Daegu’s reflective practice SIG meeting yesterday turned out really interesting. One person brought a couple of activities she wanted to try with her students and we played them together and considered their uses, benefits, drawbacks, and applications and adaptations.
I guess in a sense it was sort of a pre-flection (c Matthew Noble). The focus was on an activity that has not yet been tried in class to see how it might turn out. Doing this really helps to be more flexible in the classroom because when something isn’t working for a group of students then we have ways to change or adapt it on the spot, already thought out.
Anyway, as a follow-up for myself, I took both of the games and tried them in some of my classes today.
The first game was a memory game. The students put the vocabulary cards (two matching sets) face down on the desk and the first student picked up a card. He made a sentence with the word on the card and then picked up a second to try and find its match. If they matched, he kept both cards for two points. If they didn’t, he put them back and the next person got a turn. When we played in the meeting, we realized that the person who went last had the advantage when a large group plays, so I made teams of three. In the meeting the game took about 10 minutes, but my class didn’t finish it before the class time was over.
The students policed each other about their sentences, but I monitored the weaker groups. The words were quite hard for them and at the end only one student had a pair. I wonder if I should focus more on vocabulary in that class. Another thing I noticed is that the students focused more on finding pairs than on using the words. They wanted the matches to win and the language suffered from it. That could be a potential drawback to this game with some learners. On the other hand, they said they enjoyed the game and wouldn’t mind playing again.
The game was pretty low prep – I made it out of the vocabulary from their reading book and printed the cards, copied a few sheets, and cut them out. It took about 15 minutes to prepare.
The second game was a version of tic-tac-toe. I tried a few variations of this. In a class of young learners, I created the tic-tac-toe (noughts and crosses to some of you) squares on the white board and filled them with vocabulary. Then I wrote the target language next to it and divided the class into two teams. They got really into it – every student participated and were eager to help each other. Then I gave them paper to make their own game and play against their partner while I walked around keeping an eye on things. This only worked for the more highly motivated students, but eventually everyone had played twice.
With a higher level class, I gave them a theme to play with (an idea that came out of our experimentation at the RP meeting) and used vocabulary from their reading text. We played on the board first and the combination of vocabulary and theme proved too difficult. I gave them pre-made games to play in small groups and didn’t force a theme, but it was still too difficult for some of them. They didn’t have positive feedback about the game and left the class looking frustrated. Perhaps part of the problem was the time of day (just before dinner for them), or their age (sixth graders), or that it’s Monday, or that the words were still too unfamiliar for them to use naturally. I need to find a way to support them more to play this with words from their book.
Anyway, that’s my follow-up reflection from these activities. I appreciate any feedback you might have, gentle readers.