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How to Teach Using Game-Based Learning
Traditional "edutainment" is based on limited pedagogical
models, and does not take advantage
of the games' potential to simulate phenomena, engage the player
through story, express ideas
creatively, or collaborate with other players.MIT Games To Teach
Project(more info)(web site, as of 25 August, 2006)
What Makes a Good Game?|Playing Fair|Grades and Games
Define Objectives
What do you want the students to learn?It's very important to
keep this idea central to
planning your lesson and choosing or designing a game, or you
may end up using a game inwhich the material to be learned is
bypassed by the players.
Decide what sort of game and storyline (if appropriate)You may
want to use a game that you already know is fun, like a trivia
game, your favorite board
game, or a relay race, and use that as a base for the rules.
Will this be a race, a quiz bowl, a simulation, or some other
kind of game?
Should the students play individually or in teams? If they have
teams, make sure that theycome up with cool names.
Will they compete against each other or just for a score?
If players are not competing against each other, you will
definitely want some kind of storyline
for your game.
Are the students playing prospectors, paleontologists, or
explorers?
Are the students trying to save a simulated town from a geologic
hazard?
Are players reconstructing changes that have taken place through
geologic time?
Break Objectives down into Challenges
It is also possible and often desirable, to have multiple levels
of challenge.
For a trivia game, the challenges are individual questions.
For other types of games, they might be identifications,
measurements, or other tasks.
Once a certain number of challenges have been accomplished, it's
time to move on to harder
tasks or a different kind of task.
Design Rewards
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Appropriate prizes for completing or winning a game include:
Certificates
Snacks
Small prizes like interesting rocks (for geologists)
Grades- handle with care!
However, for a long-running project, early success could be
rewarded with immediate admission
to the next level.
Build Game
Work out the rules and print or assemble physical apparatus like
cards, boards, etc. or write Javaapplets.
Although this can take a fair bit of time, and even some money,
good-quality pieces are reusable,
and exciting for students.
Test Game
This is a very important step! Have your playtesters assess
issues like:
Fun (engagement)
Ease of play
How long the game takes
Most importantly, the integration of learning objectives into
gameplay
If possible administer a pre- and post-test on the material to
be learned before and after the game.
Run Game
If the students will be playing on teams, don't let them sort
themselves into teams. Either assign
them randomly or make sure that they are balanced in terms of
experience with the subject.
Students should, however, name their own teams. If they balk,
threaten to think of names
for them. Some potential team names to motivate students to come
up with their own: the
Terrific Trilobites, the Fighting Feldspars, the Mighty
Magmas....
While running a game, the major concerns will be to prevent
cheating and, sometimes, especially
with a physical game, to enforce safety issues.
Competitive or often even cooperative games are likely to make
for a very noisy classroom.
What Makes a Good Game?
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For Further Reading
Reuss and Gardulski, 2001describe in detail the use of a board
game to teach fossil
identification and other material.
Teaching Interviewing Skills Through Story Games
by Doug Lipman
Table of Contents
Why Games to Teach Interviewing?Closed-ended and Open-ended
Questions
The Games:What Fairy Tale Character Am I?The Hidden Mystery
Before & After
The Awful InterviewerNext Steps
TOP OF PAGE
Why Games to Teach Interviewing?
Years ago, I worked in a program which paired children and
elders. The children were to meet
with the elders and elicit some of their life-stories. My job
was to prepare the children for their
role as interviewers.
How would I do this? I had no idea!
I remembered, however, my experiences being interviewed by
students for their class
newspapers. Time and again, the students would appear with a
carefully compiled list ofquestions to ask me. They might begin
with a question like, "How did you become a storyteller?"
I might answer, "Well, I began by telling stories to my younger
brother...."
Then they'd continue with the second question on their list.
"Did you ever tell stories as a child?"I'd be furious! Hadn't they
listened to my first answer?
Based on these experiences, I knew I wanted the students to
learn to ask questions, not from a
list, but from what they had just heard. How could I help them
learn that skill and get practice at
it? It seemed that a game might be the best way.
