Activity 1 – Check in and Introduction to the impact of games on skill development
Own experience on the spot, teamwork, guided small group, and plenary discussion on the possibilities, benefits, and importance of using games in the classroom
Learning objective to be achieved
Understand that games are perfect for developing transversal skills and that they develop transversal skills in a complex way (not just one skill).
Activity/exercise in details
Explain the purpose of the training – not the procedure – and the rules. Write the rules on a flip chart and put it on the wall so that all participants can see it.
Introduction: 0-10 minutes
Only for the standalone module, and/or there is a big time gap (more than 2 weeks) between two training modules
Ask the learners to form 4-5 groups (no more than 8 people in a group) and choose a suitable place for themselves.
To form groups, use some kind of learning activity/ice-breaking technique, e.g. have them choose colours from 4-5 colours; put 4-5 known quotes on the table and each participant chooses the one they particularly like; put 4-5 SPIRIT skills on the table, and each person chooses the one they are particularly good at
Introduction to the impact of games on skill development – Learning from first-hand experience and discussion
Keep the group structure that was established in the check-in activity. Give each group a short game(s) (max 10 minutes playing time, preferably from the toolkit – this can be the same for each group, or as many different ones as groups are formed) to play, to begin to discover the impact of the game/playing on the player. Ask them
- to try to observe on their own the issues that were covered in the material they read before the workshop (readings – “The power of play – Lifelong kindergarten approach”). To support the work of the participants, each group can be given the 9 aspects.
- to observe which transversal skills were triggered during the game. Which of these were SPIRIT skills, which were other skills and think about the interconnectedness of the skills. To support the work of the participants, each group can be given the 10 SPIRIT skills.
Use“Think-Pair-Share” methods (participants should collect and name their experiences individually). Then share and discuss their ideas in pairs or triads and synthesise them into a common group opinion. Then share with the whole group.
It is recommended that the trainer records the main findings of the plenary discussion on a flip-chart, which the participants can prioritise using a simple and quick prioritisation technique. The flip-chart is left up until the end of the training. The flip-chart could be entitled, for example, Our common feeling when we are playing.
And/or ask the participants to draw a “system diagram” illustrating the relationships between the skills (what were triggered by the game), to visualise the complexity of skill development of the games.
Timing
- Playing the game: 10 minutes
- Think-Pair-Share: 15 minutes
- Whole group discussion (including priorisation and drawing the connection map): 20 minutes
In total – 45-50 minutes
Materials
Post-its, presentation paper, flip-charts and blue stick, stationery (including colour markers), cards with game rules and materials, handout with guided questions.
Handouts
Pay attention
The success of Activity 1 may largely depend on your choice of game. It is very important that the game lasts no longer than 10 minutes. Choose a game that involves everyone in the small group. No one should be an observer! Everyone should play. Make sure that the game is not focused on developing a specific skill