Wednesday, February 4, 2009
Games in the Classroom
Anyone use games in their classrooms? Willing to share your ideas? Simply post them here by pressing "__ Comments" below. You will have to log in to post a comment, but the registration process is quick. If you don't want to post it here, you can e-mail your ideas to me at ssubocz@csmd.edu.
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I use a Jeopardy PowerPoint-game to review for mid-term and final.
ReplyDeleteFrom Sue: We have a copy of a Jeopardy template available if you'd like a copy. Just e-mail me.
From Ellen Bertelsen:
ReplyDeleteWhen I'm teaching group dynamics and conflict resolution, I divide the class into groups (not of their own choosing) and use some game scenarios which require them to work together and think outside the box. I'd be glad to show you what I have if you want to see them. I also have a couple of books called "Games Trainers Play" which I'd be glad to share with anyone who asks.
Note from Sue: I am buying 2 copies of this book for DLF also. They should get here soon.
Hi Ellen, I would be interested in the group dynamics and conflict resolution activity.
ReplyDeletesbailey2@csmd.edu
More on Jeopardy from Cathy Stevens: I play Jeopardy every semester with my Business Law I classes. I make up a Jeopardy Board with the topics that on the final exam and then Double Jeopardy contains topics from the entire semester. Students may use their books and notes. I divide the class into three groups and each group takes a turn picking a topic and an amount of money. I keep score. There is no final Jeopardy. At the end, the group with the highest amount of money gets 12 points added into their total points, second place gets 6 points, and third place gets 3 points. Of course I put in one Daily Double in Jeopardy and two Daily Doubles in Double Jeopardy. It's a great review for the final!
ReplyDeleteFrom Cynthia Wright, LAN Adjunct:
ReplyDeleteI also use a game called "Waiting for the Bus" which is a variation of an activity from the tv show "Whose Line Is It?". I line up 2-3 chairs at the front of the room to simulate a bench where people wait for a bus. I start with two volunteers. They come up front and sit down facing the class. They then begin a conversation with each other - but are allowed to use ONLY QUESTIONS. (It's harder than it sounds!). If a student is able to respond with relevant questions three times in a row, I give him/her a fortune cookie. They open it up, read the statement enclosed, and the next student must respond appropriately with a questions.
I use this exercise after the students have had time to write 2-3 essays. It makes them very aware of the use of questions and how to frame them appropriately when communicating - particularly when it is time for them to write argument essays!
From Lois McDonald:
ReplyDeleteI create 8 1/2 x 11 jeopardy boards with math categories and answers. I change the rules and the process of the game to adapt it to the classroom setting. It can be played individually, in partners, or in small groups. It works very well for review.
I have also developed several versions of math bingo with various concepts, terms, symbols, and/or answers on the blocks. Old fashioned game - but they love it!
Team relay answers - students line up behind one of 4 desks equipped with bells/ buzzers and compete to correctly answer questions.
In classes where I form teams, I use the the Linguine and Marshmallow Exercise. Each newly formed team is given a certain amount of linguine and miniature marshmallows. The teams must build a structure that will hold a number of pennies without leaning or falling over. It is a great exercise to show how groups develop team member roles. It also develops a bit of camaraderie before the students begin working on group projects.
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