SocraticSmackdown_v1

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SocraticSmackdownA VERSATILE DISCUSSION - BASED

HUMANITIES GAME TO PRACTICEARGUMENTATION AROUND ANY TEXTOR TOPIC FOR GRADES 6 THROUGH 12

GAME PACK


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Games are powerful

learning tools.At Institute of Play,we’ve seen gamesengage studentsin exciting andempowering ways.Since 2009, we’ve designed more than 80 classroom games, which havebeen prototyped and used by teachers at Quest schools (Quest to Learnin New York City and CICS ChicagoQuest in Chicago). And now, we can’t waitto share our library of teacher-tested, student-approved games with you!

Game design is a continuous and collaborative process. We would valueyour feedback about our games after you play them with your students!Join our Google+ community to share your thoughts with us and othereducators.


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In collaboration with Quest teachers, Institute of Playdeveloped this set of game materials and supportingresources for Socratic Smackdown. We invite you to explorethis game pack to help you learn about the game in order toplay it with your students.

PAGE

4 GAME BASICS

7 GAME PLAY

10 STUDENT RESOURCES

13 TEACHER RESOURCES

GAME CONTENTS

WHAT IS IN THIS PACKET?


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Socratic Smackdown grew outof a need to support studentsin developing and practicingdiscussion skills. During thegame, teams of 4-6 studentsdiscuss texts and use textualevidence to make connectionsand ask thought-provokingquestions. Students win pointswhenever they make constructivecontributions to the discussionand lose points if they exhibitdisrespectful behaviors, such as

interrupting their teammates. Bythe end of game play, studentshave learned how to worktogether as teams and a classand contribute meaningfully toa discussion. Quest teachers,

like Rebecca Grodner, an 8thgrade English teacher, have seenamazing changes in studentengagement and discussion skillsduring and after game play.

Rebecca Grodner8th Grade English Language Arts Teacher-Designer, Quest to Learn, New York City

Rebecca Grodner was born and raisedin Chicago and knew she wanted to be ateacher since she was a 7th grader. Afterearning her bachelor’s degree in Englishfrom New York University, she taught onthe Lower East Side in New York City. In2012, she joined the faculty at Quest toLearn to teach 8th grade English Language Arts. She constantly thinks about howto better engage her students in learningand enthusiastically integrates games,

technology, and design thinking into herteaching. She is also the Literacy Lead atQuest to Learn and runs an after-schoolbullying prevention group. Currently,Rebecca is continuing her learning bypursuing a Master’s degree in CurriculumDevelopment and InstructionalTechnology at SUNY Albany.

“This game you are about to playcreated an amazing, authenticlearning space and enabled mystudents to become self-directedlearners who were excited to discuss

challenging texts and topics.”– Rebecca Grodner, 8th grade

English teacher, Quest to Learn,New York City

GAME BASICS

WHAT IS IT?


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Learning Goal

Students will be able to: Prepare for discussionsUse a variety ofdiscussion skillsAsk and answer deepquestions

Build on and refuteothers’ ideas

Game Goal

Earn points and advanceyour individual, team, and/orclass score by using differentdiscussion strategies duringa Socratic Smackdown

GAME BASICS

THE GOALS


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GAME BASICS

COMMON CORESTANDARDS ALIGNMENT

CCSS.ELA-Literacy.SL.8.1aCome to discussions prepared, having read orresearched material under study; explicitly draw

on that preparation by referring to evidence on thetopic, text, or issue to probe and reect on ideasunder discussion.

CCSS.ELA-Literacy.SL.8.1bFollow rules for collegial discussions and decision-making, track progress toward specic goals anddeadlines, and dene individual roles as needed.

CCSS.ELA-Literacy.SL.8.1cPose questions that connect the ideas of severalspeakers and respond to others’ questions andcomments with relevant evidence, observations,and ideas.

