Name
HOW CAN WE MAKE OUR SCHOOL GAME-FRIENDLY? HOW CAN WE MAKE OUR SCHOOL "GAME-FRIENDLy"?
Topic
Promote the implementation of games and related CLIL approach. in our school context, (transcurricular project: English, PI, ICT,...)
Learning time
18 hours
Designed time
17 hours and 50 minutes
Size of class
24
Description
Pupils ( class 5 Primary school ) are invited to explore different kins of games and the school context, They will find possible solutions to implement the use of games and make proposals for The Olympic Games Day. They use English language to communicate and collaborate with European partner schools sharing this common goal. A multilingual approach is possible to enhance Language diversity in the classrooms and among the eTwinning project partners.
Mode of delivery
No mode selected
Aims
-Develop effective collaboration inside the groups, working for a common goal. - Implement the knowledge and practice of outdoor,and indoor games, gamification. -Foster critical thinking, planning data collection and possible solutions for the implementation of games in our school -Improve effective communication in English, taking part in an eTwinning project on the topic, comparing data, sharing ideas and collaborating in game promotion. .-Involve school community, local partners and media, presenting our project inside a public event. -Plan the "Olympic Games Day" Enhance Language Diversity and Multilingualism , opening to Inclusion and Intercultural approach. -
Outcomes
Knowledge, Comprehension, Application, Analysis, Synthesis, Affective learning outcomes, Psychomotor skills, Evaluation, Uncategorised
Editor
teachermarisa
Edit
The mirror paper: together we can!
70 minutes)
  • Collaborate
    15
    24
    0
    After setting the groups with "Teamup" the teacher asks the pupils in each group to write a positive thing about themselves and keep it secret. Then he/she gives them some papers, each one with the name of a members. It's the "Mirror paper". Everyone has to write a positive thing/ability/behaviuor of the partner, whose name is on the paper. At the end everyone receives his/her mirror paper and can compare the peception of himself/herself with the ones written by the other members.
  • Discuss
    15
    24
    0
    Pupils, inside the groups, discuss on their "mirrors" and express their feelings. They reinforce each others. Then they are invited to choose a name for the group. As the project topic is about Games, they are invited to choose a name that fits it, for some reasons, but also fits with their strenghts.
  • Collaborate
    20
    24
    0
    Each group make a poster with the picture of the components labelled with their strenghts. Everyone, inside the group, draws and writes a member portrait. Finally they choose and draw a group symbol, according to the group name. They choose how to set and shape name, symbol and portraits on the poster.
  • Collaborate
    20
    0
    Each poster is presented to the other groups They celebrate the "Together we can" day, displaying the posters on the wall.
Notes:
@Adding a multicultural insight could be great if the class is made up by pupils from different Countries of origin. The posters could be integrated with some key words (Games/ friendship/ team ...) in the original languages, to build an intercultural climate.
Resources linked: 0
Launching the Driving Question. investigating and Brainstorming WHICH GAMES DO YOU KNOW'?
80 minutes)
  • Investigate
    15
    24
    0
    The teacher create the atmosphere for the driving question, giving some word clues (rules field, team, inside, outside) and showing some props ( a puzzle, a football, cards, a laptop). He/she invites the groups to make hypotesis on what can the driving question be about. Each group can make one hypotesis After three minutes groups share their answers. The teacher now launches the DRIVING QUESTION, explaining they are invited to face this challenge and are expected to discuss, learn,collaborate, practice and make choices in order to propose the improvement of games in our school. He/she adds they will collaborate with partner schools of other Countries with common goal, in order to share ideas and make games together.
  • Collaborate
    30
    24
    0
    The groups are invited to complete a list of the GAMES they like. Everyone in the group must give his/her contribution The writer takes notes, the time keeper informs others about the time left, the coordinator asks each of them for a contribution. At the end, the speakers communicate the results from each group. The teacher asks the writer of each group to listen and take note about another group's outcomes. If a game is named from more than one group, a circle is drawn around.the word. Maybe some game-words will have more circles around.
