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?
12 Types of Games Creative thinking games Problem-solving games Strategy GamesMystery gamesDecision making gamesCommunication gamesEnergising gamesStory gamesQuestion gamesConcentration gamesLanguage gamesNumber gamesMemory games
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 UnknownFirst: start off with something they know and can make a positive association with.Then: teacher applies this to a topic.Then: student applies.
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+e6e + 7d(abc)+ d²cab8c – 8aba+bab+e+adb²+c²3decbe – b12a + 5cbeade + b²3c³abc²(da)²abc – d3dbee(da)² + da²bedbadde+dadeedebd²caca7e + 7cccdd+eb²2a + 3b + 4cab+ba(abc)²ce + dab+a+d8d - a²5bcd²+5c9b²5dbda²a³Take 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!
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 IndividualExample: ABCDEFAsk QuestionsBe OpenCommunicateDo Your bestEnjoy yourself (and let others enjoy themselves)Freeze on command!Sign _______________
36 Motivational Triggers (why people want to learn) ChoiceChallengeCuriosityCompetencyPositive expectationsFunFantasyRelationshipsRelevanceFear/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?
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 onlyPhysical ‘jerks’Personal BestVerbal TennisShared pen and Double pen gamesBox me in!Karate timeStory GamesGet ShirtyChinese WhispersSilent MathsSyllablesCharade ChallengeX-FactorBeat the TeacherSpeed DatingBack to back, Walk-StopContinuumRapidoughUnusual imagesImagine If…