CCSS.ELA-Literacy.SL.8.1d Acknowledge new information expressed by others,and, when warranted, qualify or justify their ownviews in light of the evidence presented.

The game materials are aligned to Speaking and Listeningstandards for grade 8.

CommunicationUse of oral, written, performative, andvisual forms of language to formulate,exchange, present, and reect on ideas:shared understanding is the aim ofcommunication

TeamworkStudents plan and coordinate worktowards a mutual goal; understandand regulate themselves as a teammember; demonstrate leadershipskills, including the ability to persuadeand guide others; and resolve conictscooperatively.

AND OTHER COMPETENCIES


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GAME PLAY

SETTING IT UP

PREP Student TeamsDivide students into teams of 4 to 6 participants. These teams willparticipate in the Socratic Smackdown discussion. Decide if you want toput students in homogeneous or heterogeneous groups based on your owncriteria.

Text/Topic ChoiceChoose a text or topic for the Socratic Smackdown discussion. We suggestthat you choose texts about debatable or controversial topics because thenstudents must use textual evidence to support their ideas and arguments.(See example of a text and accompanying question set on pp.18-19.)

Question Sets We recommend that the rst few times the class plays the game, the teacherprovides a well-crafted list of text-dependent questions. It may be helpful togive students the questions in advance to allow them to prepare. Questionsmay be asked by the teacher, or by students who have been assigned toask the questions, whenever they feel it is appropriate. A shorter SocraticSmackdown could focus only on one teacher-given question at a time.Ultimately, the teacher’s goal may be to teach students to create their ownquestions for Socratic Smackdown, so that they can teach each other howto effectively discuss text-based questions. (See example of a text andaccompanying question set on pp.18-19.)

Discussion Strategies for GameChoose the discussion strategies for the game and write them on thegame board assigning point values to these strategies. (See example list ofstrategies on p.5 and p.15.)

Rubric and ChecklistIf needed, create rubric and student checklist of the learning goals for thegame (See sample rubric and checklist on pp.10-12.)

MATERIALS

Copies of text/topic for game

Question set

Copies of Coach Card, Instant ReplayCard, and Scorecard

All-class scoreboard (if needed)

1

2

3

4

5


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GAME PLAY

RULES

1

Teams of 4 to 6 students willbe given a topic, text, or issuethat will be the focus of theSocratic Smackdown, as wellas a question set.Students will prepare answers tothe questions prior to the SocraticSmackdown.

2

The teacher will reveal whichdiscussion skill strategies will bepart of the game. The point value of the differentstrategies will also be shared.

3

When it is time for theSmackdown, the class will set upchairs in a shbowl arrangement. A shbowl is when there is an innercircle of 4 to 6 chairs—dependenton the size of the studentdiscussion team—within a largercircle of chairs.

4

One student from each teamwill be asked to go inside theSocratic Smackdown ring tohave a 6-minute discussion (orSmackdown) based on the topic,text, or issue given earlier. During the Smackdown, they willearn points for using discussionskills. They can also lose points ifthey disrupt the discussion.

5

Using the Socratic SmackdownScorecard, a number of students(from 2 to the entire class) willtrack points during the 6-minuteSmackdown.The rst time the class plays thegame the teacher can track pointsto model scoring.

6

Students who aren’t scoring willcomplete the Coach Card duringthe Smackdown; if all studentsare scoring they will thencomplete the Coach Card afterthe Smackdown.

7

When 6 minutes is up, theteacher or a student will collectall of the Scorecards, determinethe average score for eachstudent in the discussion team,and then sum up the averagescores to gure out the teamscore.

8 After the Smackdown, thestudents in the ring will completethe Instant Replay Card.

9

After individual and team scoresare revealed, the class will havea brief discussion to sharethoughts from their Coach Cards.


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DISCUSSION STRATEGIESGAME PLAY

Agree

Disagree

Question

Use Evidence

Devil’sAdvocate

Connect

Distract

Insult

Interrupt

+1

+1

+1

+2

+2

+2

-1

-1

-1

“I agree… and…” to build on an argument.