  • Produce
    35
    24
    0
    The groups are now invited to make a MIND MAP of the games that are written on the blackboard, discussing on the criteria they can use and on what is the more suitable. Each group presents the mind map to the other groups, giving reasons on the choice. Finally each group puts its minmap on the group wall.
Notes:
The teacher acts as a facilitator and observes the groups working. If some questions are asked, he/she asks the group about their opinion to solve the problem. He/ she encourages to go on, looking for a shared solution. @In the "Investigate" and "Collaborate" phase it could be nice to think and have games from different cultures, asking schoolmates from different origins to highlight traditional games in their Countries.
Resources linked: 0
From the MINDMAP to the CHOICE...
80 minutes)
  • Collaborate
    40
    4
    0
    The groups are asked to MAKE A CHOICE. Referring to the mindmap and maybe to some reviews,they have to propose different games: an outdoor game, an inside game, a digital game. For each of them they have to think about what are the main information to give, in order to be clear for anyone who doesn't know it. They are asked to make a presentation for each game. They can use a computer to look for information and are expected to define WHO? (n° of players) WHAT? ( instruments or devices); WHERE? WHEN /, HOW LONG? HOW? (rules). The teacher invites the groups to discuss and find out WHAT IS IMPORTANT TO FOCUS and HOW to make the presentation
  • Discuss
    20
    8
    0
    The groups, in pair, review their works . They can ask for what is not clear and make observations . The writer takes note and then each group improve the work .
  • Practice
    20
    4
    0
    The groups produce a poster illustrating the games, making use of mindmaps, pictures, symbols or everything else they find useful . They put it on their wall.
Notes:
The teacher goes from one group to another and provides support , giving guidance to the investigation by helping with some sub questions connected to the chosen games. He/she doesn't give the basic questions, but helps the group to find them. @ For Language Diversity enhancement the mindmaps should highlight a Multilingual mini- dictionary related to the chosen games.
Resources linked: 0
EXPLORING. and PLANNING; OUTDOOR GAMES
145 minutes)
  • Investigate
    20
    24
    0
    The groups are asked to explore the area outside the school and think about the outdoor game they have chosen, , to find if there's suitable space and conditions for the game to be played. They have to investigate and take notes on every pros and cons, on what must be arranged and what is needed to play the game Is there enough space? Is the area suitable for the game? Where can it be played? Which are the pros? And the cons? What do we need to change or set up to play the game? +The Coordinators of each group make a summit to agree on the areas to be used. They are invited to collaborate and find an agreement,
  • Discuss
    15
    24
    0
    The groups analyse the collected data and list what is needed, where they can find it, who can help them, making a mini project about the setting and preparation.
  • Collaborate
    10
    24
    0
    The group members share responsabilities and each one is in charge for some engagement, in order to plan the arrangement of the area for the game.
  • Produce
    40
    0
    They start to keep a diary of the project, where each of them signs for responsability. They write everyone's duties and roles The teacher supports English language scaffolding related to the "language for learning", arranging sets of vocabulary and chunks .
  • Practice
    60
    0
    Students exchange their decisions with the eTwinning partners, both in an online meeting and through Google docs or Thinglink written notes, in a collaborative setting. (international groups)
Notes:
iN THIS WAY SIX OUTDOOR GAMES ARE PLANNED. Responsabilities start to strenghten and collaboration will be improved, as every member has his own role that contributes to the process and the results. + A very "hot point" is the choice of the area. The teacher suggests to find solutions, taking into account different locations and invites the coordinators to find criteria (different time on the same area? Consider all the space, in front and on the back etc.) Group roles for English documentation and sharing, on the Twin Space of the eTwinning project, are an added value that improves real tasks and pupils' engagement.
Resources linked: 0
EXPLORING and PLANNING INDOOR GAMES
95 minutes)
  • Read Watch Listen
    15
    24
    0
    Each group is invited to analyse what is needed for their indoor game : material. place, setting, duration etc,, revising their presentation to focus on the practical performance.
  • Produce
    40
    24
    0
    They will plan their indoor game, sharing the roles. They are asked to write the different contributes on the group diary,, that needs to be also in English for the international project . @ A multilingual spot could highlight indoor games in the languages of the schoolmates and the partner schools.