So I created a first game and tried it out. Then I brought in
some elders for the children to
interview. Oops! A new difficulty presented itself. So I created
another game to deal with this
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second issue. By the time I had worked with a few groups in this
way, I had a half-dozen games
that seemed to prepare the students well enough.
In the process of trying to articulate what the children needed
to learn, I realized that
interviewing skills are similar to story-crafting skills.
In both story-crafting and interviewing, you complete the story
in your mind through your own
activity. In crafting a story, you decidewhat more to imagine;
in interviewing, you ask questions
to fill in what you need to make a complete imagined
picture.
I have used these games with students in grades 4 through 8
(ages 9 through 13). All but one useme as the subject. This lets
me:
make the game more lively
educate the students through my responses.
TOP OF PAGE
Closed-ended and Open-ended Questions
A good interviewer uses two different kinds of questions, each
with an appropriate purpose.
Closed-ended questions require specific answers, such as "Yes,"
"No," or "I was ten years old."
Open-ended questions call for non-specific answers; they often
invite the teller to tell morestories.
Here are some examples of closed-ended questions:
"Did you like school?"
"What was your sister's name?""How old were you when you got
your first job?"
These, on the other hand, are open-ended questions:
"What were some things you liked about school?"
"What sorts of games did you and your sister play
together?""What was it like for you to stop school and go to
work?"
Closed-ended questions are useful for extracting particular
information. If the interviewer is
confused about when something happened, a closed-ended question
gets the answer quickly.
Close-ended questions can help a shy interviewee get started.
Some experienced interviewers
always begin an interview by asking a few closed-ended questions
whose answers will be "yes."This can put the interviewee at ease
enough to answer a more open-ended question.
Closed-ended questions are also useful for stopping a story that
goes on too long. A series ofclosed-ended questions requiring only
a yes or no answer will almost certainly cause anyone to
stop offering information freely.
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Open-ended questions, conversely, start the flow of narrative.
As a result, they are more useful to
the interviewer who wants to elicit stories. Young interviewers,
especially, tend to need
instruction in the art of the open-ended question.
TOP OF PAGE
What Fairy Tale Character Am I?
This story-game has two goals: to sensitize interviewers to the
flow-stopping effect of closed-ended questions; and to encourage
interviewers to ask questions based on what they have just
heard.
I begin the game with the following explanation:
This is a guessing game. I will pretend to be a character from a
fairy tale. Your job will be to
guess who I am.
You can ask me questions about my life, and I'll answer them.
But there are two special kinds of
questions in this game.
One special kind of question is the "yes/no" question. These
questions can be answered with just
one word, "yes," or "no." Everytime you ask me one of these
questions, I get a point on theblackboard. If I get five points, I
win the game.
Another kind of question is the "follow-up" question. A
follow-up question asks about something
I just said. Everytime someone asks a follow-up question, you
get a point on the board.Everytime you get three points, you can
make one guess about who I am.
The game proceeds with me answering questions as though I am,
say, Rapunzel. My job is notonly to answer the questions, but to
judge the correct amount of information to give.
With younger children, I might be quite forth-coming. With older
or more experienced
interviewers, on the other hand, I might give evasive answers
that conceal as much informationas possible.
In either case, my primary goal is not to fool the players, but
to point out effective questionswhen they ask them.
TOP OF PAGE
The Hidden Mystery
As an interviewer, I have often found myself sure that I had
stumbled on a significant story, but
could not quite elicit it from the interviewee. For example, I
once interviewed a 10-year-old
student in front of her class, as an demonstration for them of
how to interview.
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The student was telling how she had left her home in the
Caribbean some years before. The
scene of her departure for the United States seemed important to
me, but her description of it
lacked any feeling or sense of story-line. Finally, I began to
imagine the scene in detail. I askedher exactly where she was when
she said goodbye to her family. I asked her what time of day it
was.
Finally, I asked who was present. When she answered, I noticed
she omitted her sister. When I
asked, "Where was your sister," she told us: her sister had gone
to school already, and she never
got to say goodbye to her.
This was the significant part of the story, but I could only
elicit it by carefully imagining every
aspect of the entire scene. To help students develop this skill,
I tell them:
I'm going to tell you a story that has a hidden mystery in it.
