Guide for Instructors EDUCATIONAL GAMES GUIDE. July Regional Cadet Instructor School (Eastern)

Transcription

1 Guide for Instructors EDUCATIONAL GAMES GUIDE July 2003 Regional Cadet Instructor School (Eastern) start index

2 FOREWORD 1. Some instructors are full of ideas when it comes to creating or adapting games for their programs. Others find it a challenge! This guide was written with them in mind. It is a collection of popular games, along with their descriptions and rules that can easily be adapted to teaching needs. 2. If you have other ideas for games, please send them to us so that we can share them with all instructors. Teamwork only serves to enhance the quality of education offered at the School. 3. Please note that the teacher s guides suggest certain games for specific courses. 4. Planning and preparation of the games are part of the advance preparation that you are expected to do before arriving at the School. This means that you can finalize them at the School, but not start work on them from scratch. i

3 5. Happy lesson planning! 6. Game: According to the Merriam Webster Online Dictionary ( ) a game is a physical or mental competition conducted according to rules with the participants in direct opposition to each other; activity engaged in for diversion or amusement. 7. Although the dictionary definition specifies that games are for amusement, the games you prepare for your lessons must be fun AND they must incorporate the key points of what you have taught. The Instruction Cell ii

4 TABLE OF CONTENTS Forward.... i Role Play.1 Pigeonhole Riddle..2 Crossword. 3 Answer Relay 4 Forehead Game....5 Snakes and Ladders..6 Bingo 7 Tic-Tac-Toe 9 Sold to the Highest Bidder.11 Double Jeopardy.13 Concentration 15 Association Game. 17 Poker and Annexes for Examples. 19 Jeopardy. 21 Family Feud.. 24 Charades Treasure Hunt..28 iii

5 Monopoly 31 Fort Boyard 34 The Magic Lamp (and annexes)..38 Ideas for Learning Activities (other game suggestions).40 Materials List 41 iv

6 ROLE PLAY 1. Number of players: Your choice, according to the scenario. There can be observers. 2. Goal of the game: Act out a situation using fictitious facts. 3. Material required: Scenarios and props (e.g. chairs, tables, etc). 4. How to play: Role-playing is a technique in which people assume various roles in a case or scenario. This type of game is used to recreate circumstances and have the participants experience a particular situation. The activity can serve as training on attitudes or behaviour, or to demonstrate or evaluate activities. a. A group feedback session must always follow this activity so that participants can discuss what was presented. 1

7 Jeux éducatifs RIDDLE 1. Number of players: Unlimited. 2. Goal of the game: Guess a word from a definition or a description. 3. Material required: Riddles prepared by the instructor. 4. How to play: A riddle is a guessing game where you have to guess a word by breaking it down into syllables that correspond to a specific word. The riddle word is called the whole. The game is usually used as an icebreaker. It is a test of the players skills of deduction rather than their knowledge. 5. Example: a. My first refers to the past: After a romantic break-up, we give this name to our former flame; b. My second is the opposite of cinched or fitted; and c. My whole describes someone whose behaviour is worth imitating. It is one of the qualities of a good leader. Answer: EXAMPLE 2

8 CROSSWORDS 1. Number of players: Unlimited. 2. Goal of the game: Find a word from a definition or description. 3. Material required: Crossword puzzles prepared by the instructor; Crosswords can be shown on an overhead projector or handed out on paper. 4. How to play: Crosswords can be used to introduce a lesson or to confirm learning. a. Each participant receives a crossword and the one to find all the right answers wins. 5. Example: p u z z l e Horizontal: 1- word games are a type of this! 2-3- Vertical:

