Games and Active Pedagogy - Monday, November 22nd, 2015
3:00-3:15 - Snacks and time to decompress after a busy day before we start.
- Take a copy of the workshop handout below.
- Take a copy of the workshop handout below.
games_and_active_pedagogy_handout.docx | |
File Size: | 1072 kb |
File Type: | docx |
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3:15 - Welcome / Thank you For attending. We know that you are all busy and that there are many stresses in our lives. Perhaps we are in certain stages of the 5 stages of grief right now, owing to the the Stress in our Lives, New Curriculum, Possible School Changes.
Maybe the clip beside sums up our feeling best. AGENDA FOR THE HOUR: 1. Welcome/Vide Clip 2. What to avoid / Why we are here (Ferris Buhler Clip) 3. Jeff and Kent's Activities 4. A piece of Research / Partner Sharing 5. More of Kent and Jeff's Activities 6. Discussion 7. Departure |
3:20 - We're all here for another tool to add to our kid. We know what we want to avoid - and that's the Ferris Buhler Syndrome.
What we are trying to do is avoid the boredom we can avoid. It is hard to enagage all kids at all times, but here’s a few activities to help when things seems a bit slow. They are are low-prep and high prep. Some take a bit of time to photocopy and cut up; others can be implemented in a couple of minutes using your recycle bin and a ball!
What we are trying to do is avoid the boredom we can avoid. It is hard to enagage all kids at all times, but here’s a few activities to help when things seems a bit slow. They are are low-prep and high prep. Some take a bit of time to photocopy and cut up; others can be implemented in a couple of minutes using your recycle bin and a ball!
3:20 -3:55: Jeff's Activities.
1. Words on the Walls: Cut up vocab words for a unit and students take notes associated with it. Same notes as I usually would give, just put around the room. I usually put on some music while they take down the words. Often, students who would not take the notes normally will do so if they are around the room on coloured paper.
full_contact_poetry_-_poetic_terms_to_cut_up_for_activity_copy.doc | |
File Size: | 23 kb |
File Type: | doc |
2. Full contact review. I leave the words on the walls. After doing lessons associated with them. Students get into groups of four. They walk around the room to familiarize where the words are. Then, get into zones in the room. Can be each corner. Can be send a group member to the middle. Then, I read out the definition of a term, or an example (For Metaphor, I might say "Direct Comparison" or "Life is a Box of Chocolates") and students have to be the first to touch the right answer.
3. 15 Guesses Game (Headbandz). Each student grabs one of the terms and sticks it to someone else’s back. Or the teacher gathers the terms and stick it to student backs.
-Then, students have to walk around the room asking yes or no questions to partners who get to see the term on their back. The goal is to find out "who am I" - this works well with any vocab or terms. I have used it in English 9-12; Socials 8-11, and History 12.
ACTIVITY BREAK (all you need is a sticky note):
-Give out a Sticky note - let's decide on a topic as a group (Science/Socials/English).
-Write the Answer in Capitals to a course concept you are teaching right now in your class.
-Write the definition below that.
-Stick it to someone's back and we will play the game for five minutes!
4. Swat (Requires two fly swatters (or student hands) and key terms written on a wall/board/projector screen)
-A review game where you put review terms up on the projector, or written on the chalk board.
-Number off students on one side of the class
-Number off students on another side of the class with the same numbers. (should be seated about where their counterpart is seated.)
-Read out a definition to a term (Ie: A comparison using like or as)
-Then, call out a student number (i.e.: 12)
-Both students who are number 12 have to get up, run to the front of the class, pick up a flyswatter and try to swat the correct answer.
3. 15 Guesses Game (Headbandz). Each student grabs one of the terms and sticks it to someone else’s back. Or the teacher gathers the terms and stick it to student backs.
-Then, students have to walk around the room asking yes or no questions to partners who get to see the term on their back. The goal is to find out "who am I" - this works well with any vocab or terms. I have used it in English 9-12; Socials 8-11, and History 12.
ACTIVITY BREAK (all you need is a sticky note):
-Give out a Sticky note - let's decide on a topic as a group (Science/Socials/English).
-Write the Answer in Capitals to a course concept you are teaching right now in your class.
-Write the definition below that.
-Stick it to someone's back and we will play the game for five minutes!
