1. Games for Learning
Andy Griffith

3. Outline for the session Can we explore:
The importance of play in learning?
Different types of games?
Managing students before, during and after games?
Unpicking the learning from games?
Build your confidence in the using, adapting and devising games?

5. Emotionally mature people are:
AUTHENTIC
VIVACIOUS
PLAYFUL
Affluenza by Oliver James

7. Playing games
All games gave a distinct STRUCTURE and RULES

8. Speed Dating Hopes Analysis

9. Games for different personalities!

11. Personality Types
Go Getters
CARERS
Thinkers
Socialisers

12. Types of Games Creative thinking games Problem-solving games
Strategy Games
Mystery games
Decision making games
Communication games
Energising games
Story games
Question games
Concentration games
Language games
Number games
Memory games

15. Known to the Unknown
First start off with something they know and can make a positive association with.

16. Facts in Five
FOOD
DRINK
BOOK
SINGER
MEN M A L I T

17. Using Bloom’s Taxonomy
EVALUATION Making judgements. Assessing the value of something against a set of criteria (Judge, Recommend, Evaluate, Prioritise, Give opinions)
SYNTHESIS Using old ideas to create something new. Relate knowledge from different sources (Design, Compose, Create, Hypothesise, Re- arrange)
ANALYSIS Seeing patterns, Understanding how parts relate to the whole. Recognising structure (Investigate, Classify, Compare, Contrast)
APPLICATION Using knowledge to solve problems (Make, Build, Demonstrate, Map, Draw)
COMPREHENSION Understanding information. Grasping meaning (Give examples, Explain, Show)
KNOWLEDGE Observing and recalling information. (Tell,Recite, Make a list, What …?)

18. Facts in Five ? ? ? ?
Teachers apply to a topic they are teaching within their subject.
Start to feed in answers and see where they fit in terms of Bloom’s taxonomy. ? ?

19. Known to the Unknown
First: start off with something they know and can make a positive association with.
Then: teacher applies this to a topic.
Then: student applies.

21. Tarsia

22. andy@malit.org.uk www.malit.org.uk Free Stuff!

25. ENTRY (Thinking) GAMES
ODD ONE OUT
WORDLES/DINGBATS
THINKING ABCs
MORAL DILEMMAS

27. a = 3 b = 2 c = 5 d = 10 e = 4 baa a+b+c+d+e 1000 cd b+e+d ad - 12 ce
b+a+b+e
6e + 7d
(abc)+ d²
cab
8c – 8a
ba+ba
b+e+ad
b²+c²
3de c
be – b
12a + 5c
bead
e + b²
3c³
abc²
(da)²
abc – d 3d
bee
(da)² + da²
bed
bad
de+da
dee
deb d²
caca
7e + 7c
ccd
d+eb²
2a + 3b + 4c
ab+ba
(abc)²
ce + da
b+a+d
8d - a²
5bc
d²+5c
9b² 5d b
da² a³
Take turns to pick a square and calculate the value of the expression. Try to be the first player to connect four in a row. Then try to be the player with the most squares!

29. Living Graphs Overfishing
Total catch
Time

31. Can’t Play; Won’t Play
Who won’t play and why?

32. Motivational Styles/Deficits
Learned Helplessness
(Seligman, 1975)
“What’s the point? I’m going to fail ANYWAY.”
Students do not persist or take chances.
When they fail they Personalise it, think it will be Pervasive, and think it will be Permanent.
High self-worth concern and the threatened sense of self (Covington, 1984):
“I’m not doing this, it’s rubbish”
Fear being seen as incompetent.
Prefer to be seen as rude and abusive rather than having their ability called into question.

33. Games for Ideas
“If at first, the idea is not absurd, then there is no hope for it.”
Albert Einstein

34. Some Ground rules, maybe?
“We encourage everyone to contribute ideas.”
“We give reasons for our ideas and opinions.”
“We can disagree with others but we treat other people’s ideas with respect.”
“We are prepared to change our minds but we don’t have to.”
“We work with our group members and teachers to learn.”

35. Contracts Ask Questions Be Open Communicate Do Your best
Group and Individual
Example: ABCDEF
Ask Questions
Be Open
Communicate
Do Your best
Enjoy yourself (and let others enjoy themselves)
Freeze on command!
Sign _______________

36. Motivational Triggers (why people want to learn)
Choice
Challenge
Curiosity
Competency
Positive expectations
Fun
Fantasy
Relationships
Relevance
Fear/Thrill

37. First: CONTAIN Then: ENTERTAIN Then: EXPLAIN Playing Games
Ian Gilbert – Essential Motivation

38. Creating the playful classroom
Group Norms for your classroom/learning area?

39. 1 4 2 3
USA UK

40. PIMP YOUR LESSON
Before
After

42. 3 Minute Motivators - Steps:
Cue to gain attention.
Explain why motivator being used.
Explain the activity.
Remind students to begin and freeze on cue.
Cue to begin.
Present the 3 Minute Motivator.
Cue to Stop.
Conclude and refocus by summarising what was done and why.

43. Step 2 Explain why the motivator is being used: “I have lost you…”
“You seem restless…”
“I can see you need a break…”
“You seem to need some talk time…”

44. Step 8 Conclude and refocus by summarising what was done and why:
“We were all a bit restless so we just played _______. Now that you’ve used up a bit of energy its time to return to…”
“You seemed sleepy and many of you were losing attention so we played _______. Now that you’re awake…”
“I felt we needed a quick break so we played _______. Okay now back to …”

45. 3 Minute Motivators - examples
Questions only
Physical ‘jerks’
Personal Best
Verbal Tennis
Shared pen and Double pen games
Box me in!
Karate time
Story Games
Get Shirty
Chinese Whispers
Silent Maths
Syllables
Charade Challenge
X-Factor
Beat the Teacher
Speed Dating
Back to back, Walk-Stop
Continuum
Rapidough
Unusual images
Imagine If…

47. Mystery Games

48. CONSENSUS on “Generation Y”

49. ‘Idealist’ ‘Reactive’ ‘Civic’ ‘Adaptive’ ‘Boomers’ Gen. X Gen. Y
1943 – 63
Gen. X
1964 – 81
Gen. Y
1982 – 2001
‘Millennials’
2001 – 2022?
‘Idealist’
‘Reactive’
‘Civic’
‘Adaptive’
Howe & Strauss, 1991

50. Encouraging Deeper Thinking
POINT = 1 point
BECAUSE = 2 points
THEREFORE = 3 points
HOWEVER = 4 points
Be able to answer a Question well

51. More wisdom than professors!
“It ain’t what you do; it’s the way that you do it – that’s what gets results.”
Bananarama