DQ5: ENGAGING STUDENTS
Element 25
Strategies For Using Academic Games
What is the Question?
Create a matrix for your students with categories relevant to your content across the top and point categories
(100, 200, 300, 400 and 500) down the side. You can develop your matrix using a bulletin board or overhead,
but take the time to search the Internet for PowerPoint files already created that simulate the television game
screen from Jeopardy. Create clues for each matrix cell, with more difficult clues used in higher point value
cells.
To play the game, students request a cell by calling out the heading and amount that corresponds to the
cell, such as “Math for 300.” Clues with words, pictures or both are revealed in the corresponding cell. For
example, the clue might be a math formula
(i.e., A = � r2) , a definition (i.e., a word meaning alike), or a concept (i.e., the study of the large plates that
form the surface of the earth.) Students give their response in the form of a question, such as “What is the
formula for an area of a circle?”, “What is similar?”, or “What is plate tectonics?”. The teacher decides if
the question provided shows sufficient understanding and calls the answer as correct or incorrect. Correct
answers allow the student or team to request an item from another category and level. Play passes to the
next student or team when an incorrect answer is given.
Name That Category
The teacher creates a game board shaped like a pyramid that is divided into sections with various categories
and point values. Student teams are organized into a “clue giver” and one or more “guessers.” The clue giver
must list words that fit the category until the category name is correctly identified by the guessers. Before the
game begins, all of the category names on the game board are hidden. The teacher reveals them one at time
in a manner that allows only the clue giver to see them. Subsequent categories are revealed only when a
team has correctly identified the current category and is ready to move on to the next.
Talk a Mile a Minute
The teacher prepares a set of cards, each with a category and list of items that fit in that category (for
example, the “Shapes” category might have square, circle, rectangle, triangle, right triangle, oval, and
diamond listed as words). Students are organized into teams and each team designates one team member
as the talker. The teacher gives a card to each team. The talker tries to get his or her team to say each of the
words by quickly describing them. The talker cannot use any of the words in the category title or any rhyming
words. The talker keeps talking until the team members identify all of the terms on the card. If team members
are having trouble with a particular term, the talker can skip it and come back to it later. The first few teams to
identify all the terms receive points. Afterwards, the teacher might lead a discussion of which words were hard
to guess and how successful talkers represented those words.
Design Question 5 | Element 25
Copyright © 2012 Learning Sciences International
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Classroom Feud
The teacher constructs at least one question for every student in the class. Questions can be multiple choice,
fill-in-the-blank, or short answer. Students are organized into teams and take turns being the responder for
their team. The teacher presents a question to a responder who has fifteen seconds to confer with his or
her team members and identify the team’s answer. The responder relays his or her team’s answer to the
teacher. If correct, that team receives a point. If incorrect, the opposing team has the opportunity to answer.
That team’s most recent responder acts as responder for his or her group and has fifteen seconds to confer
and answer the question. If correct, that team receives a point. If incorrect, no point is awarded. When every
student on both teams has played the role of responder, the team with the most points wins.
Which One Doesn’t Belong?
The teacher creates word groups containing three terms that are similar and one term that is different.
Students can work independently or in groups. The teacher displays one word group at a time. Students have
a set amount of time to pick out the term that does not belong and write down why they think that term is
different. This game can be played formally (keeping track of points) or informally, with the teacher stopping
during a presentation to offer word groups to the class.
Inconsequential Competition
Teachers can use any type of inconsequential competition (including academic games like those previously
described) to increase student engagement. She might consider giving a tangible reward to the top two or
more teams at the end of a unit. This strategy can be used to review vocabulary terms, spelling words, literary
terms and elements, historical facts, and dates. It can also be used to highlight different perspectives and
points of view, key content, competing theories and hypotheses, and different approaches to mathematical
problem solving. The key is to ensure that the competition is inconsequential through the following best
practices:
•
Establish clearly defined roles for players
•Rotate the membership of groups so that all students have the opportunity to be on the
“winning” team
•
Make the purpose of rewards to stimulate fun rather than a “high stakes” incident
•
Pair students who have a high degree of content mastery with those who do not
Turning Questions into Games
The teacher can turn questions into impromptu games by organizing students into four equally sized groups
before asking a series of questions during a lesson. To foster camaraderie, have each group create a team
name. After the teacher asks a question, group members talk together for one minute and record their answer
on a response card. On the teacher’s signal, each group holds up its answer. The teacher keeps a record
on the board of the groups that selected the correct answer. After the series of questions, the team with the
highest point total is celebrated.
Design Question 5 | Element 25
Copyright © 2012 Learning Sciences International
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