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CC Wendy (2008) [Video file] Retrieved from
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Can you say BINGO?! Over the years, studies
have examined the benefits of using instructional games in the classroom to
improve student’s motivation and academic performance. In correspondence with
inquiry, passion, and project based learning, curriculum and lessons should
originate and be designed from the interests, knowledge, understanding,
ability, and experiences of the students (Pinder, 2013). If teachers attempt to
engage students in their own learning through activities that are collectively
managed by all participants, the process can generate a variety of
perspectives, and lead to greater understanding (Pinder, 2013). It is
understood that teachers who add creativity into their lessons can enable students
to fully grasp an understanding of the lesson (Pinder, 2013). The following
examples are cross-curricula suggested uses of game activities, which can
extend to topics like biology and maths, and all the way to ethics and world
issues, as illustrated in John Hunter’s World Peace Game.
Bingo: Bingo cards
allow students to gather, select, and organize information in an appealing
fashion; while simultaneously gauging gaps in their own learning (Drake, Reid,
& Kolohon, 2014). During my placement I have seen bingo used effectively
for math problems. The teacher would read out “5”, and on the students’ bingo
cards would be problems like “2+3, or 2+4”. The students will have to gauge
which equation equals the correct response, and as a reward they are able to
put a chip on that space.
Monopoly: Monopoly offers students a chance to construct
concepts and skills involving probability, basic numeracy such as addition,
subtraction and multiplication, and spotting emerging patterns or trends
(Caldwell, 1998). By engaging children in discussions about chance such as
‘what are the chances of rolling a 6’, it incorporates classroom discussions
about prime and composite numbers, as well as the probability. Both StahlVan-Brackle and Education World discuss alternative games that could be played
in the classroom, but both authors support that position that games can provide an
additional instruction or assessment tool in the classroom.
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CC COD Newsroom (2015) [Video file] Retrieved from
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Create
your Own Game: It
is important to remember that games can be created for different platforms,
including role-play, live scale simulations, or trivia (Nicholson, 2011). Games
with extrinsic integration of context, such as jeopardy, would be relatively
easy to create and an appropriate tool to use when studying for a quiz or exam
(Nicholson, 2011). In order to create a developmentally appropriate game, the creator
must consider the learning outcomes, and strive to make a challenging problem
relatively simple for the players (Nicholson, 2011). Secondly, the creator must
consider the intended setting in which the game would be played, as well as the
interactions that would occur amongst the players. The next step is to integrate the content;
Nicholson (2011) suggests that focusing on a few pieces of content is more
effective for long-term retention than have to focus on many broader topics. Above I have included an example, where a student had created their own game
called ‘Life Happens’ in which a student is divvied scenarios that he/she would
have to budget for in real life. At the end of the game, students discussed how
they would handle the problem which led to a greater conversation about
empathy, and decision making.
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CC Saldana (2012) [Video file] Retrieved from
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Playing board games is a creative way to
support learning at home, and it certainly makes homework more fun! As an
educator, the rules can be adapted to meet the needs of your students; rules
can be slowly integrated, or scaled down, but should be agreed upon before playing.
Overall, studies have shown that playing instructional games has led to
significant improvement in the four components of motivation which include:
attention, relevance, confidence, and satisfaction (Klein & Freitag, 1991 as referenced in Pinder, 2013). So what are you waiting
for? Let’s start playing!
References
Caldwell, M. L. (1998, February). Parents, Board
Games, and Mathematical Learning. Teaching
Children
Mathematics, 4(6),
365-367.
Drake, S., Reid, J., & Kolohon, W. (2014). Interweaving Curriculum and Classroom
Assessment: Engaging the 21st-Century Learner (pp. 6-8). Don Mills: Oxford
University Press
Education World (2013). Five Reasons to Use Games
in the Classroom .In Education
World.
Retrieved
November 3, 2015, from http://www.educationworld.com/a_curr/reasons-to-play-games-in-the-classroom.shtml
Hunter, J. (Actor). (2011). Teaching with the World Peace Game [Online video]. TedTalks.