9 ANSWER RELAY 1. Number of players: Open. 2. Goal of the game: Answer the questions in as little time as possible. 3. Material required: Question cards. 4. How to play: The instructor divides the group into teams, according to the number of participants. a. Each team receives a series of cards bearing different questions. All of the teams have the same series of questions. Teams must answer the questions within a set time. When the time is up, the instructor checks and corrects the team answers. b. Suggestion: Use transparencies for the corrections. Assign each team a different colour of marker. Teams take turns listing their answers. The instructor checks off the answers as they are read out. The team with the most checkmarks will be given a point. The team with the most points wins the game. 4

10 FOREHEAD GAME 1. Number of players: 4 or more. 2. Goal of the game: Guess the principle, concept or word that is written on one s own forehead. 3. Material required: Headband with Velcro Cards with Velcro 4. How to play: The instructor divides the group into two teams. The teams take turns sending one player up to the front. The player at the front Velcroes a word on his/her forehead. By asking the team (who can only answer yes or no) questions, the player must guess the word written on the card within a set time; a. If the player does not guess the word in the allotted time, the answer is given and the turn passes to the other team. If the player guesses the word before the time is up, another card can be played. The teams get one point for every word guessed. The game ends when there are no more words to guess. 5

11 SNAKES AND LADDERS 1. Number of players: 4 or more. 2. Goal of the game: Find the answer to the instructor s questions to advance to the last square on the board. 3. Material required: Game board (you can get giant plastic ones at the dollar store). Question/answer cards prepared by the instructor. Dice. 4. How to play: The instructor divides the group into two teams. Teams draw to see which starts first. a. The starting team rolls the dice. The instructor asks the first player a question. If the player answers correctly, the team advances the number of squares shown on the dice. The other team then takes its turn. When a game marker lands at the bottom of a ladder, the instructor asks a question. If the answer is correct, the team climbs the ladder. If the marker lands at a snake, the instructor asks a question. If the answer is correct, the team stays where they are. If the team answers incorrectly, they slide back down. The first team to make it to the last square wins the game. 6

12 BINGO 1. Number of players: Unlimited. 2. Goal of the game: On the card, find the symbols the instructor calls out to make a bingo. 3. Material required: Bingo cards made by the instructor Bingo markers Papers to draw (for the instructor) 4. Suggestions: This game can be used for courses such as: conventional symbols, international flags, cloud types. 5. How to play: The instructor prepares different bingo cards (one for each participant). For example, if the game is for conventional symbols, draw different symbols on each card. 7

13 a. The instructor draws a paper. Example: sun Participants must find the sign that represents the sun; b. Everyone who has a sun on his or her card puts a marker on it. The game continues until a player has a bingo (four markers in a line). c. The instructor can specify the type of bingo before the game begins (4 corners, cross, whole card). The first to holler bingo wins (after the instructor checks the card). d. After the game, the instructor can review the signs that presented the most difficulty. 8

14 TIC-TAC-TOE 1. Number of players: Unlimited. 2. Goal of the game: Find the answer to the questions asked by the instructor to advance on the board and place three circles or crosses in a row. 3. Material required: Gun tape or 4 ropes. Question/answer cards prepared by the instructor. Coloured jerseys for differentiating the groups (optional) or different coloured cards with an X or an O marked on them (half-half). 4. How to play: The instructor makes a tic-tac-toe grid on the floor with the tape or rope: a. The instructor divides the group into two teams: Xs and Os. Teams draw to see which goes first. b. The instructor asks the first two players a question. The instructor can place a bell between the two players. The 9

15 first player to come up with the answer rings the bell, and then answers. If the answer is correct, the player may take a place on the grid. If the answer is wrong, the turn then passes to the other team, which gets a chance to answer. The turn passes to the second player on each team and so on. The first team to make a tic-tac-toe wins the game (three players in a row); and c. Example: X O X X X O O O X TIC-TAC-TOE 5. Suggestion: Since the game can sometimes be quite short, you can play best out of three. 10

