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Games for Learning Andy Griffith.

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Presentation on theme: "Games for Learning Andy Griffith."— Presentation transcript:

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:


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.


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 Free Stuff!



25 ENTRY (Thinking) GAMES


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 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 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

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