Nicholson, S. (2011, September). Making Gameplay
Matter. Knowledge Quest, 40(1), 60-65.
Pinder, P. (2013). Utilizing Instructional Games as
an Innovative Tool to Improve Science
Learning
Among Elementary School Students. Education, 133(4), 434-439.
Stahl-Van Brackle, L. (2015, May 1). How Making
Board Games Can Lead to Real Classroom
Innovation.
In Make. Retrieved
November 3, 2015, from http://makezine.com/2015/05/01/making-board-games-can-lead-real-classroom-innovation/
Hi Megan,
ReplyDeleteI think your blog discussed a really interesting topic, one that seems like a fun and engaging way to get students excited in school. I've personally experienced classes where we've made our own board games and remember it being an enjoyable assignment that got us having fun, but also learning the topic in an effective way. All of the examples you provided as to how board games could be used in the classroom were intriguing to read about and even something I want to personally involve in my own classroom in the future.
I think that this approach to learning could be useful in subjects that students struggle with or find to often be boring, like the idea of using the bingo card in order to teach students math (which could be implemented throughout multiple grades just by altering the equations). It will get students actively thinking about the answer and in a way that they want to know what it is in order for them to play the game.
My questions about this is do you think using board games in the classroom would be an effective tool to use across all subjects? You touched upon your examples being cross-curricula, but I wonder if it would be more or less effective in certain subjects. Also, would it be an ineffective method to use with students who having learning disabilities and may not understand the rules of a game because they don't understand the basics of the subject?
Overall, I really enjoyed reading your blog this week and you touched on a creative teaching tool that I think is sure to get most students engaged in the classroom, and I would love to hear your thoughts about situations in which boards game may not be as effective.
- Christina
What an amazing eye opener Megan! I never would have connected using game boards in the classroom to a new modern way of introducing educational teaching through them. Your post gave myself many great ideas to use for my own class in the future. I think this is a great way to get students involved in their learning and as well learning at the same time! I have found in my own past experiences in the classroom, it was the teachers that took the extra step to find new and creative ways to teach me, what the knowledge that stuck with me. I love John Hunter's World Peach Game! Often times I refer back to this experiment of a project based learning for students. Project based learning focuses on students to become active learner and teachers compared traditional to passive learners. I feel that students become much more engaged when they are able to be a part of their learning experience compared to just sitting in a desk and listening. Focusing on your example of monopoly, I believe this to be a great way to help students visually understand math probability greater. I always struggled with math in school and never made sense of using numbers in probability. I am a visual learner and therefore I learned better when the teacher used a pizza and the slices when explaining fractions. I think when students can use the game of monopoly to better understand their math lesson, not only is it fun for them, but they can get a better visual of how it relates to their current math lesson. What type of game would you choose to use in your own classroom? Also, at what age would you believe this type of educational game use to be suitable for?
ReplyDelete-Great Work!
Sarah
Megan,
ReplyDeleteGreat job on your blog post this week! Board games in the classroom are a great way to engage students in their learning, and many students will have so much fun playing the game, they may not even realize they are learning. One of the challenges teachers may face is using creativity to connect the instructional game to the curriculum. In both grade 8 and 9, I made my own board game and it was a very enjoyable learning experience for me. I spent a lot of time planning and creating my board games because I was excited for the finished project and for the other students in my class to be able to play my game. Having students work with a partner or in small groups to create a board game is great teamwork activity and teaches cooperation. I liked how you used examples of how Bingo and Monopoly could be used in a classroom setting to teach math. Your suggestion of using board games as a support at home reminded me of an article I read about using at-home literacy kits. Teachers would send home literacy board games that parents could play with their children. This is a great way for parents to be involved in their children’s education. After reading your blog I began to think about how to create a developmentally appropriate game. Do you think using board games in the classroom will intrinsically or extrinsically motivate students to learn? Overall, I really enjoyed reading your blog and thank you for once again getting me thinking about new strategies I can use as a teacher.
- Michelle