Everything about the story is
ordinary, except one thing.
You have to ask me questions until you get me to tell you the
one unusual
Try to imagine the entire scene. It may help if you think about
questions that start with words like"who, when, or where."
Then, I respond to their questions, gradually telling a story
about a day when I had a tea party forsome of my friends - and one
of my friends was a pink rhinoceros. When they force me to
describe the pink rhino, they have won the game. As usual, I
comment on perceptive and helpfulquestions as they ask them.
TOP OF PAGE
Before & AfterA good interviewer not only elicits stories,
but also extends the stories by exploring themes.
For example, if the interviewee has just told a story about a
childhood quarrel with a brother, theinterviewer might pursue the
theme by asking, "Were there other times you two quarreled?
Tell
me about them." If that question leads to a series of stories
about rousing good arguments, the
interviewer might eventually ask, "Do you two still fight?"
In this way, the interviewer responds to a story by extending
one of its themes back to its
beginnings and up to its end, or at least to its status in the
present.
To help students develop this more advanced interviewing skill,
I might tell them a true story
from my life, for example about the time I accidentally threw a
stone through a car windshield,and then was so frightened I lied
about having done it. The story I tell should seem complete in
itself, but also have several possible themes in it.
Then, I encourage the students to ask me "before" questions or
"after" questions that develop a
theme in my story. Examples might include, "Tell us about the
first time you ever lied," or "Was
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there a time after that when you got that scared again? Tell us
about it." For each appropriate
theme-building question, I give them a point for "before" or for
"after". When they have reached,
say, 5 points in each column, I declare them the winners!
TOP OF PAGE
The Awful Interviewer
To highlight over-all interview decorum once the students have
played all of the other games, Iwill role-play being the worst
interviewer I can be.
With a student volunteer as interviewee, I will ask a series of
closed-ended questions withouttaking into account - or even waiting
for - the answers. I will start to talk about my own
experiences at length. I will give advice or speak judgmentally
about what the interviewee says. I
may even insult the interviewee or get distracted by something
in the environment.
After the brief demonstration, I ask the students to describe
some of awful things I did.
TOP OF PAGE
Next Steps
After learning these games, a group will probably be ready to
practice interviewing a volunteeraccomplice, such as a teacher or
the principal. During the interview, if necessary, I can offer
reminders about a principle or two that they may have forgotten
in their excitement. Later, I can
offer the group appreciations about their interviewing.
After a successful interview or two with me present, the
students can be sent in groups or
individually to interview community members or family
members.
Having played the above games and then applied the lessons in a
supervised interview, there is
an excellent chance that they will be able to treat their
interviewees with respect, elicit theirstories, and follow-up on
what they hear with perceptive questions.
My thanks to Esther Kaplan and the folks at Arts in Progress,
Jamaica Plain, Massachusetts,USA, for the opportunity and support
to create these games.
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Teaching Tips, Games & Ideas
Find a comprehensive guide to teaching English to Young Learners
from this page. There are
articles, games and ideas which are used across the world in
teaching young learners.
Articles: Read from Experts in the Teaching Field
Articles by: Shelley Vernon (Author of several kids materials
at
www.teachingenglishgames.com)
The reason we suggest you read Shelley's articles are simple.
Shelley Vernon is a fantastic kids writer,
author and teacher whose ideas, teaching tips and games will
help transform you into a very successful
teacher of kids.
Why Children Learn Faster with English Language Games
There is nothing that engages children more than teaching
English through play. Indeed a bored
class will take in less than half of what a teacher says and
retain none of it. Whereas an
attentive, interested and involved class, learning through fun
English Language games, will take
in 100% of the lesson and retain up to 80% of it. Using language
games in class has got to be one
of the most exciting ways to teach children English.
How English Games Help Children Learn
There are many ways to teach ESL/TEFL to children but one of the
most exciting and rewarding
ways to do it is by using games. Games not only engage the
children, but also teach through play
and most of the time the children dont even know they are
learning until the time comes to
show their knowledge! It truly is possible (and almost
necessary) to create a classroom where
the students not only learn but also truly enjoy their time
there.
