Games for Learning. Andy Griffith. 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?.
Affluenza by Oliver James
All games gave
a distinct STRUCTURE and RULES
Creative thinking games
Decision making games
First start off with something they know and can make a positive association with.
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 …?)
First: start off with something they know and can make a positive association with.
Then: teacher applies this to a topic.
Then: student applies.
ODD ONE OUT
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!
Who won’t play and why?
“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.Motivational Styles/Deficits
“If at first, the idea is not absurd, then there is no hope for it.”
Do Your best
Enjoy yourself (and let others enjoy themselves)
Freeze on command!
Fear/ThrillMotivational Triggers(why people want to learn)
Ian Gilbert – Essential Motivation
Group Norms for your classroom/learning area?
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…”
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 …”
Shared pen and Double pen games
Box me in!
Beat the Teacher
Back to back, Walk-Stop
Imagine If…3 Minute Motivators - examples
Howe & Strauss, 1991
Be able to answer a Question well
“It ain’t what you do; it’s the way that you do it – that’s what gets results.”