E-Gameology

DON’T BE UPSET, MY BROTHER!

(Nu te supara, frate!)

NUMBER OF PARTICIPANTS: 20-24 pupils, 5-6 groups of 4 pupils, aged         12-1

LOCATION: classroom

TIME: 20-30 min

MATERIALS: game board, papers with the rules of the game/game regulation and the evaluation tests (first semester/term);

AIMS:

1)         to define the operation of measuring the mass of bodies;

2)         to recognize mass measuring tools;

3)         to apply their knowledge/studied information in solving exercises;

4)         to define the weight of bodies;

5)         to argue the difference between weight and mass;

6)         to associate a text with the concept/idea of interaction;

7)         to analyse the results experimentally obtained;

8)         to draw conclusions based on observation and values experimentally obtained;

9)         to apply the acquired knowledge about weight in solving problems;

10)       to know the standards used for determining mass;

11)       to know how to determine measuring errors;

12)       to know the mass measuring units;

13)       to solve transformation exercises from one unit to another.

SCHOOL SUBJEC USED: Physics, the 6th grade

Revision / Consolidation / Evaluation

We find games closely related to the idea of work, learning, creating as the whole existence of mankind is related to the ‘’game of being”.

Games are doubtless strongly connected, related to imagination which represents the most important feature of everyone’s personality.

The games represent a set of actions, which, besides joy and a good mood, has also important aims such as: intellectual, moral, technical and physical training of the child.

Be introducing games in the teaching process, lessons become more attractive, interactive and create psychological comfort, diversity, removing/eliminating fatigue, boredom and monotony.

One of the children’s favourites during communism was “Nu te supara, frate!” We shall detail below how this popular game appeared and what were its rules.

These rules, adapted, as you’ll see, represent the starting point of our lesson. During the dark years of communism there were many other games which helped children socialize face do face, meet, communicate. Among these “Piticot”, “Sus, Jos” , “Maroco” , “Domino”, “Pacalici”, “Tara, tara vrem ostasi!” are worth mentioning.

The most popular and loved games during communism were those played with a dice, pawns and a special game board but also those which had cards. “Nu te supara, frate!” was, perhaps, the most popular.

 

“Nu te supara, frate!” can be played by two, three or four players. There were four colour pawns for this game: red pawns, yellow pawns, blue pawns and green pawns. Dice and a game bored were also needed.

The aim of the game was to go around the game board with the pawns.

Each player cast the dice in turns. The first player (who started the game) was the one who scored most when casting the dice. This one made the steps forward on the board according to the number he scored when casting the dice. The other players would follow the first one, in turns. Those who scored six would have the right to cast again. When one pawn “met” another pawn on the same circle on the board, the latter would return on the home/start circle and could get into the game again only if he scored six on the dice.

The players could get on the finish circles only if they scored the right number so as to make the exact steps on the circles left.

The first player who managed to room the board with all the four pawns and get of all them on the final circles (a, b, c, d) was the winner.

“Nu te supara, frate!” was without any doubt, one of the most popular of those times. It was the ideal choice to make, during boring days and it could be played together with both family and friends.

 

“Nu te supara, frate!” can be played by 2-4 people and the game can be bought in any toy shop. Besides the special game board, you need 4 pawns of the same colour for each player and dice.

The players could get on the finish circles only if they scored the right number so as to make the exact steps on the circles left.

The first player who managed to room the board with all the four pawns and get of all them on the final circles (a, b, c, d) was the winner. “Nu te supara, frate!” was without any doubt, one of the most popular of those times. It was the ideal choice to make, during boring days and it could be played together with both family and friends

“Nu te supara, frate!” can be played by 2-4 people and the game can be bought in any toy shop. Besides the special game board, you need 4 pawns of the same colour for each player and dice.

The rules of the game aren’t difficult at all, and that’s exactly why it is appreciated by children, too.

The rules of the game „Nu te supara frate” adapted, in our case for a Physics revision lesson, 6th grade, first semester.

As a first rule, we shall decide how many players will be involved in the game.