16 1. Number of players: 6 to 24. SOLD TO THE HIGHEST BIDDER 2. Goal of the game: Buy the most chairs from the other team. 3. Material required: 1 chair per person Play money ($1 bills) Questions about the instruction period subject prepared by the instructor 4. How to play: The instructor divides the group into two teams. Each team member sits on a chair facing a member of the opposite team. Team 1 Team 2 11 a. The instructor reads a question out loud. The first person to stand up gets to answer. It the answer is correct, the person wins a dollar. If the answer is wrong, the person opposite on the other team takes a turn at answering. If the answer is correct, the player wins the dollar. If not, the instructor gives the right answer and moves on to the next question. When a team has won $3.00, it can buy a chair from a person on the opposite team. The player without a chair remains standing but cannot answer unless his team

17 buys him another chair. When there are no more questions, the team that has bought the most chairs wins. 5. Variation: Vary the cash amount according to the level difficulty (of the question). In this version, the instructor announces the value of the question before reading it. 12

18 1. Number of players: 6 to 24: DOUBLE JEOPARDY 2. Goal of the game: Find the question that goes with the answer given by the instructor and score as many points as possible. 3. Material required: Question/answer cards and scoring prepared by the instructor. 4. How to play: The game is made up of several questions or scenarios. The instructor divides the group into two teams. Team 1 Team 2 Instructor: a. Teams draw to see which starts first. The instructor asks the first player a question. If the answer is correct, the player s team earns a point. If the answer is wrong, the other team gets a chance to answer and earns the point if it gets the right answer. However, the first player can choose to play a double jeopardy instead after giving a wrong answer. It may be a more difficult question or even a challenge related to the material. If the player gives a wrong answer again, the point goes automatically to the other team, which does not have to answer. The instructor then gives the correct answer and continues with the team that won the point. 13

19 5. Example: Knots Question: What is the bowline knot used for? To make a temporary eye in a rope. Double jeaorpardy: Tie a bowline knot. 14

20 CONCENTRATION 1. Number of players: 2 or more. 2. Goal of the game: Find two matching cards. Use this game as a confirmation activity. 3. Material required: Game cards made by the instructor. 4. How to play: The instructor divides the group into two teams. The cards are placed face down on the floor. Teams draw to see which starts first. The first player turns over two cards. If the cards match, the team keeps the pair. The turn then passes to the next player on the same team. If the two cards do not match, they are turned face down again to their original positions after ensuring that all the players have seen them. When there are no more cards left on the floor, the team that has collected the most pairs wins. 5. Example: a. Turn 1: the first two cards turned over form a pair. The team keeps these and plays again. b. Turn 2: the cards do not match. They are turned face down again. The other team takes a turn. 15

21 Turn 1 Turn 2 c. A pair can include: (1) A keyword and its definition: Example Sentence used to explain, confirm, illustrate what we have just said. (2) An image and a corresponding definition or keyword: STAR 16

22 ASSOCIATION GAME 1. Number of players: 2 or more. 2. Goal of the game: Find the card that matches the definition or concept named by the instructor. 3. Material required: Two sets of the same game cards and one set of questions for the instructor. 4. How to play: The instructor divides the group into two teams. Place the cards face up on the floor (so that the players can see the image or word). The two teams line up. Cards: Team Team a. The instructor then asks a question or makes a statement and player number 1 of each team must find the matching card. The first player to find the right card wins a point for the team. Players number one go to the end of the line and the turn passes to the second pair. The game continues in this manner until no questions are left. The team with the most points at the end wins. 17

23 5. Example: Course: International Flags Instructor s statement: Raised on the mast of a ship when it arrives in a foreign country, I request free pratique, meaning, to be exempted from quarantine. Possible cards: Solid yellow flag QUEBEC 18