4. Swat (Requires two fly swatters (or student hands) and key terms written on a wall/board/projector screen)
-A review game where you put review terms up on the projector, or written on the chalk board.
-Number off students on one side of the class
-Number off students on another side of the class with the same numbers. (should be seated about where their counterpart is seated.)
-Read out a definition to a term (Ie: A comparison using like or as)
-Then, call out a student number (i.e.: 12)
-Both students who are number 12 have to get up, run to the front of the class, pick up a flyswatter and try to swat the correct answer.
swat_overhead_copy.docx | |
File Size: | 166 kb |
File Type: | docx |
swat_clues_copy.docx | |
File Size: | 111 kb |
File Type: | docx |
5. Paper, Rocks, Scissors - Kent's awesome game!
F. Battleship review –
-After students have had some time to work on a unit (Story, concept in science, concept in socials, etc) have them get into groups of two to create 10 true or false questions. This helps them have a greater understanding the story.
-Distribute the "Battleship Review" handout and explain the game.First, student place a battleship on their grid.
-Team A reads one of their questions out to the opposing team. If the Team B gets it correct, they get to guess where Team A's battleship is on the grid.
-Play like traditional battleship.
-After students have had some time to work on a unit (Story, concept in science, concept in socials, etc) have them get into groups of two to create 10 true or false questions. This helps them have a greater understanding the story.
-Distribute the "Battleship Review" handout and explain the game.First, student place a battleship on their grid.
-Team A reads one of their questions out to the opposing team. If the Team B gets it correct, they get to guess where Team A's battleship is on the grid.
-Play like traditional battleship.
battleship_review.docx | |
File Size: | 68 kb |
File Type: | docx |
Now for the Research!
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3:50-4:00 ARTICLE: BRING IN SOME RESEARCH!
1. We know there are always fears when it comes to using games in a class. That is often the concern people have. They feel that it will be like "Herding Cats." - View clip to the side. Our Advice: Choose one or two of the activities that may work for you in your context and with your comfort level. Scaffold the games with your students and discuss the importance of doing the activity well. Distribute the visual graphic or articles about using games and active pedagogy. They are also available below. |
ACTIVITY AS A GROUP: Read and highlight the most important line. Get up, walk around and do the following:
1. Read the line you highlighted to a partner.
2. Say what you think about the passage (interpretation, Connection, to past experience, etc)
3. Say what you see are the implications for your work
Then, switch up and let the partner do the same.
1. Read the line you highlighted to a partner.
2. Say what you think about the passage (interpretation, Connection, to past experience, etc)
3. Say what you see are the implications for your work
Then, switch up and let the partner do the same.
teachers_urged_to_mix_it_up_and_use_novelty_to_engage_students_-_college_bound_-_education_week.pdf | |
File Size: | 46 kb |
File Type: |
education_world__why_use_games_in_your_classroom_.pdf | |
File Size: | 511 kb |
File Type: |
semissourian.com__miscellaneous__playing_to_learn__educational_games_help_children_develop_important.pdf | |
File Size: | 450 kb |
File Type: |
brain_research_on_games.jpg | |
File Size: | 1506 kb |
File Type: | jpg |
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4:00 - 4:15 - More Activities
-Review Musical Chairs Questions under the chairs – they can be test questions or chapter questions. -Teacher pastes a question below each chair / or students each get a question and paste it to bottom of their chair -Students arrange chairs like in musical chairs. -Play music and stop. -Student who is "out" gets a chance to answer the question on the bottom of the chair. If they get it, they are in. If not, they are out. -If the student who is out does not get the answer, the question is asked of the audience (it keeps them listening too) -Its a way to allow students to get back in. However, I don't read it a second time, so they have to listen. -Example from a Socials 11 class is to the left. |
poetic_terms_quiz_words_for_musical_chairs_review.doc | |
File Size: | 23 kb |
File Type: | doc |
FInally!
-The Ball Toss Game
-The Ball Toss Game
active_learning_and_the_ball_toss_game.docx | |
File Size: | 16 kb |
File Type: | docx |
4:15-Onwards: Thank you for coming, Departure, Time to Discuss/Plan for whether or not you will be able to use/modify any of these games or whether is inspired you to create your own game.