  • Discuss
    20
    0
    The groups present their game . They have to find an agreement on the place to propose for the games The coordinators, consulting their group, collect observations and give reasons for their planning. In this phase each group is expected to evaluate the effectivness of their planning and make some corrections, if necessary.
  • Practice
    20
    0
    Self assessment and pair assessment during the process helps students to develop critical thinking, taking into account different aspects, pros and cons.. Pupils are invited to write down pros and cons of their game (place, time, devices or instruments,ecc) taking into account the feedbacks., adding possible solutions for the cons.
Notes:
The teacher clarifies the different tasks, facilitates the interaction, asking for possible , creative, changes of mind or different solutions. @Moreover he/she encourages multicultural comparisons on the topic and a research of k words in the different languages,. parents' interviews, online research etc)
Resources linked: 0
PRACTICING Games and ASSESSING
115 minutes)
  • Discuss
    15
    0
    The groups are invited to try the outdoor games for a short time, having everything ready. They are asked to revise the rules . Again , depending on the number of players, they have to make the game teams. It's not an easy task and some conflicts are possible. The teacher can propose "Thumbs up" to reach an agreement. The teacher informs the groups that an evaluation of the games will be made following a rubric, in English, as usual.
  • Practice
    60
    0
    Pupils, in team, try the outdoor games in the outside area, in the place that was previously chosen. This is a first assessment of the design: Does the place fit the game? Has the planning taken into account what is necessary? Do the players follow the rules? Is the game suitable for the Olympic Games? ( A shared checklist will be used , also in the English language , with previous agreement with the eTwinning partners).
  • Produce
    20
    0
    Each group produces a self evaluation, following the checklist and registering on the group diary. Each member gives his/her contribute. The checklist is in English and they have to talk in English, as well.
  • Collaborate
    20
    0
    A rubric for "groups assessment" will provide feedback about strenghs and weknessess of group process, collaboration and outcomes. Rubistar rubric model will be adapted for this purpose.
Notes:
Teacher invites groups to give contributes for the checklist and inform them in advance about the rubric criteria and scores, connected to the planning objectives.
Resources linked: 0
ETWINNING PROJECT? Practising English communication and Collaborating with the partner schools
95 minutes)
  • Collaborate
    30
    24
    0
    It would be great to have an eTwinning project with shared aims, based on PBL, so that the groups could interact and collaborate with classes of different Countries.
  • Produce
    20
    4
    0
    The Groups make a questionnaire to compare the games and have a starting point to collaborate on the development of the project. They have to revise the previous steps and the mindmaps, so that the questions could take into account the different aspects. They collaborate to use a correct English . The teacher goes to one group to another, possibly asking them : "Are you sure this expression is the correct one?" or "You can have a look at your book if you don't remember..." "Is there another way to express your question? ecc".
  • Investigate
    45
    4
    0
    The groups can now ask and answer the questions, getting in touch with the partner schools. They can use Padlet (one for each group), As usual they have to share roles and collaborate to collect and give information. @ An investigation field could cover the multilingual aspect, with a dedicated Padlet. fostering the use of all the languages in the classrooms and in the partner Countries: a sort of GAME- LANGUAGE PUZZLE supporting personal identities inside a global vision.
Notes:
A rubric to assess personal contributes will help pupils to reach awareness of their skills and teacher to provide reinforcement if needed.
Resources linked: 0
INVESTIGATING digital games
90 minutes)
  • Read Watch Listen
    20
    24
    0
    The groups are asked to watch a video about online games: they will have to understand and compare the information to their personal experience of online games.
  • Discuss
    15
    4
    0
    The groups now discuss on the video and talk about their favourites on line games. The main question is : Which of them can you propose for the Olympic Games? Why? Does anyone know this game? What are the difficulties? What are the pros?
  • Produce
    40
    4
    0
    The groups are asked to make a list of games they usually play on line and write the reasons of their choice, following the questions above Finally they have to choose a game. They can make a mindmap to put on the group wall, showing the reasons of their choice.