24 POKER 1. Number of players: 4 players per table. Number of tables is open. 2. Goal of the game: Have cards from each of the teaching elements. 3. Material required: One set of cards per team (cards made by instructor) Chips for the final round 4. How to play: For the purposes of the course, the game illustrates: Principles of instruction, PIC.COM (408.02): a. Each team has a set of cards. On each card is a statement (clue) that represents one of the 6 principles of instruction. The dealer deals 6 cards to each player. The remaining cards are placed face down in the middle of the table. Players bet the number of chips or certificates they want. b. Players take turns picking up a card and discarding one. The goal is to have a hand with a card from each principle. c. Players raise their hand when they think they have a winning hand and the instructor checks it. If the answers are all correct, the player wins the chips or certificates that have 19

25 been bet. If not, the game continues until a player at the table wins the jackpot. d. At the end of the allotted period for the game, the player with the most chips or certificates is declared the winner. 5. Example: The following cards represent - Participation Ask questions that require thought Have trainees take part in directed discussions Have trainees take part in discussions Create opportunities to practise You will find a document to help you prepare the game in the Appendices. Annexes: Annex A Annex B Annex C Annex D Annex E Instructions for the Poker game Certificates Questions Instructor s answer key 20

26 Annex A POKER INSTRUCTIONS 4 players. 4 players. Deal six cards to each player (each card has a clue that represents one of the 6 principles of instruction). The remaining cards are placed face down in the middle of the table. Players bet the number of certificates of achievement for the hand. Players take turns picking up a card and discarding. The game continues in this manner until a player succeeds in collecting all 6 principles of instruction. After the cards are checked to see if the six cards match the 6 principles, the player wins all of the certificates bet on the hand. 4 players. 4 players. Deal six cards to each player (each card has a clue that represents one of the 6 principles of instruction). The remaining cards are placed face down in the middle of the table. Players bet the number of certificates of achievement for the hand. Players take turns picking up a card and discarding. The game continues in this manner until a player succeeds in collecting all 6 principles of instruction. Once the cards are checked to see if the six cards match the 6 principles, the player wins all of the certificates bet on the hand. Deal six cards to each player (each card has a clue that represents one of the 6 principles of instruction). The remaining cards are placed face down in the middle of the table. Players bet the number of certificates of achievement for the hand. Players take turns picking up a card and discarding. The game continues in this manner until a player succeeds in collecting all 6 principles of instruction. After the cards are checked to see if the six cards match the 6 principles, the player wins all of the certificates bet on the hand. Deal six cards to each player (each card has a clue that represents one of the 6 principles of instruction). The remaining cards are placed face down in the middle of the table. Players bet the number of certificates of achievement for the hand. Players take turns picking up a card and discarding. The game continues in this manner until a player succeeds in collecting all 6 principles of instruction. Once the cards are checked to see if the six cards match the 6 principles, the player wins all of the certificates bet on the hand. Note: A player who believes he/she has won places the questions next to the PIC.COM (in the right order) on the game board and the instructor validates the answers. A-1 Poker

27 Annex B POKER www. PIC.COM www. PIC.COM www. PIC.COM www. PIC.COM www. PIC.COM www. PIC.COM B-1 Poker

28 Appendix C POKER CERTIFICATES C-1 Poker

29 Annex D POKER QUESTIONS Keep a constant watch on their expressions: frowning or frustrated expression Watch the trainees as they perform their tasks Review the course outline to determine what has already been learned Vary teaching methods Review each part of the course by emphasizing and supporting the main points Watch the trainees as they perform their tasks Repeat, having them write or do the lesson several times Ask questions that require some thought Congratulate trainees on work well done Repeat, having them write or do the lesson several times Give exercises, assignments, practical work, ask questions or administer tests to check whether the cadets have adequately mastered the material Give tests to determine whether the cadets have adequately mastered the material D-1/3 Poker

30 Annex D POKER QUESTIONS Tell them the purpose of the lesson and stress the advantages that this new knowledge will give them Plan competitions or speed games, make teamwork a preferred approach Keep instruction at the level of the class and take their experience and interests into account Use a variety of training aids and appeal to as many senses as possible Vary teaching methods Review each part of the course by highlighting the essential points Repeat the points taught during the lesson Review the points from the previous lesson Use training aids to highlight the points taught Encourage the trainees to make notes to review later Organize lesson material in a logical order Ask frequent questions to check trainees level of understanding D-2/3 Poker

