Showing posts with label classroom games. Show all posts
Showing posts with label classroom games. Show all posts

Sunday, November 25, 2012

Updated Creativity Exercises and Games Presentation

I updated my popular post about creativity games and exercises (which some are calling class presentation games).  You can almost sit back and let me teach your class for one hour with this important lesson that I am passionate about!

Well, actually you'll need to be there to handle discussion and run the games.  But please take some time to consider this lesson.  We definitely need to teach more creativity in school, especially at the secondary levels!

The original post is here and I suggest you look it over to see all the details.  The information below is included in that post.

Just so it is available on the front page for a while, I also am including the new stuff here:

There are two videos below that you can play to present the information to your students, or you can watch my version and present it in your own way.

  • The first video could result in some notes and discussion with the class.  
  • The second part introduces a creativity exercise that you can run with them (stopping the video a few minutes to do the activity).  
  • Both parts have suggested presentation games that you can play with the class.

Links to the related games are also below.  If you don't use ActivInspire you can download a free "personal edition" from their website and play the games or you can make your own versions.

Here is part 1 of the presentation.  It covers the purpose of the activity and provides a definition of creativity.  

The presentation leads into two free classroom games I created.  You can find information about those here:

And here is part 2.  In this one I lead a couple of brainstorming activities and show what it means to make connections.  After those practice exercises the teacher could lead the class in one to three games, which are listed below.

Games for this part of the presentation are here, along with the rules:
Please let me know if you have questions or any good experiences with this lesson.  I hope to improve it over time.


Monday, September 10, 2012

New Math Game for ActivInspire - Factor Duel

I am trying something new with this fun math class presentation game for ActivInspire.  I made the game using Stencyl and embedded the Flash file in the flipchart.  The flash version is below too.

Also, be sure to check out my Quadratic Formula Video!

You can download the flipchart from here on Promethean Planet.

It was created with interactive whiteboards in mind, but two people can compete at one computer if they pass the mouse back and forth.  You can find it on the Stencyl Arcade here.

If you're just interested in seeing the Flash file, it's here:  Factor Duel

It is based on the game Juniper Green.  I actually never played that one with my students, but I was introduced to it early in my career by another teacher who claimed it was very popular in his classes.  I always wanted to create a more lively computer version that checked the students' moves.  I think this one accomplishes that well, but I noticed it can be sluggish on older systems.

In the way of credits, I created all the graphics, music and the game logic.  Some sounds were built from files I found at FreeSound.org.

http://www.freesound.org/people/Benboncan/sounds/66951/
http://www.freesound.org/people/scarfield/sounds/52004/
http://www.freesound.org/people/Mr%20Sensible/sounds/15000/
http://www.freesound.org/people/Mr%20Sensible/sounds/14742/

Wednesday, August 29, 2012

Classroom Creativity Game - Why Did the Chicken...?


As I posted a few days ago, here's a computer version of the creativity game Why Did the Chicken...?, originally designed as a party game by Kory Heath.

The format of this game is similar to many of the classroom creativity games I have featured on this site.  This one just lets everyone play on the computer.  It could be a fun warm-up or wrap-up exercise after one of the flipchart games based on that system.

Check out the page and please share the link with other teachers.

http://bit.ly/wdtcgame

If you like it, let me know and I'll put a few other of the creativity games into this format.

And while I'm at it, here's a reminder about my Mythology Edition of Why Did the Chicken...? in flipchart format.  It's been my most popular classroom activity this summer from Promethean Planet.

Wednesday, August 22, 2012

Computer Game Design in the Classroom - Gamestar Mechanic

I have written extensively about Gamestar Mechanic, but I want to address it briefly here as I'm doing a series of tools for using computer game design in the classroom.

This series stems from my desire to motivate students based on their passions.  I am exploring some ways to do that with computer game design.  My first post focused on App Inventor.  Today I'll look at the application I have the most classroom experience with.

Gamestar Mechanic

The developers of Gamestar Mechanic have done the best job that I've seen of making their program accessible for students.  In fact, it is intended to be a tool for learning.  It integrates the process of learning the program and learning game design very well.  This opens the door to integration within several content areas.  While I have not yet been as successful as I'd like with that next step, I see the potential.  Any shortcomings I have experienced in that regard make me wonder if there's any hope for this with more complex options, but that is what I still need to explore.

My Experience with Gamestar Mechanic
As I said, these projects are explained at length in other places on this blog or my other website, so I will just link to them here.

I developed a project in a science class last year that integrated game design, various technology tools and the study of ecosystems.  It's one of the more popular stops for visitors to my blog.  Here's an overview of it.

I also explored the possibility of integrating it with math lessons at the 5th and 6th grade level.  Specifically, I saw an application for reinforcing the concepts of proportions, rates and ratios.  I wrote about that experience here.


Positives

  • Gamestar Mechanic is on the low end of the complexity scale for teachers and students.  That makes it great to highlight game design concepts without letting the "how to" questions get in the way.
  • It very nicely weaves how to use the system and how to make a good game all in one teaching and playing experience.  Students who pay attention to the learning while they work through the lessons have very few questions.
  • I have seen it appeal to boys and girls in grades 5 - 8.  It blends play and creation in a way that almost all students enjoy it.
  • Several resources for teachers are available.  As I mentioned, this tool was clearly created with the classroom in mind.

Negatives

  • Its simplicity also amounts to a lot of limitations on the type of games students can create.  Some will say they're not actually making games, but just creating levels of an open-ended game by tweaking options for all the characters.
  • Games are Flash based only.  Since the whole application is Flash based, it's not a big deal that you are limited to computers.  Everything will be made on a computer, so students won't mind just playing on their computers.  Unlike other options I'll examine, there's no hope of getting the games on iOS devices or as stand alone executable files even through additional paid features.
  • Most importantly to note, it takes most students a long time to work through the levels.  Students earn the ability to make games by completing the game challenges.  If they don't get far enough they simply can't use all the tools.  If they aren't playing at home, it takes a lot of class time for some to get to that point.  Most teachers in a content area will not sacrifice class time to allow students to do this.

In conclusion, if a teacher wants to explore game design concepts, there's no better introduction than Gamestar Mechanic.  It opens the door to integration with content area topics, but in that case the teacher will have to give up a few days of class to allow students to work through the levels.

