would interject into the proceedings to tell them to use their theory and go deeper. 

 

Like all trials it came to an end (although at times I feared we would have a hung jury) and there was a verdict.

 

Both classes found the Teachers guilty – but with mitigating circumstances relating to some of the systemic and structural challenges of working in the infant/toddler space, possibly demonstrating the capacity to consider things through multiple lenses?

 

As with all verdicts there was also a sentence, with the Teachers sentenced to undertake the unit ‘Positive Environments to Engage Young Learners’ at ACU to help them better understand infant toddler behaviours, followed by mandatory weekly playdates with the most energetic toddlers in an early learning environment to  help build empathy, patience, and “ninja-level conflict resolution skills.”

 

Karen Hope is a Lecturer in the School of Education at ACU Melbourne, where she teaches in the Bachelor of Education (Early Childhood and Primary) program. Her work focuses on delivering high-quality Pre-Service Teacher Education, with a special emphasis on infant and toddler environments. Karen’s pedagogical approach is intentionally disruptive, encouraging students to adopt critical thinking and innovative practices in their work with our youngest learners.