“I disagree because…” to refute an argument.

Ask a probing question to get more details aboutsomeone’s argument.

Use a quote from the text to support an argument.

Pose a question or situation that is counter toa person’s argument.

Link a person’s argument with another person’sprevious statement.

Distract team or class from discussion.

Be disrespectful to another person during the discussion.

Speak while another person is speaking.

The point value can vary according to the skill that is presentlybeing learned and practiced by students.

On the next page is a set of Student Rules that you can print out and give to students to use as a cheatsheet when they are rst playing Socratic Smackdown.


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RULES CHEAT SHEETSTUDENT RESOURCES

1 Sit with your team of4 to 6 students.

2 Read an assigned text or

research an assigned topicto answer the questions

in the question set.

3 Listen to which discussionstrategies are going to bea part of the day’s SocraticSmackdown.

4 When it is your team’s turn,

sit in the center of theshbowl.

5 When your teacher says

“go,” begin the Smackdownand try to use as manydiscussion strategies as youcan. Listening is key.

6 After your team’sSmackdown is over,complete the InstantReplay Card.

7 If your team is not

participating in theSmackdown, you will eitherscore the Smackdown orcritique the Smackdown.

8 After the round of Socratic

Smackdown is over andevery team has played, thenal scores will be readand individual winnersand/or team winners willbe announced.


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SCORE CARDSOCRATIC SMACKDOWN

STRATEGY

TOTAL SCORE

AGREE

DISAGREE

QUESTION

USEEVIDENCE

INTERRUPT

POINTS

PLAYER 1 PLAYER 2 PLAYER 3 PLAYER 4


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SCORE CARDSOCRATIC SMACKDOWN

STRATEGY

TOTAL SCORE

POINTS

PLAYER 1 PLAYER 2 PLAYER 3 PLAYER 4


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ASSESSMENT GUIDETEACHER RESOURCES

COMMON CORE RUBRIC Use this rubric to assess students’ progresstoward reaching Common Core standards bycircling different aspects of strategies based onwhat you observe during a Smackdown.

Ask students to use the rubric to self-assesstheir progress toward reaching CommonCore standards

TEACHER CHECKLIST Use this checklist during a discussion to quicklyrecord when students approach, meet, or exceedCommon Core standards. Write student names inthe left hand column. Then when a studentapproaches, meets, or exceeds a standard, make amark in the correct box.

Possible symbols to use with the checklist are:

APPROACHING

MEETS

EXCEEDS

COACH CARD Students write down glows (strengths) and grows(areas of growth) based on what they observeduring a Smackdown. A teacher can ask studentsto share out ideas to the class as a reectionimmediately after the discussion.

Some questions to help guide a discussion ofglows and grows are:

Who can give me three glows for this team? What could this team do better? What did you learn from this team’s discussion

that will improve your own discussion skills?

INSTANT REPLAY CARD Students in the teams who participated inthe Socratic Smackdown discussion answer theReection Questions to reect on their strengths

and areas of growth. A teacher can collect thesereections as part of an assessment.

There are a number of opportunities to assess studentlearning during this game, from using more formal assessmenttools like rubrics to using less formal assessment tools likereection questions. In this guide, we include four differentassessment tools:


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N A M E D AT E:

D I S C U S S I O N TO P I C : C L A S S :

C O M M E N T S :

STRATEGY EXCELLENT GOOD SATISFACTORY NEEDS IMPROVEMENT

SOCRATIC SMACKDOWN COMMON CORE RUBRIC

SL.8.1aCome to discussionsprepared, having read orresearched material understudy; explicitly drawon that preparation byreferring to evidence on thetopic, text, or issue to probeand reect on ideas underdiscussion.

SL.8.1bFollow rules for collegialdiscussions and decision-making, track progresstoward specic goals anddeadlines, and deneindividual roles as needed.