How to Teach a Child English One to One
How to make one to one teaching fun, whether you are a teacher
with private pupils or a parent
wanting to teach English to your child in a fun way.
Teaching English Tips to Stay in Control of a Large
ClassTeaching English with games is becoming standard through out
ESL classrooms of the world.
This is good news, because children love to learn through games,
and become much more
motivated students as a result. However games often make
children excited, and if you have a
large class you need a few things up your sleeve to bring the
class into line immediately if things
get a little over-heated. Here are some tips and ideas to help
you.
Motivating Young Children to Learn English: Keeping Their
Attention without Giving Them
Gifts
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Young children are often eager, almost too eager. The problem
arises when they are eager to do
things other than what youre trying to teach them. Here are six
top tips to keep them
interested in class and motivated to do what you want them to
do.
Motivating the ESL Class: It's Not Just a Sea of Faces
Large ESL classes can be intimidating and sometimes daunting,
but with a few tweaks to how
you plan for your English classes, you can make the large class
seem smaller for both you and
the students.
Teaching Grammar with Fun Learning Games
Why teach children English grammar with games? Research is
showing that this is an excellent
way to do it. What kind of games work best? This article answers
those questions and is written
for those teaching English as a second language to children.
How to Effectively use Games in the Preschool and Elementary ESL
Classroom
Things to consider and watch out for when teaching children ESL
with games. Make sure the
children are stimulated and learning without the chaos games can
sometimes cause.
Making ESL Learning Fun in the Pre-K or Preschool Classroom
Preschoolers are cute, funny and often eager to learn, but they
are also energetic, active and
difficult to keep on any particular task for more than a few
minutes. Two of the best Pre-K
teaching tools are ESL stories and games. Using games, stories
and songs for young children will
make your classroom fun and exciting and your pupils will absorb
and learn English quicker and
more efficiently than if you use traditional teaching
methods.
Using Stories in the Preschool ESL Classroom
Do you want to start using stories in the preschool ESL
classroom but don't know where to
start? There are many great pre-k activities for ESL classrooms,
including games, but it's also
very important to not discount the power of stories. Whether
you're reading a classic book,
making up a story as you go along or designing one specifically
for a particular lesson, you'll
want to be sure to include a story in the preschool ESL class
each day.
ESL Learning Styles, How to Implement Them and Have Fun
Understanding learning styles helps a teacher reach his or her
students more effectively as well
as making lessons much more fun and varied. This article
describes different ESL learning styles
and gives concrete examples of how to use them in class so
teachers always have something up
their sleeves at the right time!
Classroom Games for Different ESL Learning Styles
It can be a challenge making grammar and vocabulary fun. However
understanding ESL learning
styles opens up a new world of possibilities to the ESL teacher,
helping him or her connect withthe students better, teach them more
effectively and liven up the lessons significantly!
Discover How To Appeal To Your ESL Students' Learning Styles
Enrich your ESL lessons with an understanding of learning styles
and how to implement activities
that appeal to all styles. Traditional teaching methods tend to
neglect kinesthetic and tactile
learning styles and are often dry. Find out what you can do as a
teacher to reach out to all your
students and be a more effective teacher, while massively
enlivening your classes.
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Transform Your Teaching By Tapping Into Different ESL Learning
Styles
An exciting article on the benefits of tapping into different
ESL learning styles and how this
makes teaching more fun and effective. Teachers create a closer
bond with students and
students are able to learn and retain language better.
Post- Story Activities and ESL Games for Preschool
1. Tasting game
If you are fortunate enough to have the real fruits easily
available then bring them in and play a
blindfold tasting game. Be careful to wash the fruits and your
hands carefully beforehand and
cut the fruits into small pieces. You can give the children the
black and white pictures to be
colouring in while you are doing that, or you can have the
fruits pre-prepared
which wouldactually be a lot better. Blindfold one child and
feed them a piece of fruit on a spoon. The child
must guess what fruit it is. This is only suitable for small
groups of course otherwise you would
need an assistant to help you getthrough the children
faster.