This very concisely brings me to the main question of all of this.  Can computer game design be a useful tool for all teachers and all learners?

For all the excitement I see in the students and for my own interests in game design, I want to believe it has value.  But repeatedly I have seen the fun of the games and the requirements to learn the tools and the game design concepts so easily obstruct the other learning.

My current plan is to find ways to teach the game design concepts and tools in one class, then get content area teachers to integrate those aspects into their lessons.  Until I can arrange that, I can't confidently recommend such an undertaking, even with this simple tool, to a content area teacher.

Tuesday, August 14, 2012

Pegged - A fun game based learning activity for a variety of subjects

This lesson is based on a simple Flash game that asks students to match people with items that describe them.  The game is fun using friends' names, but it can be played using names from any content area that involves characters or people.  For example, a literature or history class could provide several fictional or real life characters to use in the lesson.Students 10 years old and up should enjoy the activity.

Summary of the Game

First, take a look at my Flash game Pegged.  It is located here.

It's a very simple game of matching the players to different descriptions, things they'd say or things they might like. For example, imagine playing with three of your friends and you have to match yourself and them to these items:
  • "Whatever!"
  • Football
  • Sing
  • Likely to trip
(To provide for more options, each round includes one more description than player along with one name tag labeled "No One". You can always put the "No One" tag with the description that doesn't fit any of your friends.)

The game last for three quick rounds. Players earn points by making the same matches that their friends do. But scoring points isn't as much fun as trying to peg your friends and then arguing about who was right and wrong.

Using the game as a learning activity

In this activity, students (in groups of four) will play a regular game of Pegged to understand how it works. Then they will play additional rounds using characters or people studied in the class. A short reflective writing assignment wraps up the lesson.

In way of background, I love John Paul Gee's book What Video Games Have to Teach Us about Learning and Literacy and this lesson is directly inspired by it. Among other things, the author points out in the book that real learning happens when the learners take on other roles and when they consider relationships between areas of knowledge (what Gee calls semiotic domains)*.

The book was a fascinating read that changed the way I see education. As with this game, I always look for ways to get students to put themselves in other roles or to compare what we are studying to their everyday lives.

The Lesson

Every student needs a computer. If they each have a laptop or netbook, that will be easiest. If they are at computers in a lab environment, that will work too, but they'll have to change seats as they play the game.

Part 1: Playing Pegged as themselves
  • Explain how the game works first or show a sample round on a computer.
  • Form Groups of four students (with some groups of 3 as necessary).
  • One student should start a game using the names of the students. Passing the computer around (or sitting at one computer) they each take their turns through the three rounds of the game. As indicated by the game, students cannot look at the screen when it's not their turn.
  • When each round of the game ends, the results will be displayed. Students should look over who matched each player with which description. Lively discussion will likely follow depending on the random items that came up in the game.

Note: Depending on the class and the time of year it is, some students may not know each other well enough to make informed decisions in the game. It will be best if they can form groups with students they know as well as possible. If this will be difficult, remind them that this part of the assignment is just so they can learn to play Pegged.

Part 2: Playing Pegged as someone else
Now, explain to students that they need to play the game again (with the same groups) but they will represent someone from your content area. It is suggested that you present a limited list of people or characters for them to choose from, but you might want to leave it very open ended so they can choose for themselves. For example, in a U.S. History class they might put some familiar names from the founding of the nation such as Washington, Franklin, Adams, and Jefferson.

Each student should pick one person/character whom he or she will represent in his or her group.

Now it's time to play the game again, but there's one important difference this time around. Each player in the group will start a game by listing all the people/characters for their group. 

They should start with their character first, then each of the others in the order that they'll take turns (though a strict order for those players isn't absolutely necessary). So a group of four will actually be starting four separate games, but they only need to play one round in each game (using each computer when their turn comes up).

Note that students can enter just the last name or even initials of the people or characters.

One other point: While playing, each student needs to consider all the characters, not just the one he or she is "playing". For example, if Joe is Washington, he will still have to match all other characters to different descriptions. He only represents Washington in the sense that that when a computer says it's Washington's turn, Joe takes the turn. It's not so much that they are taking on the role (as in acting or thinking like the characters), but that they are using concepts from their real lives to compare with what they know about those characters.

"Wait, what does _____ have to do with Jefferson or Washington?!?"
Yes, sometimes there will be a few descriptions that come up that are almost impossible to match with any of the characters. That's the fun of it. Is Jefferson or Washington more likely to go with Football? Or maybe Franklin with Watches TV?? The goal is not so much to get a "right" answer, but to think about those people and characters as much as possible and make some connection. As long as another student matches the same character to the same description, it's worth at least one point. If after some consideration the student can only make a random match for some, that will provide enough thought to be useful in the writing part of the assignment.


Part 3: The writing
When all students have played one round, they should get back the computer that they started their game on (or sit at that computer) then begin the writing portion of the assignment.

Display these steps for the writing assignment or print this pdf version.

1) Grab a screen capture of the Results page for your game in which you took the first turn.

On a Windows system you can do this by simply pressing the Print Screen key (usually located in the upper right of the keyboard). On a Mac, press Command-Control-Shift-3. That puts a copy of the screen in the clipboard.

2) Paste the screen capture into the document file you're writing your assignment in. Use ctrl-v on a Windows system or command-v on a Mac to paste the image of your screen. You can change the size or crop it to make it easier to see the results of the game.

(If you forget to take a screen capture before you click the Next button your group will have to play the game again. Please capture and paste that screen as soon as possible after the game ends so you don't lose the information!)
3) Now write a few paragraphs about the round you played. In those paragraphs, address the questions below. Your writing should flow like a written summary, not a list of answers. You can address these in any order you like as long as all answers are apparent in your writing.
  • List the people or characters that your group chose and the five descriptions you had to match.
  • Indicate how you paired the people/characters with the descriptions and briefly explain why you chose those matches.
  • Were some people/characters harder to find a matching description than others were? Why do you think that was the case?
  • Were some descriptions harder to match with any character than others? Why do you think that was the case?
  • Look at the rankings that the other students in your group chose. Pick a student's matches that are different from yours and explain how it differed. 
  • Imagine you had to convince that student that your matches were correct or more accurate. What would you say to change his or her mind? What do you think that student would say to make you think his or her matches were best? 
  • If any matches made by a student in your group stand out as particularly surprising, describe them and why you find them surprising.
  • As you were playing or after reflecting on the game, what are two things about one or more characters that you learned or hadn't thought of before? 
  • In what ways, if any, do you think it helped to match the characters to terms from today's world? Explain.


