Tentative Schedule for Games Unit 

 

Time  Activity Handouts5 minutes  Divide into groups and create team name Shape Up shapes    Evaluations (CIQ)5 minutes  Prepare to use team names in Charade activity Rules for Charades5 minutes  Play Charades  10 minutes  Play Deadlines—keep same teams Player Instructions for Deadlines    Questions for 3 Rounds15 minutes  Create your own game Games  Sharing of games by volunteers Rules of the Game5 minutes  Debriefing  Garris Flowchart    References    Tentative schedule5 minutes  Questions and comments Collect Evaluations (CIQ) 

 

skills and behaviors 

List personal 

that are indicators of 

being a critical teacher

 

skills and behaviors  that are indicators of 

a critical teacher

List personal 

Rules for Charades (From Wikipedia)

Standard signals

A number of standard signals have come into common usage in charades, though they are not required.

To indicate characteristics of the word or phrase:

Number of words in the phrase Hold up the number of fingers.

Which word you're working on Hold up the number of fingers again.

Number of syllables in the word Lay the number of fingers on your arm.

Which syllable you're working on Lay the number of fingers on your arm again.

Length of word Make a "little" or "big" sign as if you were measuring a fish.

"The entire concept" Sweep your arms through the air.

"Sounds like" or "rhymes with" Cup one hand behind an ear, or pull on your earlobe.

"Longer version of" Pretend to stretch a piece of elastic.

"Shorter version of" Do a "karate chop" with your hand.

A letter of the alphabet Move your hand in a chopping motion toward your arm (near the top of your forearm if the letter is near the beginning of the alphabet, and near the bottom of your arm if the letter is near the end of the alphabet).

"Close, keep guessing!" Frantically wave your hands about to keep the guesses coming, or pretend to fan yourself, as if to say "getting hotter".

"Not even close, I'll start over" Wave hand in a wide sweep, as if to say "go away!" Alternatively, pretend to shiver, as if to say "getting colder". The hand is moved as if flushing a toilet, meaning forget whatever has been done till now and to start afresh.

Signals for common words

Some conventions have also evolved about very common words:

• "A" is signed by steepling index fingers together. Following it with either the stretching rubber band sign or "close, keep guessing!" sign, will often elicit "an" and "and". (sometimes "and" is signed by pointing at ones palm with the index finger)

• "I" is signed by pointing at one's eye, or one's chest. • "the" is signed by making a "T" sign with the index fingers. The "close, keep

guessing!" sign will then usually elicit a rigmarole of other very common words starting with "th".

• "That" is signed by the same aforementioned "T" with the index fingers and immediately followed by one flattened hand tapping the head for a "hat", thus the combination becoming "that". Following this with the "opposite" sign indicates the word "this."

• Pretending to paddle a canoe can be used to sign the word "or." • For "on," make your index finger leap on to the palm of your other hand.

Reverse this gesture to indicate "off." The off motion plus a scissor-snipping action makes "of".

• Other common small words are signed by holding the index finger and thumb close together, but not touching.

 

Player Instructions for Deadlines 

• Estimate the number of questions you will answer correctly 

• Answer the questions • Compute your scores according to the Scoring Matrix 

 

Scoring Matrix for Deadlines 

Estimated Number          Total Points of Correct Answers 

1 1 4 9 16 25 36 49 

2 3 4 5 6 7

If a team does not accomplish its contract, it receives 2 points for each correct answer. 

If a team exceeds its contract, it receives an additional 2 points for every correct answer above the estimate. 

 

 

Sugar, S. (1998). Games that teach: Experiential activities for reinforcing learning. San Francisco: Jossey‐Bass/Pfeiffer.  

Questions for Round 1 

1. Brookfield states that “skillful teaching is whatever helps students _____________________.” a. Stay awake in class b. Learn c. Pass the course 

2. Brookfield’s second assumption is that “skillful teachers adopt ________________________.” a. A puppy b. Good hygiene c. A critically reflective stance towards their practice 

3. The most important knowledge skillful teachers need to do good work is a constant awareness of how students are experiencing their learning and perceiving teachers’ actions. 

a. True b. False 

4. Students like to be treated like a. Adults b. Minor deities c. A co‐teacher 

5. Identify four popular classroom research techniques. a. The Two Minute Egg b. The One Minute Paper c. The Muddiest Point d. The Longest Yard e. The Municipal Audit f. The Learning Audit g. Student Learning Journals 

6. Brookfield is an advocate of the Critical Incident Questionnaire (CIQ). Give one reason why. 

_________________________________________________________________________________ 

7. Expertise, experience, rationale, and conviction are indicators of a teacher’s a. Authenticity b. Credibility c. Fairness d. Ability 

   

Questions for Round 2 

1. The Critical Incident Questionnaire: a. Is anonymous b. Takes 5 minutes to complete c. Helps the teacher achieve perfection d. Both A. and B.  