31 Annex D POKER QUESTIONS Ensure the trainee can accomplish the tasks competently Confirm learning at the end of each stage: after each teaching point Have trainees take part in discussions Move quickly to the practical portion of the lesson, stressing the importance of doing the task right Ask questions that require thought Have students take part in learning activities Have trainees take part in directed discussions Congratulate trainees on work well done Keep trainees informed of their progress Explain the content in clear and simple terms so they can achieve a sense of satisfaction Explain the lesson objectives to the trainees Congratulate trainees on work well done D-3/3 Poker

32 Annex E No: POKER ANSWERS FOR INSTRUCTORS Tell them the purpose of the lesson and stress the advantages that this new knowledge will give them Interest Plan competitions or speed games, make teamwork a preferred approach Interest Keep instruction at the level of the class and take their experience and interests into account Interest Use a variety of training aids to appeal to as many senses as possible Interest Vary teaching methods Interest Vary teaching methods Interest Repeat the points being taught throughout the lesson Review the points from the previous lesson Use training aids to highlight the points taught Emphasis Emphasis Emphasis Encourage the trainees to take notes to review later Emphasis Review each part of the course highlighting the main points Emphasis Review each part of the course highlighting the main points Emphasis E-1/3 Poker

33 Annex E No: Keep a constant watch on their expressions: frowning or frustrated expression Understanding POKER QUESTIONS Watch the trainees as they perform their tasks Understanding Review the course outline to determine what has already been learned Understanding Ask frequent questions to check trainees level of understanding Organize lesson material in a logical order Watch the trainees as they perform their tasks Understanding Understanding Understanding Repeat, having them write or do the lesson several times Ensure the trainee can accomplish the tasks competently Confirm learning at the end of each stage: after each teaching point Confirmation Confirmation Confirmation Repeat, having them write or do the lesson several times Confirmation Give exercises, assignments, practical exercises, ask questions or give tests to check whether the cadets have adequately mastered the material Confirmation Give tests to determine whether the cadets have adequately mastered the material Confirmation E-2/3 Poker

34 Annex E POKER QUESTIONS No: Ask questions that require thought Participation Have trainees take part in directed discussions Participation Have trainees take part in discussions Participation Move quickly to the practical portion of the lesson, stressing the importance of doing the task right Participation Ask questions that require thought Participation Have students take part in learning activities Participation Congratulate trainees on work well done Obtain Results Congratulate trainees on work well done Obtain Results Keep trainees informed of their progress Obtain Results Explain the content in clear and simple terms so they can achieve a sense of satisfaction Obtain Results Explain the lesson objectives to the trainees Obtain Results Congratulate trainees on work well done Obtain Results E- 3/3 Poker

35 1. Number of players: 6 to 24: JEOPARDY 2. Goal of the game: Find the question that goes with the answer given by the instructor and score as the most points possible. 3. Material required: Question/answer cards and points cards prepared by the instructor. 4. How to play: The game consists of several answers divided into different categories. Each category is awarded a range of points. The more difficult the question is, the more points it is worth. The instructor announces the answer and the contestant (candidate) responds with the question to the answer given by the instructor. a. The instructor divides the group into two teams. Cards are taped facing on the wall. On the back of the cards, the instructor writes the point values. Team 1 Team 2 Game Host: Wall with cards taped up. 21

36 Contestants view of the wall Role of the responder Responsibilities of the UHRA Legal aspects b. Teams draw to see which starts first. The first candidate chooses a category and a point value. The instructor removes the card from the wall and reads the statement. c. Example: Category Responsibilities of the UHRA Point value: 80 points. Responsibilities of the UHRA 80 points Answer (instructor s statement): Civil law that the UHRA should know regarding the protection of children. Question: (candidate s answer) What is the YPA? 22