*Here are the two principles from Gee's book, in his own words. I am simplifying the second one in this lesson, but I believe it captures the important part of the concept.

Meta-level thinking about Semiotic Domain PrincipleLearning involves active and critical thinking about the relationships of the semiotic domain being learned to other semiotic domains.

Identity PrincipleLearning involves taking on and playing with identities in such a a way that the learner has real choices (in developing the virtual identity) and ample opportunity to meditate on the relationship between new identities and old ones. There is a tripartite play of identities as learners relate, and reflect on, their multiple real-world identities, a virtual identity, and a projective identity.

Thursday, August 9, 2012

Creativity Game for Back to School - Another Say Anything flipchart

I created a back-to-school version of my popular Say Anything flipchart that I posted earlier in the summer.

This fun, new edition can be downloaded here.  It is a flipchart file for Promethean's ActivInspire software.

Say Anything is a great game from North Star Games that lets students think outside of the box.  In this adaptation for the classroom I picked some questions that would be good to talk about when returning to school after summer break.

For my flipcharts based on published games I try to stick with questions or content from the boxed games.  In this case, the questions work well, but you can easily modify them to better fit your school or students.  Additional questions are included on the second to last slide.

Remember that the Say Anything activities are simple exercises for creativity that provide an excellent introduction to the other creativity games I have featured on this site.  Consider starting the year off with this one, then continuing each week or so with another activity.

Some flipcharts are still being recovered after the move from Promethean Planet, so just contact me if you're looking for something you can't easily find.


Sunday, August 5, 2012

Free online version of What's It to Ya? - A critical thinking and writing lesson


There is great value in the workplace and in our society in general to be able to express and discuss one's values in a clear, logical manner.  It is also important to be able to communicate effectively with others with whom we differ in opinions.  What's It to Ya? (and the newer version, Oh, Really!) is a game I created that provides a fun, non-threatening way for students to practice this deep level of critical thinking and discussion.

There are card versions of the game available as well as several free activities that I made based on the game.  This lesson plan below uses a free computer version of the game as an introduction to the thinking, writing and discussion that can emerge while playing.

Lesson Overview

Using the online version of What's It to Ya?, students will rank random items in order of importance and try to guess each other's rankings.  In playing the game and writing about the activity they will consider their own values and opinions as well as explore those of their classmates.  For information on further thoughts and additional activities based on this game, see this mini-series of posts.

Learning to play

The game is located here.  Try a sample game by entering two player names just to see how it works.  The directions are explained as the game progresses.

You can teach students how to play by demonstrating a two-player game at the front of the class.  Alternatively students can just get in groups as described below and play a couple practice games before they play the one that they will write about.

The activity

Have students sit in groups of three or four.  If they have laptops or netbooks, they will pass them around the group as they play the game.  If they are seated at computers, they will move from one computer to another as they take their turns.

Each student will go to the game's page. The game will load on that page.

Each student should enter his or her first name (or initials) as the Boss for the game that he or she is starting.  Then the student will enter the other group members' names as the additional players.  It helps if they list the students in clockwise order around the group, but it's not required as long as they include all other group members.

From there, the students can play the game.  It will direct them as to who the active player is (the Boss always goes first) and at that time the computer can be passed to that student or the student can sit at the computer.

Keep in mind that in a group of four students, for example, each student will be involved in four games.  Each student will be the Boss in one of those games. 

Important rules and steps:

  • Students should not discuss the items or their rankings as they play.  
  • Students may not observe another student's computer when items are being ranked.  This is especially important when the Bosses rank the items.
  • When the game is over the Results page will appear.  Do not click Next on that page until a screen capture has been made.  See below.
  • When the game ends, all students can look at the results and discuss who won.  Eventually the student who was the Boss for that game (computer) needs to be at that computer for the written part of the activity.

The writing assignment

Display these steps for the assignment or print this pdf version.

1)  Grab a screen capture of the Results page for the game in which you were the Boss.

On a Windows system you can do this by simply pressing the Print Screen key (usually located in the upper right of the keyboard).  On a Mac, press  Command-Control-Shift-3. That puts a copy of the screen in the clipboard.

2)  Paste the screen capture into the document file you're writing your assignment in.  Use ctrl-v on a Windows system or command-v on a Mac to paste the image of your screen.  You can change the size or crop it to make it easier to see the results of the game.

(If you forget to take a screen capture before you click the Next button your group will have to play the game again.  Please capture and paste that screen as soon as possible after the game ends so you don't lose the information!

3)  Now write a few paragraphs about the game you played.  In those paragraphs, address the questions below.  Your writing should flow like a written summary, not a list of answers.  You can address these in any order you like as long as all answers are apparent in your writing.


  • List the items you had to rank in your game in the order you chose to rank them.  Briefly explain why you chose the order that you did.
  • Were some items harder to rank than others?  Explain.
  • Look at the rankings that the other students in your group chose.  Pick the student's ranking that had the highest score (as long as it wasn't a perfect match worth 10 points).  Explain how that student's ranking differed from yours.
  • Imagine you had to convince that person that your ranking was correct or most accurate.  What would you say to change his or her mind?  What do you think that student would say to make you think his or her ranking was best?  
  • If any rankings in your group stand out as particularly surprising, describe them.
  • As you were playing or after reflecting on the game, what are two things you learned or hadn't thought of before?

See this blog post which contains several free classroom activities and insights based on the What's It to Ya? (Oh, Really!) game.  Depending on your subject or the purpose of the lesson you might use those thoughts to change the list of questions above to meet your needs.

Thursday, July 19, 2012

Note about my interactive games on Promethean Planet

I submitted a request this week to remove most of my game flipcharts from Promethean Planet.  There was a problem with the terms of use and it was my fault for not looking into it fully before posting them.  The folks at Promethean Planet were helpful, so I appreciate that.

I will continue to use their site to host my own flipchart games (those not based on games from other publishers) and to announce any new flipcharts.