SL.8.1c Pose questions that

connect the ideas of severalspeakers and respondto others’ questions andcomments with relevantevidence, observations, andideas.

SL.8.1d Acknowledge newinformation expressedby others, and, whenwarranted, qualify or

justify their own viewsin light of the evidencepresented.

Agrees with and deepensthe ideas of others

Refutes the ideas of othersby playing devil’s advocate

Refers to earlier evidenceand statements frequently

Agrees with and buildsupon the ideas of others

Disagrees and refutes theideas of others

Refers back to evidenceused and statements madeby others

Agrees with the ideas ofothers Disagrees with the ideas ofothers

Sometimes repeats earlierevidence or statementswithout reference

Does not agree with others

Does not disagree withothers

Does not refer back toevidence and statementsmade by others

Asks 3 or more analyticaland evaluative questionsthat prompt discussion

Answers others’ questionsalways using evidence

Synthesizes the ideas ofothers and asks questionsrelated to others ideas

Asks at least 2 analyticaland evaluative questionsthat prompt discussion

Answers others’ questionsconsistently with evidence

Summarizes andsynthesizes the ideas ofother

Asks questions, thoughthey are usually recallquestions

Answers others’ questionswithout evidence

Sometimes summarizesanother team member’sideas

Rarely asks questions andall questions are recall

Rarely answers questions

Does not summarizeothers’ ideas

Uses new and long-termdiscussion strategiesexpertly

Never distracts or interrupts

Leads team toward goalswith verbal cues and reectson progress

Uses new and long-termdiscussion strategiesconsistently

Distracts or interrupts nomore than once

Assists team toward goalsduring discussion andreects on progress

Attempts to use new andlong-term discussionstrategies

Distracts or interrupts a fewtimes

Demonstrates awarenessof goals, but may not makeprogress/reect

Does not use new and long-term discussion strategies

Distracts or interrupts nomore than once

Demonstrates no awarenessof goals

Comes prepared withrequired materialscompleted with additionalannotations or notes

Uses textual evidencecorrectly more than 5 timesduring conversation

Analyzes textual evidenceby comparing multiplepieces of evidence andsynthesizing for meaning

Comes prepared withrequired materialscompleted and having read/researched text or topic Use textual evidencecorrectly at least 5 timesduring conversation

Analyzes textual evidenceby giving thoroughexplanation anytimeevidence is used

Comes prepared withrequired materialssomewhat completed andhaving read/ researchedtext or topic

Uses textual evidencecorrectly 2-4 times duringconversation

Analyzes textual evidenceby giving some explanationof evidence

Does not come preparedwith required materials orhas not read/ researchedtext or topic

Uses textual evidence oncecorrectly or not at all duringconversation

Does not give anyexplanation of textualevidence


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SOCRATIC SMACKDOWN TEACHER CHECKLIST

C o m e s p r e p a r e d w i t h r o l e s h e e t

f u l l y l l e d o u t a n d h a v i n g r e a d /

r e s e a r c h e d t e x t o r t o p i c

D i s t r a c t s o r i n t e r r u p t s n o m o r e

t h a n o n c e .

S u m m a r i z e s a n d s y n t h e s i z e s t h e

i d e a s o f o t h e r s .

U s e s t e x t u a l e v i d e n c e a t l e a s t 5

t i m e s d u r i n g d i s c u s s i o n .

A s s i s t s t e a m

t o w a r d s g o a l s

d u r i n g d i s c u s s i o n a n d r e e c t s o n

p r o g r e s s .

A g r e e s w i t h

a n d b u i l d s u p o n t h e

i d e a s o f o t h e r s .

A n a l y z e s t e x t u a l e v i d e n c e b y

g i v i n g t h o r o u g h e x p l a n a t i o n

a n y t i m e e v i d e n c e i s u s e d .

A s k s a t l e a s t 2 a n a l y t i c a l a n d

e v a l u a t i v e q u e s t i o n s t h a t p r o m p t

d i s c u s s i o n .

