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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?.

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Games for Learning

Andy Griffith


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Outline for the sessionCan 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?


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Emotionally mature people are:

AUTHENTIC

VIVACIOUS

PLAYFUL

Affluenza by Oliver James


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Playing games

All games gave

a distinct STRUCTURE and RULES




P e r s o n a l i t y t y p e s l.jpg
PersonalityTypes

Go Getters

CARERS

Thinkers

Socialisers


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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


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Known to the Unknown

First start off with something they know and can make a positive association with.


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Facts in Five

M

A

L

I

T


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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 …?)


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Facts in Five

?

?

?

?

?


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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.



Andy@malit org uk www malit org uk free stuff l.jpg

[email protected]www.malit.org.ukFree Stuff!


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ENTRY (Thinking) GAMES

ODD ONE OUT

WORDLES/DINGBATS

THINKING ABCs

MORAL DILEMMAS


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a = 3 b = 2 c = 5 d = 10 e = 4

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!


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Living GraphsOverfishing

Total catch

Time


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Can’t Play; Won’t Play

Who won’t play and why?


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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.

Motivational Styles/Deficits


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Games for Ideas

“If at first, the idea is not absurd, then there is no hope for it.”

Albert Einstein


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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.”


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Contracts

  • Group and Individual

  • Example: ABCDEF

    Ask Questions

    Be Open

    Communicate

    Do Your best

    Enjoy yourself (and let others enjoy themselves)

    Freeze on command!

    Sign _______________


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Choice

Challenge

Curiosity

Competency

Positive expectations

Fun

Fantasy

Relationships

Relevance

Fear/Thrill

Motivational Triggers(why people want to learn)


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Playing Games

First: CONTAIN

Then: ENTERTAIN

Then: EXPLAIN

Ian Gilbert – Essential Motivation


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Creating the playful classroom

Group Norms for your classroom/learning area?


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1

4

2

3

USA

UK


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PIMP YOUR LESSON

Before

After


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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.


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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…”


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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 …”


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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…

3 Minute Motivators - examples




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‘Idealist’

‘Reactive’

‘Civic’

‘Adaptive’

Howe & Strauss, 1991


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Encouraging Deeper Thinking

  • POINT = 1 point

  • BECAUSE = 2 points

  • THEREFORE = 3 points

  • HOWEVER= 4 points

    Be able to answer a Question well


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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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