The purpose of this activity is to help teachers become familiar with a structured approach to game selection, introduce them to the template developed by the project, and guide them in using the template so that they can consciously and thoughtfully select appropriate games to develop the skills of children aged 6–10.
Learning objective to be achieved
- Understand the logic and structure of the template
- Be able to use the template to establish a direct logical link between the game, the skill to be developed, the outcome of the development, and measurable changes in the child’s behaviour.
- Be able to match games to skills and vice versa
- Be able to select the appropriate game by using the template
Activity/exercise in details
Step 1. – Try out the games. Divide the participants into groups of 4 (up to 5 groups). Place one game on each of the 5 group tables (including a competitive board game, a cooperative game that requires teamwork, and, if possible, a subject-related logic game). The groups sit down at a table to try out the game. Allow a maximum of 8 minutes to try out each game. Use the STATION ROTATION method for trying out the games. After 8 minutes, the groups rotate to the next table in a Station Rotation-style manner and try out the game at each table. The process continues until the groups return to their starting table.
Step 2. – Trainer’s briefing. The trainer briefly outlines the structure of the template and clarifies the meaning of elements that are difficult to understand:
- How does this game develop the primary skill?
- What do we want to achieve regarding primary skill development (student understanding and/or behaviour)?
- Guided vs Debriefing question.
Step 3. – Working with game template. At the starting table, for the first game they try, each group fills out a simplified version of the game template (see handout), which includes only the following elements:
- Skill focus
- How does this game develop the primary skill?
- What do we want to achieve regarding primary skill development (student understanding and/or behaviour)?
- Tips and Tricks for dealing with challenges
- Debriefing and reflection questions
Filling out the simplified template should take about 10 minutes. If necessary, this time can be extended by 5 minutes.
Step 4. – Plenary discussion. The groups present their work to the other groups. Since every group has tried every game, they can reflect appropriately on what has been said. Using the peer review method, assign a peer review role to each group before the plenary presentation (for example, the group sitting two tables away in the same direction as the clock’s movement will peer review the group currently presenting).
Time allocation
- Trying out the games: 40 minutes
- Trainer presentation on the logical structure of the template: 5 minutes
- Filling out a simplified game template: 15 minutes
- Plenary discussion: 5 minutes with peer review – 25 minutes in total
In total: 90 minutes
Required materials
Post-its, presentation paper, flip-charts and blue stick, stationery (including colour markers), 5 games with game rules and materials, handouts.
Handouts
For Activity 3, a handout is required, which can be downloaded here.
Pay attention – Important note
Similar to Activity 1, the success of Activity 3 may largely depend on your choice of game. It is very important that trying out the game lasts no longer than 8 minutes. Choose a game that involves everyone in the small group. No one should be an observer! Everyone should play.
Selecting games is the trainer’s responsibility in order to ensure that they are best tailored to the characteristics of the partner country and the teachers participating in the training.
Similarly, special attention must be paid to strictly keeping to the rotation times during station rotation. For more information, see the “Tips and Tricks” section for Station Rotation in the Learning Activity Toolbook.
Finally, time must also be strictly managed during the plenary presentation and peer review. It is important to assign peer review roles to the groups before the plenary presentation so that they can pay proper attention to one another.