D i s a g r e e s a n d r e f u t e s t h e i d e a s

o f o t h e r s .

U s e s n e w a n d l o n g - t e r m

d i s c u s s i o n s t r a t e g i e s

c o n s i s t e n t l y .

A n s w e r s o t h e r s ’ q u e s t i o n s

c o n s i s t e n t l y w i t h e v i d e n c e .

R e f e r s b a c k t o e v i d e n c e u s e d a n d

Student Name


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N A M E D AT E:


SOCRATIC SMACKDOWN

COACH CARD

GLOWS

What is the team doing well?

C O A C H I N G T I P

I would have said…

G R O W S

What could the team improve?

C O A C H I N G T I P

I want to ask…


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SOCRATIC SMACKDOWN

INSTANT REPLAY CARD

1 What is one thing your team did particularly well during this Smackdown? Give specic examples.

2 What is one thing your team could improve on for the next Smackdown?How did this problem hinder your discussion? How can the problem be solved?

3 What was the most interesting thing your team discussed and why?

N A M E D AT E:



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TEACHER RESOURCES

FAQHow have Quest teaches usedthis game?

The beauty of Socratic Smackdown is itsexibility. Here are some ways RebeccaGrodner has used the game: “Playing it in small groups, it can

encourage shy students. In large groups,it can help you focus on specic learningneeds.”“Using it as a form of assessment, or asa practice space for nding supportingevidence for one’s ideas.““Framing it as a game to help studentslearn to negotiate conict. As afacilitator, some days I found myselfhelping students mediate arguments intheir small groups.”

GAME PREP

What are additional discussionstrategies to use in the game? Ask a text-based question Summarize another’s point Synthesize ideas from throughout

the argument

What are examples of text-basedquestions?

See pp. 21 for an example of a text with aquestion set used in an 8th grade Englishclass at one of our Quest schools.

How do you differentiate this gamefor ELL students or students withdisabilities?

Here are some suggestions that we havefound helpful in differentiating Socratic

Smackdown: Give question sets to students before

the game and allow time for them toanswer the questions, with evidence, ontheir own or in collaborative teams.

Provide texts with the same content atdifferent reading levels. Assign studentsto different texts based on their readinglevels, or let students choose the textthey use.Choose discussion topics that havehigh student interest or allow students tochoose topics of interest to discuss.

Practice discussions without a textto begin with using a familiar topic forstudents.

Differentiate teams either

homogeneously or heterogeneouslybased on your students’ needs and thelearning goals of the game.

Give different sets of discussionstrategies for the game to differentstudent teams based on their learningneeds.

Provide sentence starters for ELL

students. Allow students outside the discussionring to hand Post-its to representativesinside the ring to help.

Scaffold the discussion. For example,rst 3 minutes for clarifying questions,3 minutes for interpretation, 3 minutesfor analysis, 3 minutes for evaluation, 3minutes for last words/predictions.


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GAMEPLAY How do you do Socratic Smackdown

in small groups?Socratic Smackdown works well in smallas well as large groups. For small groups,what we do at Quest schools is dividethe students into teams of 3 or 4. Eachstudent in the team is given a questionset and an Instant Replay Card. Onestudent is given the two documents plusthe scorecard. The teacher announcesthe start of the Smackdown and onestudent asks a question. Over the courseof the discussion, one student scoresthe Smackdown as the team discusses.At the end of the Smackdown, the scorerannounces the nal tally of points. Then,they complete the Instant Replay Cardindividually and share their answers as a

team to reect on the discussion.

Do you always give students time toprepare answers to questions in thequestion set?You can modify how students prepare forthe Socratic Smackdown. When you rstbegin playing the game, it is helpful to givestudents time to prepare their answersto the questions in the question set. Asstudents become more comfortable withSocratic Smackdown, you can give thequestion set to students at the start of thegame, so they have to do more on-the-spotthinking. Eventually, students can providequestions for themselves, either before orduring the game.