37 d. If the answer is right, the team wins the points and the next person on the same team chooses a category and points value. If the answer is wrong, the other team gets a chance to answer. If the other team does not get the right answer, the instructor reads the correct answer and continues with the team that answered last. If the team gets the right answer, they keep the turn and move on to a new question. Note: If the contestant s answer is not given in the form of a question, no points are given and the turn passes to the other team. e. For example: if the candidate answers the YPA instead of What is the YPA, no points are awarded. 23

38 1. Number of players: 6 to 12. FAMILY FEUD 2. Goal of the game: Guess the answers of a survey to score the most points. 3. Material required: Bell or other object to serve as a buzzer Survey questions and answers Projector 4. Making up teams: Players are divided into two even-numbered teams. An assistant may join in to even up numbers. Team 1 Team 2 Instructor: 5. How to play: Two people, one from each team, come up to the instructor s table and stand facing each other. The instructor asks a question from the (fictitious) survey. The first person to sound the buzzer answers. If the answer was given on the survey, and if it is the most popular answer, the player s team retains the right to answer again. If the question does not appear on the survey, or is not the 24

39 most popular, the other player takes a turn at answering. The player who guessed the most popular answer wins the right to answer for his or her team. Team 1 Team 2 FACING EACH OTHER Instructor a. The instructor then goes to the team that has won the right to answer. The question is repeated to each player in turn, and everyone gives his or her answer. When a correct answer is given, it is revealed, but if it does not appear on the survey, it is simply counted as a wrong answer. Once a team has given three wrong answers, the instructor goes to the other team. All members of the opposing team now have the right to answer but the team leader has the final say on the answer that will be given to the instructor. 6. Winner of the turn/question: The team that has given all of the elements of the answer without losing its right to speak. a. If the team whose turn it is gives three wrong answers, the other team wins the turn, provided it gives one correct answer. 25

40 b. The team whose turn it was originally wins the turn if the opposing team gives the wrong answer during its right to answer. 7. Points allocated: The team that wins the turn gains the points earned from the answers that were revealed. a. The team that has earned the most points at the end of the game wins. b. If you run out of time, make sure that the points are covered even if some of the answers have not been revealed. c. The instructor should prepare acetate for the questions and answers. Cover the elements of the answers and the number of points with a piece of paper. d. This can also be done using a flip chart, but requires more work. 8. Example: Lesson Plan a. Statement: During our survey, we asked what the four parts of a lesson are. b. Answers: Introduction 60 Conclusion 20 Lesson test 11 Summary 7 Confirmation 2 26

41 ACTING CHARADES 1. Number of players: Unlimited. 2. Goal of the game: Guess a word that one person breaks down into its components and expresses through gestures. 3. Material required: Words or concepts for miming by the participants. 4. How to play: A riddle (French: charade) is a guessing game where you have to guess a word with several syllables that is broken down into parts. Acting charades is a gesturing game that is played by acting out the word or parts of the word. The game is usually used as an icebreaker. It is a test of the players skills of deduction rather than their knowledge. a. Participants take turns coming up to the front to mime. The player that guesses the word earns one point. The player who has guessed the most words at the end wins. 27

42 1. Number of players: Open TREASURE HUNT 2. Goal of the game: Find an object, word definition or word by following a trail of clues. 3. Material required: Lots of space or rooms; Clue cards prepared by the instructor. 4. How to play: A treasure hunt can be run several ways. Here is a suggestion that you can adapt to suit your needs: a. To be considered a treasure hunt, the players must go from place to place to find clues. b. The course has several stops where the team finds clues to lead them to the finish. Each team follows the course in a different order to avoid all arriving at once in the same place. c. The team might start out, for example, with a crossword that has no definitions. At each stop along the course, clues are given to the answers. At the finish, the teams must have filled in their sheet. The team that finishes in the shortest time is the winner. d. One team starts with card 1, another with card 2, another with card 3 and so on. The team starting the course with card 2 will finish with card 1 and the team that starts with 28