For now, most of my flipcharts can be found on the new Games page I added to this blog.


I will be updating links throughout this blog so that they direct to the correct locations, but for now most links in other posts will be broken.

At the moment it looks like they actually removed all my resources from Promethean Planet.  That complicates things further, but I'm hoping they restore the other ones soon.  I don't know how long it will take them to clear that up, but if at any point you can't find a resource you are looking for, just contact me at mpetty39@gmail.com.

Friday, July 6, 2012

What Matters Most? - Activities for critical thinking about values and opinions (Part 3 of 3)

This is the third post in a series of articles about my game What's It To Ya?.  The other two articles are:

What I learned from playing What’s It to Ya?


There is a passage in Garry Kasparov’s How Life Imitates Chess that touches wonderfully on the intersection of human potential, teaching and our ability take even things like games very seriously. It’s a place I love to reside. But besides just making me feel better about my fascination with games, the story provides a great thought to sum up this series.

Kasparov recalls learning under the Soviet champion Mikhail Botvinnik. The trainer relentlessly studied and worked to control any factor that might enhance or detract from the challenge at hand. He would prepare for his own tournaments by blaring distracting background music during practice games. He asked his trainer to blow smoke in his face while he studied the board to make a move.

Botvinnik pushed young Kasparov to similar extremes. A strict routine of all necessary aspects of life and the game formed a schedule that the student used throughout his career. He learned that if the game mattered, everything else needed to be adjusted accordingly. To be too tired was never a good excuse, as even sleep and rest were tightly scheduled. The teacher summed up his philosophy to his pupil:

“The difference between man and animal is that man is capable of establishing priorities!”

That’s worth reading twice. Is it true our ability to prioritize is what makes us human?

If you’ve read the previous posts in this series or much of my blog, you know (long before I found that quote) that I made a party game about priorities. It asks the seemingly simple question What matters most? From what I’ve observed and heard from others for more than a decade, and if emotion is any indicator, our ability to consider the question does in fact lie close to the heart of our humanity.

  
Some fun we had on one campus
When I first started playing What’s It To Ya? it amazed me that this question, directly addressing the most weighty things of life, also can make people laugh. The seriousness and silliness might not seem to fit at first, but experience shows there is something very novel about digging deep to explore our values and the values of the people we love.

Seeing ourselves and each other in new ways can be hilarious. Some laugh until they cry. On the other extreme I’ve been told that some argue to the point where they won’t speak for a while! When I use the game in lessons or when I play it with young people they always tell me how much fun it is.

But playing and working with this game for years has helped me to get beneath the surface and see more than just fun. I’m convinced the game can open to the door to discussion and meet a need found at all levels of our society. (I wrote about that at length in the first post in this series.)

But I have also taken away a few other insights or interesting thoughts from What’s It To Ya? that might be of value in any learning environment. They could be explored in discussion or possibly just pointed out for the individuals to consider on their own. I have almost no formal training in philosophy, so maybe they won’t withstand much analysis. I have recorded no data, so I can’t claim any thoughts stand up to research. Even if this serves only as a series of thoughts to poke holes in, though, that alone would be a discussion be worth the time.

Six things I learned from What's It To Ya?


Our values often lie unnoticed beneath the surface, but they are the source of our actions. Left unexplored, we act on our values by feel and deal with the consequences. Playing this game and thinking about how I value things has been a great exercise that helps me put thoughts and feelings into words instead of only acting emotionally. It doesn’t solve all problems or resolve all differences of opinions, but it gives me resources for rational conversation rather than emotionally charged exchanges..

Less important does not mean unimportant. Even the last item on a list of rankings is not necessarily unimportant. It is simply less important that the other things. What’s It To Ya? was born out of a quote by Einstein about relativity. If nothing else, I have come to acknowledge my most dearly held values do not exist in isolation from other matters in life. I must consider them in relation to many other factors.

In instances where opinions differ it is essential to understand this and identify other factors. Possibly we can find something that agree on to be more important. Maybe peace and unity are more important than the issues that divide us. Again, the less important issues are not unimportant. If we can’t see this larger picture behind the emotion we will forever be frustrated by one another only at the level of where we differ.

Often people will claim there is no way to know the relative importance of a list of five random items. But I would argue there always is a correct order...from a particular vantage point. Identifying that vantage point and the logic that supports it is worth the effort.

In church groups I’ve argued the relative order of some things can be based on the character of God. (That thought has been my favorite gifts from the game.)  In other settings or with other lists it might be as subjective as an individual’s dislike of vegetables. A hundred people might come up with a hundred different rankings, but that’s no reason to dodge the question. Let’s consider it enough to get as close as possible to the bottom of our values.

Slightly more serious thoughts from
our What's It To Ya? project
Without much consideration, some people think “importance” is synonymous with “preference”. That in itself is intriguing to me and it’s something I never anticipated. (Side note: Some people say the game is too similar to other existing party games about preference because they only see that question!) But with some prompting most people will eventually see the distinction. Or for some maybe importance will always translate to preference for them. It probably depends on the words that come up was well.

Along with that, I find it interesting that there is often a line (not a sharp one) drawn between things of utmost importance and matters of personal preference. Most would rank Truth and Family above things like Football and Fashion, for example. It can make for fascinating discussions or reflections to compare our rankings within those general spheres (important to all and important to me) or with how we define those two spheres. Are we consistent in this and should we be?

And all this thinking of values along with countless interactions with all ages has opened my eyes to what I call the head/heart discrepancy. There is a value system that we speak of and one that we live out.  They differ in varying degrees, but the discrepancy has enormous consequences. If Botvinnik’s quote is anywhere near correct I think we could take it a step further and say most if not all of humankind’s problems are rooted in this decrepancy. From overweight health professionals to miserable counselors, why do we so often act counter to what we know matters most?  There's a question that could be explored in almost every content area at one point or another.


That’s my list for now, but I will likely change it over time. If you have some thoughts or interesting experiences with the activities from this series, please contact me or comment below.

Thursday, July 5, 2012

What matters most? - Activities for critical thinking about values and opinions (Part 2 of 3)

Pretty heavy for a party game.

Fun, free and flexible ways to get kids thinking

This post is the second of a series about fun critical thinking activities and class presentation games based on my game What's It To Ya?.  In the first article I address the value of the game as a tool for encouraging important discussion.  The final article focuses on the key lessons I have learned from playing the game over the years.