Why should the discussion last6 minutes?

After many rounds of Socratic Smackdown,we have found that 6 minutes is the ideallength for a short discussion. If you wantstudents to have a longer discussion withmore questions, then 10 minutes is theideal length.

How do you get 100% participationfrom students in the game?To encourage all students in the ring toparticipate, you can give out 2 to 3 speakingtokens to students. Students must use allof their tokens before the Smackdown canend. Each time a student speaks, they mayhand in a speaking token.

In small groups, you can also assign

roles to students, such as Director,Detective, and Lawyer. The Director asks powerful questionsto keep the conversation going.Questions must be ripe for discussionand text-based so that the team isanalyzing the text together.

The Detective keeps the conversationgrounded in the text using evidence,so he/she comes to the conversationprepared with a lot of quotes that areinteresting to discuss.

The Lawyer brings debate to the team’sdicussion by using controversial ideas torile up team members, so teammembers defend their opinions moredeeply or develop an understanding

TEACHER RESOURCES

FAQ CONTINUED


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of a different perspective. It is helpfulfor Lawyers to anticipate popular

opinions and their counterargumentsbefore the discussion.

How do you avoid having one studentdominate the Smackdown discussion?To “share the oor,” you can use speakingtokens as a way to both limit dominationof the discussion and encourage 100%participation. You can also encouragestudents to monitor their team’s parti-cipation themselves by asking differentstudents questions when they are in the“ring.” You can also add a negative pointcategory for dominating the discussion.

TEACHER RESOURCES

FAQ CONTINUED


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EXCERPT FROM PRESIDENT OBAMA’S ADDRESS AT THE 67TH

U.N. GENERAL ASSEMBLYDATE OF DISPATCH: 25 SEPTEMBER 2012

DISPATCHER: PRESIDENT BARACK OBAMA

TEXT DEPENDENT QUESTIONS

In Iran, we see where the path of a violent and unaccountableideology leads. The Iranian people have a remarkable andancient history, and many Iranians wish to enjoy peace andprosperity alongside their neighbors. But just as it restricts therights of its own people, the Iranian government continues toprop up a dictator in Damascus and supports terrorist groupsabroad. Time and again, it has failed to take the opportunity todemonstrate that its nuclear program is peaceful, and to meet itsobligations to the United Nations.

So let me be clear. America wants to resolve this issue throughdiplomacy, and we believe that there is still time and space todo so. But that time is not unlimited. We respect the right ofnations to access peaceful nuclear power, but one of the pur-poses of the United Nations is to see that we harness that powerfor peace. And make no mistake; a nuclear-armed Iran is not achallenge that can be contained. It would threaten the elimina-tion of Israel, the security of Gulf nations, and the stability of theglobal economy. It risks triggering a nuclear-arms race in theregion, and the unraveling of the non-proliferation treaty. That’swhy a coalition of countries is holding the Iranian governmentaccountable. And that’s why the United States will do what wemust to prevent Iran from obtaining a nuclear weapon.

We know from painful experience that the path to security andprosperity does not lie outside the boundaries of internationallaw and respect for human rights. That’s why this institutionwas established from the rubble of conict. That is why libertytriumphed over tyranny in the Cold War. And that is the lessonof the last two decades as well.

History shows that peace and progress come to those who makethe right choices. Nations in every part of the world have trav-eled this difficult path. Europe, the bloodiest battleeld of the20th century, is united, free and at peace. From Brazil to South Africa, from Turkey to South Korea, from India to Indonesia,people of different races, religions, and traditions have liftedmillions out of poverty, while respecting the rights of their citi-zens and meeting their responsibilities as nations.

1. In paragraph 2, what reasons doesObama give for why “a nuclear-armedIran is not a challenge that can be con-tained”?

2. What evidence does Obama give thatIran has a “violent and unaccountableideology”? What words emphasize waysin which Iran has demonstrated thisideology?