2. Make a fruit salad
Again if you are fortunate to have the facilities to do this
making up a real fruit salad is always apopular activity with the
children. Make sure there is plenty of naming of the fruits as you
put
them in the bowl and eat them afterwards.
You could play a game once the fruit salad is made where each
time a child has a go they areallowed a spoon from the salad bowl.
You will have to serve them yourself in a separate dish asthese
days everybody is paranoid about germs, and you can't be too
careful with other people's
children.
3. Hot Potato
Seat the children in a circle and hand out the different fruits
at intervals around the circle. Play
music while the children pass the fruits around the circle. When
you suddenly stop the music the
children holding fruits stand up, shout out the name of the
fruit they are holding and give it to
another child in
the circle. You start up the music again and repeat until you
feel you have had enough
4. Chanting game
First have the children chant or sing these simple words:
Bananas oranges apples and pears
four times in a row. The trick is to say these four lines in a
sing-song type way, with theintonation going up at the end of the
first and third lines and down at the end of the second and in
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particular the fourth line. It is better if you can make up a
simple tune, or use a tune that you
already know and put these words to it.
So you seat the children in a circle with eyes closed. One child
stands outside the circle holding
one of the fruits. The whole group sing or chant the four lines
while the child with the fruit
walks round the outside of the circle and at some point secretly
puts the fruit behind anotherchild's back. When the song or chant
is over all the children feel behind their back, and the one
with the fruit must jump up and run round the circle and try and
catch the other child. The other
child will never be caught and will run round the circle and sit
down in the place of the child nowholding the fruit. Repeat until
as many children have had a go as is possible.
If you have a big group you can cut the chant down to two lines
and have a little chasing sessionevery two lines instead of every
four to let more people have a go.
5. Would you like?
Play question and answer dance. See the game for how to play.
First practise saying, "Wouldyou like some milk?" in unison a few
times. Count the children in with a one two. Then hold upa picture
of the apples and count the children in. They must ask, "Would you
like some
apples?" Have one go
with each food picture until the children have more or less got
it. This should have taken youtwo minutes total so far.
Now you are ready to spend another 3-4 minutes on the game. When
you stop the music hold upa picture card of one of the food items
from the story. Count the children in and ask the question
with them. If the children can do it on their own so much the
better, then you can answer them
with, "yes I
would", or "no thank you".
6. Role play
This is something to play once the children are very familiar
withthe story and are ready to start using more language than just
naming individual words.
Sit your group down on the floor and tell them to pretend to be
in a restaurant where they are toorder.
One of the children is a waiter. If possible give them a tea
towel and tray as props. The waitercomes up to the group and asks
them, "would you like some milk", "oh yes please say the
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group", and the waiter goes off, selects the correct flashcard
and brings it back to the table. Now
swap the waiter over and let another child have a go. If
possible have the real fruits available for
the waiter to take over to the table.
7. Shopping race
Divide your children in to two teams and give each child a
picture flashcard of a fruit or food
item that he or she must buy. At the other end of the room are
two shops, one for each team.
Place your two best children in each of the shops. On go the
first two children from each teamrun down to the shop
and the shop assistant must ask them what they would like for
example, "would you like some
bananas?" The child doing the shopping must say, "oh yes please"
if his or her picture is ofbananas and "no thank you" if it is of
any other item.
You can vary how you play with this idea. For example you could
allow the shop assistant to seethe flashcard so that all the
shopping is done very quickly, and this is the best way with the
three
year olds anyway. Or you could allow the shop assistant three
guesses, and if none of thoseguesses are of the picture in the
flashcard then the shopper has to go back to his or her team
empty handed.
There are of course many more ideas in the e-book of games which
accompanies the stories, andI hope that, if you have found this
series of emails with pre-story games and flashcards, a storyand
post-story ideas, that you will see how much fun and how satisfying
your teaching can be,
and that you will get the whole package of games with all ten
stories.
Thank you for your interest, I hope the material has been
helpful, and all the best with your
teaching. I will contact you again in a while, and remember that
you can unsubscribe at any time
by clicking the link below.
Do let me know how you get along with the esl games for
preschool and story and I shall email
you again soon with more ideas to use after story telling, and
particularly with more speaking
ideas.