43 card 3 will finish with card 2 The last card must lead to the first. 5. Example: Question sheet (CQEO 408.5) a. Card 1 3 across: I am a precise question. I am used to refocus the attention of a distracted candidate. CLUE I am used to warn people of fire in the building. I am sometimes connected to the fire station and fire fighters come running at my signal. My team can write its first word (direct) on the answer sheet and go to the fire alarm in the building. Here they will find another card; and b. Card 2 2 down: I am a question asked at large to make the candidates think. I am not addressed to anyone in particular. CLUE In class, I am used to broadcast information on a large screen. The team members write overhead on their sheet and go to the classroom, near the Proxima (projector), where they will find another card. 29

44 6. TEAM ANSWER SHEET example: O V 3 E 2 R H E A 3 D I R E C T 30

45 MONOPOLY 1. Number of players: 2 or more. 2. Goal of the game: Finish with the largest quota of cadets. Players win or lose cadets as they play by answering questions. 3. Material required: Game board prepared by the instructor Question/answer cards prepared by the instructor Quota money Dice 4. Ways to play: Leadership Approaches 31

46 5. Game preparation: The game board is composed of different squares: start, authoritative approach, participatory approach, free rein approach, mixed bag, chance, community chest, CO s office. 6. Explanation of squares: a. Start: All of the players start on this square. During the game, if a player lands on this square, the instructor can award either an advantage or a consequence. E.g. Miss a turn. b. Authoritative, participatory or free rein approach: The player must answer the question according to the approach they have landed on. (1) Example of Authoritative approach Autoritative Approach Name two situations that require using this approach: Time is a critical factor Danger, subordinates under considerable strain A large number of subordinates are involved An immediate reaction is sought Quota change: 10 cadets (2) If the team answers correctly, it wins 10 cadets. If not, it loses c. Mixed bag: the team must answer a question that could be about any aspect of the course.

47 d. Chance: Good news for the team. It wins cadets for a specific reason: Chance You reacted quickly to an incident and kept control of the situation. Well done! You gain 15 cadets for your unit. e. Community chest: Opposite of Chance. Bad news for the team. It wins loses for a specific reason; and f. CO s office: The team misses its next turn. 7. How to play: The instructor divides the group into teams of 2 to 4, depending on the number of candidates. Teams draw to see which starts first. 33 a. The team that starts rolls the dice. The instructor asks a question of the first team corresponding to the square they are on. The team can discuss the answer. The first answer given counts. If the team has the correct answer, it wins the number of cadets indicated. If the answer is wrong, it loses that number of cadets. The turn passes to the other team, and so on. The team that has collected the most cadets at the end of the game wins.

48 Fort Boyard 1. Number of players: Unlimited. 2. Goal of the game: Collect as many keys as possible by performing each of the challenges correctly. 3. Material required: 6 cardboard (or other) keys per team and the material required for carrying out each of the challenges. 4. How to play: The organizer prepares 6 challenges and divides the group in two. There must be two instructors; each instructor handles three challenges for the two groups. When the groups have completed their challenges, they exchange places and go to the other instructor. 5. Example: a. First challenge: The forehead game, to teach the training principle of: understanding; (1) Write the word understanding on a card and stick it on one of the candidates foreheads without showing him/her the word. The candidate tries to guess the word by asking the others questions, to which they can only answer yes or no. b. Second challenge: Riddle for the training principle interest; 34