3. In paragraph 2, what effect does ithave when Obama says, “But that time isnot unlimited” immediately after offer-ing time for diplomacy?

4. According to the speech, what doesit mean for a country to “make the rightchoices”?

5. Why does Obama use the phrase“holding the Iranian government ac-countable” rather than “stopping theIranian government” to describe howother countries should deal with Iran?


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This resource is free and we want you to share it withothers. When you do use and share it, please know thisresource is licensed under a Creative Commons license.

We want to hear from you We want to hear from you about your experiencewith this game and game pack.

We want to thank our partners

This game pack is a result of collaborative workdone over the past years between Institute of Play,Quest to Learn, and CICS ChicagoQuest.

We want you to learn more

If you are interested in learning more,please visit these following websites:

Institute of Playwww.instituteofplay.org

Quest to Learn, NYCwww.q2l.org

CICS ChicagoQuestwww.chicagoquest.org

What worked well?What would you do differently next time youplay the game?

We welcome stories about how you uses thisgame in your classroom.

Attribution-NonCommercial-ShareAlike CC BY-NC-SA

This license lets others remix, tweak, and buildupon your work non-commercially, as long asthey credit you and license their new creationsunder the identical terms.

To view a copy of this license, visit Creative Commons

We also offer other educatorresourcesQ School Design Pack This pack highlights ten innovative components of theQuest school model.

Q Curriculum Design Pack This pack provides tools and methods for you to use todesign game-like curriculum.

Q Games and Learning Design PackThis pack provides tools and methods for you to use tomodify and design games for your classroom.

Continued LearningAfter playing this game, we hope you are inspired to learn more aboutgames and learning.

Below is additional information to support youin continuing to build and share your own learning.

http://../Library/Caches/Adobe%20InDesign/Version%209.0/en_US/InDesign%20ClipboardScrap1.pdfhttp://../Library/Caches/Adobe%20InDesign/Version%209.0/en_US/InDesign%20ClipboardScrap1.pdfhttp://../Library/Caches/Adobe%20InDesign/Version%209.0/en_US/InDesign%20ClipboardScrap1.pdfhttp://www.instituteofplay.org/work/projects/q-design-packs/q-school-design-pack/http://../Library/Caches/Adobe%20InDesign/Version%209.0/en_US/InDesign%20ClipboardScrap1.pdfhttp://www.instituteofplay.org/work/projects/q-design-packs/q-games-and-learning-design-pack/http://www.instituteofplay.org/work/projects/q-design-packs/q-curriculum-design-pack/http://../Library/Caches/Adobe%20InDesign/Version%209.0/en_US/InDesign%20ClipboardScrap1.pdfhttp://www.instituteofplay.org/work/projects/q-design-packs/q-school-design-pack/http://../Library/Caches/Adobe%20InDesign/Version%209.0/en_US/InDesign%20ClipboardScrap1.pdfhttp://../Library/Caches/Adobe%20InDesign/Version%209.0/en_US/InDesign%20ClipboardScrap1.pdfhttp://../Library/Caches/Adobe%20InDesign/Version%209.0/en_US/InDesign%20ClipboardScrap1.pdf


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participation and engagement.

TeacherQuest Play@ Your Org
http://www.instituteofplay.org/http://../Library/Caches/Adobe%20InDesign/Version%209.0/en_US/InDesign%20ClipboardScrap1.pdfhttp://../Library/Caches/Adobe%20InDesign/Version%209.0/en_US/InDesign%20ClipboardScrap1.pdfhttp://../Library/Caches/Adobe%20InDesign/Version%209.0/en_US/InDesign%20ClipboardScrap1.pdfhttp://../Library/Caches/Adobe%20InDesign/Version%209.0/en_US/InDesign%20ClipboardScrap1.pdfhttp://www.instituteofplay.org/

Documents

SocraticSmackdown_v1