2. Congruence, full disclosure, responsiveness, and personhood are indicators of a teacher’s a. Authenticity b. Credibility c. Popularity d. Maturity 

3. Students may have emotional responses to the experience of being in college. Which of these is NOT one of the emotions that Brookfield discusses? 

a. Impostership b. Backpedaling c. Cultural Suicide d. Roadrunning 

4. Team teaching is useful when a. The teacher is overworked b. The teacher is ill‐prepared c. The classroom has diverse students d. All of the above 

5. Which of the following is NOT an example mixing modalities? a. Visual or oral communication b. Silent or speech‐filled classrooms c. Teacher demonstration or student experimentation d. Irrelevance of the learning activity or level of required learning is inappropriate e. Abstract conceptualization or practical illustration f. Teacher talk or student talk g. Teacher direction vs. student direction 

6. Clarity is one characteristic of a helpful evaluation. Identify two more characteristics. a. ____________________________________________________ b. ____________________________________________________ 

7. Using a technique known as a Circular Response, in which all speakers begin their remarks by commenting on the previous participant’s observation, is a technique that works well in 

a. Creating participatory discussion online b. Managing a classroom demonstration c. Maintaining order during a lecture d. Simplifying a skills assessment 

   

Questions for Round 3 

1. Poor self‐image as a learner, fear of the unknown, fear of looking foolish in public, and cultural suicide can all cause 

a. Resistance to learning b. The need for a paper trail c. Standardized models of teaching d. Increased teacher power in the classroom 

2. College teaching can be considered as a political activity a. True b. False 

3. Being part of a supportive network can help both teachers and learners with feelings of impostership. 

a. True b. False 

4. A working philosophy should NOT be used to a. Create a distinctive organizing vision b. Minimize the negative impact of your incompetence c. Withstand institutional pressures to work in compromised ways d. Demonstrate your well‐developed and deeply felt conviction about the importance for 

your teaching 5. The concept of Roadrunning was inspired by the Road Runner cartoon. 

a. True b. False 

6. Lecturing from Siberia refers to the teacher a. Teaching from the back of the room b. Having a political agenda c. Being cold and distant 

7. Which of the following is NOT an example of modeling learning behaviors in a lecture? a. Begin every lecture with a question you are trying to answer b. Use an exercise like the Circle of Voices c. End every lecture with questions your lecture has raised or left unanswered d. Deliberately introduce alternative perspectives 

 

 

  

 

 

 

Game Title: 

The Challenge: By what path must I operate in order to be a skillful teacher regarding ____________________________________________? 

 

FINISH

START 

Rules of the Game 

Your game must include the following elements: 

• Start  

• Finish 

• 2 Traps              

• 2 Lucky Finds     

STOP • 4 Stops Along the Way  

 

Ideas for games: 

• Overcoming impostership 

• Responding to the emotions of learning 

• Lecturing creatively 

• Preparing students for discussion 

• Teaching in diverse classrooms 

• Giving helpful evaluations 

• Teaching  online 

• Responding to the politics of teaching 

• Responding to resistance in the classroom 

Instructional Content

Game Characteristics

Learning Outcomes

User Behavior

User Judgments

System Feedback

INPUT PROCESS OUTPUT

Debriefing

FIGURE 1: Input-Process-Outcome Game Model

Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33 (446).

Game Cycle

References

Beard, C., & Wilson, J. P. (2006). Experiential learning: A best practice handbook for educators and trainers (2nd ed.). Philadelphia: Kogan Page.

Biech, E. (Ed.). (2004). The 2004 Pfeiffer annual: Training. San Francisco: Pfeiffer.

Biech, E. (Ed.). (2008). The 2008 Pfeiffer annual: Training. San Francisco: Pfeiffer.

Caffarella, R. S. (1994). Planning programs for adult learners: A practical guide for educators, trainers and staff developers. San Francisco: Jossey-Bass.

Charney, C., & Conway, K. (1997). The trainers tool kit. New York: AMACOM.

Corbeil, P. (1999). Learning from the children: Practical and theoretical reflections on playing and learning. Simulation & Gaming, 30, 163-180.

Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33, 441-467.

Laff, M. (2007). Simulations: Slowly proving their worth. Training + Development, 61(6), 30-34.

Mitchell, G. (1998). The trainer’s handbook: The AMA guide to effective training (3rd ed.). New York: AMACOM.

Nilson, C. (1995). Games that drive change. New York: McGraw-Hill.

Scannell, E. E., & Newstrom, J. W. (1994). The complete games trainers play: Experiential learning exercise. New York: McGraw-Hill.

Silberman, M. L. (1990). Active training: A handbook of techniques, designs, case examples, and tips. Lexington, Mass.: Lexington Books.

Somers, J. A., & Holt, M. E. (1993). What’s in a game? A study of games as an instructional method in adult education class. Innovative Higher Education, 17(4), 243-257.

Sugar, S. (1998). Games that teach: Experiential activities for reinforcing learning. San Francisco: Jossey-Bass/Peiffer.

Visser, D. R. (1996). That’s using your brain! Training + Development, 50(9), 38-40.

Watson, E. (1980). Small group instruction. In A. B. Knox (Ed.), New directions for continuing education: Vol. 6. Teaching adults effectively (pp.55-63). San Francisco: Jossey-Bass.

Evaluation 

 

1. At  what  moment  in  class  did  you  feel  most  engaged  with  what  was happening? 

  

 

2. At what moment in class were you the most distanced from what was happening? 

 

 

 

3. What action that anyone (teacher or student) took did you find most affirming or helpful? 

 

 

4. What action that anyone took did you find most puzzling or confusing? 

 

 

5. What about the class surprised you the most? (This could be about your own reactions to what went on, something that someone did, or anything else that occurs.)