For this post I'll list several practical tips and activities that will make the game useful in a variety learning of environments.

Most of these activities are completely free, assuming you have access to some technology.  I believe in the value of this learning activity so much that I'm still giving away copies of the early edition game, so see this post if you want one.  In other cases you might have to buy notecards or some sheets of cardstock.  

Speaking of editions of the game, for purposes of these activities the games What’s It To Ya? and Oh, Really! are identical and will be referred to interchangeably depending on the resource or activity being addressed. 


Since this is a lengthy post compared to most on my blog, here's a summary of the contents:
  • Some objectives for the learning activities
  • Examples of how the game has been used
  • An overview of the game
  • How to make or find resources for the activities
  • Selecting the items
  • The critical thinking activities

Some objectives for the learning activities

  • Practice thinking about one’s own values
  • Practice expressing one’s values and justifications for them
  • Listening to and respecting the values of others
  • Considering and discussing differing opinions and the importance of such exchanges

Examples of how the game has been used

  • I use the game frequently as a fun intro to lessons. In a class for career planning and life goals it provided a great introduction to examining one’s priorities.
  • One teacher in a church setting created his own cards based on occupations. The children discussed the relative importance of the jobs and the teacher made the point that “what’s more important to society?” was a different question than “which occupation would I like to have?”
  • A friend’s wife used the game to kick off her presentation during a business meeting. It went over so well that she bought copies as Christmas gifts for the managers.
  • A college professor used the game in class in ways like the examples below, but he also would leave five random item cards on his desk. Students and faculty members would rank them as an exercise for discussion.
  • A camp counselor made a pack of homemade cards as an emergency filler activity to provide a quick distraction for campers who were not getting along. The cards are now a regular tool in her arsenal of camp activities.
  • A seminary student told me that in educational and social settings he uses the game to open the door to discussion on topics that otherwise bring up walls. He finds people are more willing to talk about political or social issues when they come up in a game rather than just in conversation.

An overview of the game

The basic idea of What’s It To Ya? is that five items are presented and participants will rank them in order from most important to least important. Different ways of playing or using this central ranking activity will require the participants to consider this question of importance from their point of view or some other individual’s perspective. Sometimes the goal will be to match the majority opinion of the group.

Watch this video to see the recommended way to play the game using cards. Other ways to use the cards are detailed below.

How to make or find resources for the activities

You can make a deck of cards to use for this game and the activities below. Just write appropriate words on a note card. If you want nicer cards or if you just need some examples to see what’s on the actual cards, here’s a Google Drawing with 12 sample cards. You can edit the words on those cards if you have a Google Account. Print the file on a sheet of cardstock and cut the cards out to make your own deck.

Some people have said they play using cards from Apples to Apples.

And I recently created this randomizer which draws five item cards.  A teacher or students can use the randomizer in conjunction with any of the activities on this page.  

If you’re running the activity with a group consider how you’ll present the items to the participants. When I was a teacher in the classroom I would just draw the cards randomly from the deck and write the words on a whiteboard.

But if you have access to more technology, consider using some of the virtual presentation tools that I've created. You can use the generic Oh, Really! flipchart made for ActivInspire software (and you can download a free version of that software here) or you can use this template made from a Google Presentation.

Selecting the items

As explained in the next section, there are several ways to use the cards for the activity. No matter which way you use them, you or the participants will select five of them. Here are some options that should provide the focus or fun that you're looking for in any activity.

If you are looking for a specific discussion or point to come out of the activity you can can simply create the lists of five items ahead of time. Read the other resources on this blog or watch the video on how to play. You’ll see most of my classroom activities at Promethean Planet are done this way.

Alternatively, you can have a semi-random selection process. This is how I would do it in my lessons.  I pulled out about 30 cards that would relate to life goals to make a smaller deck for class. Or you could make a small deck of cards yourself that will best encourage the discussion you want. The participants randomly draw five items from that limited pool.

One last thought worth mentioning is that you can frame the What matters most? question in context. I never do this when playing as a party game because half the fun is finding out how people naturally frame it. In a lesson, though, it can sharpen the focus. For example, in the U.S. Government activity I add the additional criteria of “Traits of a Citizen”. It gives a background to the ranking process and it can sharpen the possible discussion or debate that will follow.

One word of caution on using limited sets of cards or in providing a context for the rankings: Discussion will not result if it feels like there's just one right answer in the rankings.  Leave room for personal opinion.

The critical thinking activities

These fun but deep activities can easily be adapted for the classroom, youth groups, business meetings or homeschool lessons. Maybe they can just provide a fun thinking game for the kids during summer vacation.

Just play the game as written in the rules.
The partnership game is usually the best out of the box. Discussion or activities like the additional ones below can take place before or after everyone plays the regular game.

Keep in mind if you get either edition of the packaged game it has enough cards for eight players. If you make your own ranking cards you can stretch this number.

Again, you can use this video to learn how to play or to teach it to the group.

Use five item cards for group discussion.
For this activity list the items that are selected (or pre-selected) so everyone can see them. Have all participants write down the way they'd rank the items in order of importance. When they’re done, they share their rankings with the group and trends or interesting rankings (Coffee more important than Family?) that stand out from the rest can be discussed as necessary for the lesson.

With large groups it is best to use some sort of response system such as ActivExpression, ActiVotes or an online tool like Socrative.

See my Oh, Really! activities at Promethean Planet for examples of how this might look.

Predict the rankings of one person.
Like the What's It to ____? variation printed in the original game rules, have one person draw five items and rank them how he or she wants. At the same time the other participants try to guess how that person will rank them. When everyone is done, have the person reveal his or her rankings and the rationale behind them. This is not necessarily for points or competition, but it is a fun way to get to know a group and have some discussion.

Explain personal rankings.
Each person writes down how they would rank five given items. They then take turns explaining the order they chose and why. If it would take too long to explain all rankings, they at least have to explain their choices for the first and last items on the list. An interesting question in this case would be whether anyone wanted to change their rankings after hearing someone else’s explanation.

Here’s a video I made a few years ago that shows how we did this with random people. You can see the range of serious and silly reactions that come out depending on the items and social setting that we chose.