  • Collaborate
    15
    24
    0
    Each group present a game . Other groups can ask questions or express opinions. Eventually the groups have to take a shared decision about the games to be included in the Olympic Games. Thumbs up can work for this choice.
Notes:
Pupils already know the basics of Gamification and coding. They have experienced digital games and online quizzez. Different etools can support , as Mindcraft, Wordwall, LearningApps etc.
Resources linked: 0
PRACTISING digital games
95 minutes)
  • Discuss
    10
    4
    0
    The gropus discuss on the roles of each member and how they can share responsabilities in practising their game . What criteria do they choose? (Passing from one to another? One playing and others give advice? ...)
  • Practice
    20
    4
    0
    They practice their games, trying to reach high scores . The teacher goes from on group to another , provides guidance if necessary, inviting pupils to reflect on some passages. Games are also played with the eTwinning partners . If possible an online game could be arranged.
  • Produce
    25
    4
    0
    Pupils are invited to write their scores on the group diary, adding what worked and what didn't. If some conflicts arise, the teacher asks the group to be honest and recognise what can be improved: it was just a try! Then they prepare a poster to be hanged on the group wall.
  • Read Watch Listen
    40
    24
    0
    The groups share their results and observations about the practice. The speakers answer the questions from other groups. The class must choose the games to be included in the Olympic Games. Each proposal is voted by other groups (Thumbs up) Maybe all of them can be included, or some game can be taken as a second possibility.
Notes:
Teacher's encourages , providing questions for reflections and helping pupils to learn from their mistakes. The International Olympic Games with the Partner Schools will be planned setting collaborative international groups taking decisions about the games to be included. (through online meetings or a collaborative tool, like Google docs)
Resources linked: 0
PRACTISING DIGITAL GAMES with PARTNER SCHOOLS
75 minutes)
  • Investigate
    20
    4
    0
    The groups are invited to use their interactive Padlet to propose a quiz game and examine the partner proposal. They will have to reach an agreement , investigating about the games well known from both the groups.
  • Produce
    15
    4
    0
    The collaborative activity needs to use English and write /read the proposals . The teacher goes from one group to another and helps with questions:"Are you sure this expression is the correct one?" or "You can have a look at your book if you don't remember..."
  • Practice
    30
    4
    0
    Each group play the game, with the group of the partner school. Pupils inside the group share roles .
  • Discuss
    10
    4
    0
    At the end pupils discuss about their experience: They can use "two stars one wish" for pair assessment of their their performance.
Notes:
This is a simple example of collaboration among partner schools: if an eTwinning project is launched, all the steps will be shared and carefully planned on PBL basis.
Resources linked: 0
PROPOSING the Olympic Games
130 minutes)
  • Read Watch Listen
    15
    4
    0
    The groups are invited to read what is on the other groups' wall. to have an overview of the process and the proposals.
  • Discuss
    15
    4
    0
    Each group discuss about information and requests they have to produce in order to arrange the Olympic Games Who must be informed? ( Think about all the components of the Community) What do we have to communicate? Why? How do we propose to organise the Olympic games? Where? When?
  • Produce
    40
    4
    0
    The groups make a draft of the communication contents; then they write their proposal. One group write to the headmaster. the second group write to the pupils of the school; another to the local media,; the fourth to the families, the fifth to the local Administration, the sixt to the partner schools.
  • Collaborate
    60
    24
    0
    The groups share their "communication papers". Each group has to assess another group work, suggesting corrections if necessary, taking into account the different registers to be used.( A checklist can work )
Notes:
All is ready now for the performance. Groups can be invited to make digital posters, too! I hope they will enjoy their Olympic games! Hopefully they have built positive attitudes for real collaboration, responsability, critical thinking, resilience, authentic communication skills both in mother tongue and in English. The added value of the Multilingual spots should be a plus that supports all the identities and helps everyone to feel part of a multicultural openminded group and society. A final Multilingual Games- Dictionary could be made with the support of cultural mediators and Families, aimed to a wider Inclusive process and outcome.
Resources linked: 0

Learning Experience

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