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Role playing game

Method set
To introduce new topics in training units

Educational foundations

Learners have different background knowledge and different previous experiences on the topics of Cybermobbing, sexting, grooming, posing, etc.

For this reason, information and training materials should be prepared in such a way that the children / young people are reached at the easiest possible and action-oriented level, which can all be built together. Abstract constructions or overburden content do not have the desired effect, they lead to demotivation, resistances and make the learning transfer difficult from the beginning. The following points should therefore always be considered for the planning of training units and the introduction to new topics (see Palank 2012: 27ff):

  • What is really important (existential) for the learner?
  • What is absolutely indispensable?
  • What can be dispensed with?
  • When (at what level) do I start to feel the results of the training (This limit must not be exceeded)?

Also very useful in the planning of training units are simple didactic basic rules according to Comenius, which should be considered:

  • From near to far
  • From the light to the heavy
  • From simple to composite
  • From known to unknown

Start of training and training course

The functions of a start of training step for the successful processing of a topic of a great importance. In this way, the entry must become curious, interest in the topic, prior knowledge and expertise should be activated and informed about the future (Meyer 1994: 122). However, it should be noted that the entry into a unit does not take place with tricks of motivation. If expectations are not met in the future, this can lead to a rapid disappointment and also to resistance in the further course. For this reason, the appropriation of different methods, which however have to be planned individually for each topic, is suitable.

However, not only the introduction into a training unit is important for the entire learning transfer, but also the further sections of the training require a precise planning so that a "... methodological basic rhythm ..." (Meyer 2002)

In the initial phase, the trainer must ensure that a common foundation of orientation is established for the subject matter, meaning or problem to be developed. This often, but not always, suggests a leading role of the trainer.
In the working phase, the learners should learn about the material, meaningful or problematic context. This can not be achieved without a high degree of ownership. Therefore you will have a leading role.
In the phase of securing the results, the trainer and the trainee should communicate about what has happened in the work on the topic and how the work can proceed in the near future. In addition, the newly acquired knowledge and skills are to be practiced and applied if necessary. This suggests a common training by trainers as well as learners.

Source Kiper, H./ Meyer, H. / Topsch, W.: Einführung in die Schulpädagogik. Berlin 2002, S. 109-121

Methods and forms for the introduction of a new topic

There are different access points for each subject to be introduced into a group. One of the most important requirements is, however, to deal with the target group before the planning of the unit. Only when this has been done, the planning and preparations be made. In the following, some active entry methods are presented as examples. You can choose a different case example with a different focus for each selected method (see: Ideas pool case examples).

The collage is a very creative way to introduce new themes. Before the work on the collage, the participants (children / teenagers) are briefly informed about the topic of cyber mobbing (the trainer's talk of a maximum of 10 minutes):

  • What is Cybermobbing
  • Who can be affected by Cybermobbing?
  • How does Cybermobbing take place?
  • Where are the dangers?


  • In the next step, participants are informed about the collage method (if necessary) (cutting out pictures and headlines from magazines, newspapers and magazines, and then designing an image).
  • Afterwards, small groups (4-6 TN) are formed, which then produce a collage on the subject / problem.
  • After completing the collages, a brief conversation phase should be introduced in the small groups, in which the statement, feelings and motivations for the design of the jointly created collage are discussed. The mood on the topic can be captured by this, and at the same time serves as a reflection for the participants.
  • Advice: In the discussion, please ensure that, in addition to the disambiguation, you also discuss possible causes and effects with the young people
  • The finished collages should then be visible to everyone in the group room or a similar location can be suspended.

The required material depends on the number of participants and the size of the groups formed:

  • Prepare presentation: Introduction
  • Possibly. PC and projector for a movie (see many ideas)
  • Poster paper (at least DIN A2)
  • Newspapers, Magazines
  • Shears, glue

The Newspaper Report - Example Sexting

All participants receive a time article (pool of ideas) describing a case of sexting. Everyone has the task to read this article alone in a given time. Afterwards, a group discussion, guided by the trainer, begins, which takes up the individual sections of the article. The participants are given the opportunity to describe their views on the individual points (backgrounds, opinions, experiences).


In the discussion, please ensure that, in addition to the definition of terms, you also discuss possible causes and effects with the young people.

The required material depends on the number of participants and the size of the groups formed:

  • Time Items / Case Example From our pool of ideas
  • Copies of the articles of the time

Brainwriting - Example Cyberstalking

At the beginning of the training, a fictional case (idea pool) of cyberstalking is treated from the point of view of the person concerned (eg text about the beamer, video ...). Subsequently, all participants receive a white sheet of paper (A4).


  • The question of the trainer and (eg what can be causes of cyberstalking? how can I help a victim of cyberstalking? "Or" How can I prevent cyberstalking? ") all participants begin writing their ideas for this keywords on an A4 paper.
  • After about five minutes, all participants place their sheet in the middle of the group room. Then everyone takes a sheet from another participant and reads the ideas / opinions, can be inspired and writes on this sheet further ideas or suggestions.
  • This can be repeated several times.
  • Finally, the results are collected on the board / flipchart and discussed together.

The required material depends on the number of participants and the size of the groups formed:

  • Time Items / Case Example From our pool of ideas
  • Possibly. PC and beamer
  • White DIN A4 sheets

Writing Workshop - Example Grooming

The participants get only very short information on the topic of "grooming". In order not to endanger the continuation of the method, the topic should not be discussed in detail.


  • The entire group is divided into small groups (3-6 TN).
  • Each small group gets a large bow of white paper (flipchart) and thick fiber pens.
  • The small groups can now express themselves in writing on the sheet of paper. Therefore, ideas, remarks, associations, questions and controversies, answers, drawings, arrows, pictures, diagrams, graphics, etc. should be written or painted as freely as possible.
  • After 15 minutes the participants will be asked to give their poster at the lecture. This presents the posters of the small groups in the plenum and then goes into all important statements of the poster.

See "ELECTION Method Collection" (Online in the Internet)

The required material depends on the number of participants and the size of the groups formed:

  • Preparation for a brief introduction: see definitions
  • White flipchart paper or similar
  • Thick fiber pens / eddings

The A-B-C method - example denigration

This method can be used in single or group work. In the further description, the group method is discussed.

The participants of the training get a text in which a fictional case of denigration from the point of view of the person concerned is treated (about ½ A4 page). Then the participants are divided into small groups (3-4 participants). Each group gets a described sheet of paper (flipchart) and thick fiber pens. Subsequently, the group has to agree on common associations to each initial letter of the word "denigration".

Each group should be given the opportunity to present and justify at least three of their joint associations in the plenum session at the end of the exercise.

The required material depends on the number of participants and the size of the groups formed:

  • Time Items / Case Example From our pool of ideas
  • Copies of the case study
  • Prepare paper sheets (see picture example)
  • Thick fiber pens / eddings
  • D..epression
  • E..lend
  • N..ötigung
  • I.........
  • G.........
  • R.........
  • A.........
  • T.........
  • I.........
  • O.........
  • N.........


  • Meyer, H. (1994): Unterrichtsmethoden. Band 2. Praxisband. Frankfurt a. M.: Scriptor
  • Palank, F. (2012): Pädagogisches Handeln in der innerbetrieblichen Ausbildung, AMS: Linz
  • Kiper, H./ Meyer, H. / Topsch, W. (2002): Einführung in die Schulpädagogik. Berlin
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