Make a prompt for a critical thinking writing activity.
First (without discussion), all participants must rank the given items and explain their decisions in writing. This could be a warm-up or lesson closer. It also would work well as an online discussion in Blackboard or sme other discussion forum.

The goal is to develop clear writing based on clear thinking, but if you want continued discussion you might have them share interesting thoughts or tricky rankings that they encountered while working through this.

Update 8/13/2012:  I also created a computer version of the game. You can play it here.

So there you have them.  Try some or several of these out with your group and I'm sure you'll see they are well received and thought provoking.  If you do find them useful or if you think of other interesting changes I would love to hear from you!  Please comment below or contact me by email.

Tuesday, July 3, 2012

What matters most? - Activities for critical thinking about values and opinions (Part 1 of 3)

Here I am, as always, taking these games so seriously!
Back in March I compiled some resources for game that can be used as an activity for critical thinking. Now that I have had more experience with the game in the classroom and I have mined some other examples of its use, I am doing a three part segment on its potential for education in a variety of settings.

One article will list the fun, free activities based on the game.  The final segment highlights the most important lessons I have gleaned from playing it over the past decade.

But first I want to emphasize the value of this type of activity in school.

Thinking critically and continuing the conversation

When I first created What’s It To Ya? I was teaching math and it didn’t cross my mind to use the game in the classroom. Game design was my hobby and I often immersed myself in it as a break from education.

But one year I found myself teaching a course about life goals and success to high school seniors. I realized then that What’s It To Ya? made a great activity to kick off lessons about priorities. Since that time I have created many interactive classroom activities based on the game. I also have gathered feedback from others who have used its primary activity and the cards for more than just a party game. It has a unique potential to create meaningful discussion and reflection in a fun way.

In fact, the game meets a pressing need in education and it has become a mission for me to bring it to others. At a time when groups across society are at all extremes on questions of values and social policies, conversation is vital. In the classroom, though, I found my attempts to encourage any discussion (or even personal reflection) about important topics with many viewpoints would end almost immediately. I had a similar experience in my graduate courses as a student myself.

There was a resistance to open discussion on topics of religion, religious people, politics or morality even if the point of the discussion was merely to uncover facts (as opposed to changing anyone’s mind). The sense that it would be fruitless, too personal or too volatile won out. Most would say something along the lines of, “Everyone sees it differently,” and be done with it. If we are to get along as a society as a whole and if we value diversity as we say we do, I think we must do better at discussing our differences. When important questions are merely ignored and convictions cannot be articulated, emotional outbursts will win out over rational debate and we will only find ourselves more divided.

From personal experience and feedback from others, I am convinced this game and the activities based on it can provide useful skills and a common language for meaningful discussion between people who disagree strongly on important matters. This opens the door to an environment were vital problem solving can take place.

Please see the next posts in this series for a complete picture of how this game can be useful in education.

Tuesday, June 26, 2012

Say Anything Game - Creativity exercise for the classroom

Say Anything is a great party game from North Star Games.  The company was founded by my friend Dominic Crapuchettes.  Dominic is a game design genius, seriously.  He tells stories about how a game he made in junior high was so popular among students that teachers had to ban it.

But years later, I am thrilled that he gave me permission to create this flipchart adapted for the classroom based on Say Anything.  It makes a very fun exercise for creativity.  It's simple, imaginative and the students will have a lot of laughs.  

Like my other flipcharts and games based on creativity exercises, it is easily adapted to different needs including any content area.  One advantage of this one, though, is that it is so easy to play even younger students can enjoy it.

I have the rules, with clarifications and possible variations below.  A video explanation is at the end of the post.  Here are some related links of interest though:

Donations are definitely accepted!
These flipcharts from North Star Games have been popular. If you find them (or any other resources on the blog) useful, please consider donating $1 to $3.  Any money I receive this way will be used in my district to purchase resources for technology integration. I and my students greatly appreciate your support!  I would love to hear how you use the resources too.


How to play the game in class:  (Most of this information is in the flipchart, but additional notes are in bold.)

In the actual party game, one player is the judge each round and a "good" answer is determined by this judge.  In the classroom game the class votes for the best answer.  Three to five students compete as contestants much like a game show setting.

1)  Choose three to five students to be the contestants.  They should sit at the front of the classroom.  Each will need a pencil and sheet of paper.  Each contestant must put his or her name on the paper.  All the other students need an Expressions or Votes device.  Those students can also use a sheet of paper to write possible answers or to keep their points.

2)  Reveal the current question slide and give the contestants a minute or two to write their answers to it. They should try to give an answer that the most students will like.  Answers are turned into the teacher.

  • You can decide how rigid you want to be on a time limit for answers.  
  • Sometimes it takes a round or two for some students to feel comfortable just taking a chance with an answer.  You might want to read a couple questions ahead of time and have everyone practice.
  • Students who aren't contestants can still write down answers.  You might even require this to be turned in after the game just to keep them involved. 

3)  In random order, read each answer from the contestants.  A summary of the answer can be written on the cards slide (accessed by clicking Next on the question slide.)  The class should not know who wrote which answer.  You might want to have a couple students from the class read their answers as well, if they think they have a particularly clever or funny one.

4)  Have the class vote on their favorite answer using Expressions or Votes.  When finished, determine each contestant's score.  Points are given based on the percent of the class that picked their answer.  Round to the nearest 10th, so a percent of 16.6 would earn 20 points.  Record the score on the students' papers first, then click the Score button.  Record scores on that slide so the class can see who is winning.  The non-contestants can keep points as well.  Any student who voted for the answer that received the most or second most votes scores one point.  This score is done on their honor and is mostly for fun.  It can help encourage everyone to vote for answers they really think are best.

5)  Click the button at the bottom of the Score page to access the next question.  Repeat steps 2 - 3 above until four questions have been completed.  The player with the most points wins!  In case of a tie, all tied players win.

