Designing Games for the Three C's

One on the best projects I have found to incorporate all of the Three C's (Thinking Critically, Communicate Clearly and Work Collaboratively) is to have students work in groups to design a game to teach one of the topics we are learning.

I use this assignment primarily in my Anatomy and Environmental Science course, but it could be adapted for any subject.  In Anatomy I have students work in groups of three or four to create a game to teach the anatomy and physiology of the Digestive System from the mouth to the Anus and all of the organs and processes in between.  The Environmental Science students design games to teach a Cycle of Nature: water, carbon, nitrogen, food webs from various biomes.  I teach in a three block schedule of ninety five minunte classes.  I provide students with 30 minutes each day to work with their groups on their games.  Students typically have about three weeks to complete the games, about six class periods.   

Think Critically

Students are asked to design a game with specific rules and an ultimate goal of winning, while focusing on the development of a game that is a teaching and learning tool. Students need to understand the vocabulary, structures, inputs, processes and outcomes of the systems involved. The game must be fun to create a desire to play in order to create the repetition necessary for others to learn from the game play. Students must think critically about how to create a game that will be enjoyable so tha people will want to play it repetitively to increasethe effect of the game as a learning tool.  I encourage students to create games that have variations so that the game can be adapted for various levels of students as a means of introducing the subject, reinforcing learned material or in review for an exam.

Communicate Clearly

Students struggle with the creation of a clear and concise set of rules for their games. They need to communicate their vision for the game in directions and rules that must be prepared for an unknown audience. Most students have little difficulty in verbally explaining how to play a game, but ask them to write the rules and explanations out in a cohesive manner and this can be a cause for great angst for many students.

Working Collaboratively

Coming to a consensus on the game design, delegating responsibilities and producing a finished product demands nothing but a collaborative buy in from the members of the group. Then each student must trust that all aspects of the game come together on Game Day, board, cards, pieces and rules in class and on time.

Game day takes place in our dining hall.  Groups set up their own games and play them for 10 minutes to make sure  games are functional and everything is in place.  They then move about the room playing the other games and grading them.  Students grade the games based upon the effectiveness of the game itself, the effectiveness of the game as a learning tool, and the production quality of the game.  Once students begin playing other games, they are not allowed to return to their own game for any reason. I encourage students to play the games with members of the other groups to maintain perspective and avoid comparisons to only their own games. 

Students will play and score between four and six games during a one hour period.

During the debriefing at the end of the day, I am always amazed at how many students want to be given the opportunity to improve their own game after seeing what others have done and what they might have done to enhance their own.  That is when I see the real learning take place as students evaluate their own work against the work of the peers and demonstrate an honest desire to improve upon their end product.  I typically also see a more focused production quality of the work that is turned in following these projects in both courses.

Tests, Quizzes and Homework, Oh My....

Providing Opportunities for Success.

I failed the first two quizzes and the first test in my sophomore Geometry class in high school.  I was doing all of my homework and I could complete problems on the board in class, but for some reason I could not pass the quizzes and tests.  Fortunately for me, my teacher was Brother Donald Mansir.

If it were not for Brother Donald, I probably would have failed that geometry class. After seeing the disconnect between my abilities and my test scores, Brother Donald formulated a plan to maximize my talents and allow me to succeed.  There were three juniors in that class who were also failing tests, but they were also not doing their homework nor could they answer questions in class.

Brother Donald's plan was quite simple.  On days of tests and quizzes, I was to sit with those three juniors in the library and guide them through the exams.  If I could get them to complete enough of the work to earn a C, Brother Donald would give me an A for my quiz or exam grade.

Brother Donald recognized my ability and my difficulty in testing.  He treated me as an individual and provided me with an opportunity to demonstrate my knowledge without testing. While, also providing an opportunity to assist other students who were in need.

I have always appreciated Brother Donald's wisdom in providing me with an alternative avenue for success in his classroom.  I have tried to emulate the way Brother Donald treated me with my students.  Trying to treat them as individuals with uniques sets of abilities and characteristics, providing all students with alternative avenues and a variety mechanisms that provide for and encourage their success.