49 (1) Prepare a card with the following information: a) My first word is a traveller s accommodation; b) My second means to rip; c) My third is east in French; and d) My whole is what we hope to kindle and maintain in our candidates throughout a lesson. c. Third challenge: Word scramble for the principle of Highlighting: (1) Put all the letters of the word in an envelope. The candidates must put the letters in order to form the word highlighting as quickly as possible: d. Fourth challenge: Puzzle for the principle of Obtain results: (1) Make a large coloured drawing on a poster board with the term obtain results written across it. Cut the drawing into lots of small irregular pieces and put them in a large envelope. The candidates must take the puzzle pieces out of the envelope and put them together as quickly as possible. 35

50 OBTAIN RESULTS e. Fifth challenge: Win, lose or draw for the training principle Confirmation: (1) Tape a blank page from a flip chart on the wall and write the word confirmation on a card. Nominate an artist and provide a marker for drawing what is written on the card (the artist is the only one who sees the word). The artist then draws an image (think of a confirmation in church) that will help the rest of the candidates guess the word. f. Sixth challenge: Pictogram for the training principle Participation; (1) On a large card draw: 36

51 Party Sip Pay Tion a) Participation: g. The players must find the word using the drawings as clues; and h. The team with the most keys (that accomplished the most tasks) wins. You can also (optional) bring a small gift to offer as treasure. 37

52 The Magic Lamp 1. Number of players: Your choice; all the members of your group can play. 2. Goal of the game: Review the concepts seen in class by answering questions correctly in order to build a pyramid. 3. Material required: Twenty or so genies or lamps stapled to the upper edge of coloured cards; a list of questions about the material covered and two kits containing pieces of a pyramid on which are written the elements being reviewed. 4. How to play: Divide the group into two teams and have each time line up facing the wall where the genies are posted. a. The instructor asks a question of the first two players (one from each team). The two players must wait until they hear the word point or the word genie before raising their hand. If the answer is correct, the player chooses a genie, lifts the picture and finds the hidden word. If the player uncovers an evil genie, he/she loses the turn. If the answer is wrong, the other team gets a chance to answer. Each time a player finds a key word (new for the team), the team wins another piece for their pyramid. The goal is to get as many pieces possible in order to finish the team s pyramid. b. It is important that the questions and the elements glued on the cards be key elements of the lesson. 38

53 Example: For the lesson on how to draw up a BOQC lesson plan, the elements on the cards could be the parts of a lesson plan (introduction, development, confirmation and conclusion), each written several times. In other words if you have 20 genies, you can write each part 4 times and put in four evil genies as well. c. To build the pyramids you can draw a large pyramid on a poster board, divide it horizontally according to the number of elements you are reviewing (for example, into four parts) and write an element in each section of the pyramid. 39

54 Annex A The Magic Lamp A-1 Magic Lamp

55 Annex B Evil Genie The Magic Lamp B 1 Magic Lamp

56 Ideas for Learning Activities 1. Important elements of a successful educational game: a. Impose as few restrictions as possible b. Finish with a challenge theme c. Relation between the game and the reality d. The game can be replayed e. Pace (not too long) f. Determine what equipment you need g. Determine the ideal number of players h. Plan how the game should be won i. Post the game rules 2. Examples: Speed competition: a. Rally b. Quiz (sprint) c. Red-hot pepper d. Simon Says e. Hangman f. Backwards Word g. Hidden Word h. Win, lose or draw i. Twister j. Chinese Puzzle k. Question Balls l. Neither Yes or No m. Dice n. Mime o. Trivia quiz p. Hen with the Golden Eggs q. Beanbag baseball 40

57 MATERIALS LIST - TABLES - CHAIRS - HEADBANDS WITH VELCRO (5) - BOARD GAMES (SNAKES AND LADDERS) (4) - DICE (6) - BINGO MARKERS (200) - METRE-LONG ROPES (4) - COLOURED PINAFORES (10 RED/10 BLUE) - PLAY MONEY ($1 BILLS) - CHIPS (FOR POKER 100) - BELL OR OTHER OBJECT TO USE AS A BUZZER (16) 41