Additional Notes:

  • I chose to limit this game to only four rounds because that seemed to be best for how long it worked in my classes.  You can play again immediately if students are up for it.  I prefer to stop too soon rather than too late.
  • This activity can be used in other ways besides the game show format. 1)  A question can be given at the end of class and the next day all students can submit answers.  When the teacher has a chance, he or she can narrow the pool down to five good answers and the class can vote on the best.    2)  Likewise in the game show format, a teacher might choose to just do one question at the end of class and carry the game out over a period of time.
  • Note that near the end of the flipchart I included several other questions from the family edition of Say Anything.  You can substitute any of the four questions from those I listed or you can use those to create appropriate questions for your class.  Let the students help!
  • Of course, this game will be best if adapted to the unique needs of your content and school.  Think of questions that fit the subject area or include references to people and places in the school or community.
Here's a video explanation of how to play.  This was my first attempt at using Explain Everything and serves as a demo for that iPad app:

Monday, June 25, 2012

Mythology Edition of Why Did the Chicken...? - Fun exercise for creativity in the classroom

After all the fun we had last month with the classroom games and exercises for creativity, I am turning my attention toward more flipcharts in that style.  This Mythology edition is the same as my previous Why Did the Chicken...? game, but it adds Pandora's Box, filled with several nouns from Greek mythology.

Now your students can compete to give the best answer to great riddles such as, "Why is Zeus afraid of a teddy bear?"

I end up with mythology resources on the blog because each year the mythology teacher in our district likes to try a technology project just before summer.  Even if that subject is not of use to you, the flipchart serves as an example of how easily any content area such as social studies, literature or even science could be tied into the activity.

Be sure to check out the full rules for these games and look over the many resources for creativity exercises such as this one.

Monday, May 28, 2012

What's It To Ya? Game

My Oh, Really! game is present throughout this blog, but before it was Oh, Really! it was What's It To Ya?. It is a fun game that is useful for initiating discussion about values and opinions.

My friend who published that older version of the game is now blowing that inventory out for only $2.39 per copy.  Check it out here at Fair Play Games.  (Note that I am no longer getting royalties from the sale of this edition of the game, so sales do not benefit me directly.)

Each copy will allow up to eight players to play, so four copies will probably be enough for most classrooms.  But beyond the K - 12 classroom, the game has entertained everyone from couples and families to Sunday school classes and college students.  This is probably the best price you'll find on the game, so consider ordering a few.

And here's a rules explanation you could use in class or anywhere else to teach everyone how to play in about four minutes.  (And after watching you can see it's pretty easy to make your own set of the game with note cards.)

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Saturday, May 26, 2012

Creativity and Games - Classroom Presentation

This post about my highly entertaining classroom creativity games (which some refer to as class presentation games) has been one of my most popular. There are two parts here. First are links to the games, then I have a related presentation that introduces the exercises and the games.

Recent Updates 2/2016: I created this updated creativity game using Google Slides and these tutorials showing how to play any of these games using Google tools. The Google Apps make it much easier to enjoy these games with your class!


The Two Classroom Creativity Games

My generic creativity game system can be found here:  The Classroom Creativity Game

More recently I finished this creativity game about the important elements of a great story:  Coming Soon.  In it students compete to create the best ideas for a movie trailer.  It's part of a larger work I'm developing based on Donald Miller's Storyline book and process.

If you're interested in more information on these and other styles of games I have posted on this blog, see these pages. (They are also accessible from the top menu.)



The Presentation

When I began posting about my creativity exercises and games I also started developing the presentation I use in class to introduce them.

If you want to use (or deliver your own version of) this presentation, here's the outline:
  • Define creativity.
  • Offer practice with specific exercises.
  • Give an opportunity to play fun games related to the lesson.
Effectively presenting and practicing the exercises before playing the games will greatly enhance the students' enjoyment of the games.  Written feedback from students has been positive with many expressing how fun it is to practice creativity.

Students learn that they can improve creativity by practicing certain skills.


This has been very encouraging to me and I am continuing to develop this into a unit of study or possibly a 10-week course on the subject.

The video presentation and tips for modifying it

I created two videos below that can be played for the students in class.  Normally the outline would be:
  1. Watch the first video.
  2. Play the example games I refer to.
  3. Watch the second video.
  4. Play the creativity games while they practice the skills.
Alternatively, a teacher could use my presentations as an example, but presentation the information and exercises in her own way.  If you're thinking of adapting it, here's a more detailed flow of the presentation:
  • Examples from my creative pursuits in game design - A teacher would want to substitute his or her personal examples here.
  • A working definition of creativity - "Making connections to find new, good ideas"
  • The distinction between an idea and a final product
  • Some questions for classroom response systems to measure students' own perceptions of their creativity
  • Examples that allow students to practice the skills of brainstorming and evaluating ideas and making connections
  • Sample games - Two are just examples of my own work.  The third is Why Did the Chicken...? which allows some students to compete to write the funniest answers to random riddles.
Here is the first video of the presentation. It covers the purpose of the activity and provides the definition of creativity used throughout.


The presentation leads into two free classroom games I created.  You can find information about those here:

And here is the second video.  In this part I lead a couple of brainstorming activities and I show what it means to make connections.  After those practice exercises the teacher could lead the class in one to three games, which are listed below.


Games for this part of the presentation are here, along with the rules:

Again, if you don't have ActivInspire, these generic creativity games can be played in a variety of ways on many more computer systems than the versions above:

Other things I've learned from using this in class:

  • Have a backup plan in case the riddle game is not going over well.  Other creativity games or activities can be found through the related pages linked from the header of this blog.
  • Pick yourself or another teacher as one of the nouns for the first riddle of Why Did the Chicken...?  It makes it much easier for them.
  • The games and presentation does not have to be completed in one sitting.  Break up the elements of the presentation over several days or throughout the semester.  Most of the games I have created would work well as a prompt for the end of class.  Homework could be to turn in one or more answers to a riddle.  Votes for the best one could be done the next day or even later after the teacher has narrowed it down to some possibilities.
If you're interested in the previous version of my videos, they are here:

These videos are notes to a teacher rather than the presentation that could be played in class for students.

Part 1:  Definitions, examples of my work and the questions for the class



Note:  I neglected to mention in this recording that I also talk about the need for more creativity in school and how creativity enhances one's life.  I never present these activities as a way to convince students their ideas will make them rich.


Click here to view Part 1 at Screencast.com.






Part 2:  Examples from a game of Why Did the Chicken...? and some practice exercises for brainstorming and evaluation

Note:  In this clip I'm not sure I brought out the purpose of the brainstorming practice very well.  The end result is to find connections between the two lists.  I purposely did not have students turn those possibly good ideas into answers to the riddle.  In other words, I asked them to find the first good idea, but they did not necessarily turn it into a finished product.  Some naturally went further and made a funny joke.

I tried this activity last week without the creativity exercises before the game and the responses were much more interesting from the class that did the exercises.  Based on their answers in the game and written responses after we played there is no doubt they were thinking more and they better grasped the point of the activity.

Click here to view Part 2 at Screencast.com.

Sunday, May 20, 2012

iMovie for Digital Stories and Flipped Teaching

In the past I made a few suggestions for using iPad apps for digital storytelling and flipped teaching.  I also have been trying to squeeze the most out of a few free video editors.  Then someone finally convinced me to spend the $4.99 on iMovie.  I'm very impressed with it so far.

I made the short video slideshow below that describes an experience* I had with some creativity games at the middle school level.  I love how intuitive is to arrange the pictures, set the length and adjust the pan/zoom settings.  Narration is equally as simple--just talk while the pictures go by.  Keep what worked and do the other parts over.

I haven't used the app to record any lessons for flipped teaching yet, but it makes a portable recording studio and I can't see why it wouldn't be perfect.  Cutting out a part of a clip is a swipe down to split it and a hold and drag to remove or rearrange it.  Prop the iPad up to record you presentation at the board, edit and upload to YouTube.  I am amazed at the power and creativity that this app allows.

I also love that songs from GarageBand (another $4.99 app that still fascinates me) are easily exported directly into iMovie.  I put a simple loop in the background of the video below just to try it out.



*Two notes about the classroom experience:

  • My designated camera person did a good job, but she missed all the opportunities showing the class laughed A LOT as we played!
  • I will have a followup post soon about the creativity exercises I mention in the video.

Monday, May 7, 2012

Why Did the Chicken...? - Exercise for Creativity for the Classroom


My recent posts about creativity games have drawn a good amount of attention, so I contacted Kory Heath about the game that sort of started it all.  He gave his hearty approval of a classroom version of Why Did the Chicken...?, the hilarious game of answering random riddles.  Two versions of the game are available for download from Promethean Planet:



Donations are definitely accepted!
These flipcharts (especially the Mythology edition) have been popular this summer. If you find them or any other resources on the blog useful, please consider donating $1 to $3.  Any money I receive this way will be used in my district to purchase resources for technology integration. I and my students greatly appreciate your support!  I would love to hear how you use the resources too.


Here are the rules as they appear in the flipchart, along with additional clarification and suggestions.  The couple changes or considerations for the mythology version are addressed below as well.

How to Play the Why Did the Chicken...? Classroom Game

Pick 3 - 5 "contestants" who will compete to write the funniest riddles.  They should sit at the front of the classroom.  Each contestant needs a piece of paper with his or her name on top.


To start a round, draw 1 Question prompt from the Question cards and 2 Nouns from the box of Noun cards.  (For the mythology edition, pick 1 of these Nouns from the Questions card and the other from Pandora's box.  The mythology words come from Pandora's box and it's best to have a real world noun combined with the mythology words.)  Put these items on the cards at the top of the screen.  Here's an example of how this might look:

So in the example, we get the riddle "Why is a tiger afraid of a rockstar?"

Note:  When it makes a difference, the teacher (with input from the class) may choose to change the order of the nouns to make the most interesting riddle.  As the example above illustrates, if "tiger" and "rockstar" are reversed the riddle lends itself to dull answers.

The contestants get 2 minutes to write a funny answer to the random riddle.  When finished, they hand their papers to the teacher.  Note that you can be as flexible as you want on this time limit.

Note:  Contestants might choose to write several answers in those two minutes, then pick one or possibly the teacher can just pick one.  It all depends on how much time the teacher wants to take in reading them.

The teacher reads the answers in a random order and writes them (possibly summarized) on the
board, one per sticky note.  Since the answers might be wordy, the key words can be written on the sticky notes just so the class can remember which is which.  If some answers are the same or similar, the teacher can have them submit another response.

The class should not know who wrote which answer.  In other words, don't always have the same student's answer end up on the same letter.

Using the Expressions (if available) have the class vote for their favorite answer.  After the vote, the contestants or teacher can indicate who wrote which response.  The player whose answer received the most votes gets 2 points for the round.  The player whose answer received the second most votes gets 1 point.

Keep score on the Score page.  Repeat for 5 - 7 rounds.  At the end, the contestant with the most points wins.

Students in the class (non-contestants) can play for points just for fun.  Any student who votes for the most popular answer gets a point.  These are tracked by the students themselves based on their honor.  They can compare points at the end of the game just to see who picked the winning answers the most.

Other details and suggestions:
  • Before you play, have the class submit names of people, places or other familiar nouns that will make the game personal.  This lends itself to hilarious inside jokes, but some students will need to be reminded to keep it appropriate for school!
  • In this version of the game there are five question formats, each repeated twice.  You might prefer to just choose them rather than randomly draw them, as some make easier riddles than others.
  • If students are having a hard time coming up with answers encourage them to brainstorm more than one and just pick the one they like best for the official submission.  The game is an exercise in creativity and they need to feel comfortable failing.  Anonymity in answers is sometimes necessary to encourage continued participation.
  • See this post about how I use creativity exercises before we play.
  • Nouns from any content area can be substituted to make the game fit the course subject.  See the mythology edition as an example.  
  • Instead of playing as a game, this can be used as an ongoing activity.  Riddles can be assigned to the entire class at the end of the hour.  All students would turn in answers the next day.  At an appropriate time the teacher could post five for a vote.  

Friday, May 4, 2012

Video for Creativity Games - Rules for Abe & Einstein

My recent post on games based on creativity exercises has been popular, so I made a short video explaining the game system in general.  As an example, I also explained how to play my creativity game, Abe & Einstein, in more detail.  It is definitely one of the most fun games a group can play with nothing more than some paper and pencils.

I used this definition of creativity in the video and I think the game models that perfectly:
Creativity - Coming up with new ideas that have value*


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I neglected to mention in the video that the game can be modified to fit content areas easily.  For example, in a literature class the teacher could create half of the names for each group drawing from stories the students read in class.

*In the future I will probably include the expression of the ideas in the definition of creativity.