We can have either 4-5 teams of 4 players for each colour. For example, the red colour will be played by 4 or 5 players who can help one another with the answers for the most difficult questions („trap” questions) and the rules remain the same for the other colours.

Before the start, all the players must choose a colour of the four pawns they are going to use during the game.

Once they have done that the game can start. All the players or teams of players must try to roam the game board with all the four pawns and finally get them to the finish circles (the home circles) marked with a, b, c, d.

In turns, the players or the leader of team will cast the dice once and will decide who’s going to be the first to start. The player or the team who scored most will start, followed by the others in descending order.

The first team or the player will cast the dice again and will make the steps forward on the board according to the number on the dice. On the last circle on the board, the player or team will find 2 or 3 questions. He’ll choose what question he will answer. If it’s a team, they may all work together to give the correct answer. If the difficulty level of the question is high, the players will make 3 steps forward if they give the right answer.If the question has a medium level of difficulty they will make 2 steps forward and if the question is an easy one, they will make one step forward.If the player or the teams will give a wrong answer, they will make the steps back according to the same rules.

The coordinating teacher is the one who makes the questions and establishes the difficulty level. Not all the circles on the board may ‘’hide’’ questions. The questions are hidden at random and you may very well not find a ‘’trap questions’’ in certain stages of the game.

Those who score 6 have the right to introduce another pawn in the game and cast the dice again. If one pawn “meets” another on the same circle, it may stay there if the player or the team answers correctly to a set of questions (2, 3 at most). If they can’t do that, the pawn will return to the “home” circle and may start again if the player/team scores six.

If they give the right answer, then they may continue the game and make one step forward. The circles which already have other players’ pawns on them are skipped on but the steps are counted on the board.

On the finish circles will get only those who score the exact number for these circles.

The winner is the player /team who get on the final circles with all his four pawns.

The rules of the game will be read before the start but if the pupils decide to change them, they may do it themselves, on the spot. This way they will feel they play an important part in the process and will understand that the teacher is not the only one who’s always right and makes all the rules.

“Nu te supara frate!” is both complex and interesting. Applied in teaching different subjects, it will the turn educational process into a more pleasant, relaxing and diverse one.

GAME: COUNTRY, COUNTRY, SEND US SOLDIERS!

NUMBER OF PUPILS: 16 pupils (2 teams, each of four pupils and two groups of supportes for the 2 teams).

AGE: 13-14 years

MATERIALS: the game board, work sheets with the rules of the game for all the players, work sheets with the South America map and work sheets with pictures of South America/Brazil.

Aims:

to know the geographical position on the globe;

to enhance the skills for identifying the main geographical units of the continent;

to know the features/characteristics that define the geographical specifics of South America;

to locate and mention the geographical position and the limits of Brazil when using the word map;

to identify at least 4 specific aspects of the natural environment/settling of Brazil (relief, climate, rivers, vegetation) by reading the worksheets, the atlas and the wall map;

to present general information about population and human settlements of this country, using the pictures and the maps from the textbooks;

to present general characteristics about the natural resources and the economy of this country (Brazil) using appropriate pictures and maps;

to solve/fill in the items on the worksheet correctly.

SUBJECT: Geography, 7th grade

TYPE OF LESSON: Teaching/Consolidation lesson

In our childhood we used to play the best possible games. The first traditional game we approached in our project was adapted to comply with the curricula, and to meet both the teachers and the students’ needs, to help pupils learn more easily and efficiently.

This time we chose another traditional game, very popular in past times, a game we played during school breaks and our spare time. It is called „Country, country, send us soldiers!”. This game was adapted to be applied on Geography and it will approach only a teaching/consolidation lesson.

The traditional game was played with 2 teams of five members each, in open space/outdoors where they could run.

As we have already mentioned, there are 2 teams. The two teams will leave a few metres distance between them and they shall stand face to face. In each team all the players will hold each other’s hands (will stand hand-in hand).

The first team starts the game by shouting‚ „Country, country, send us soldiers!”

The second team will ask:

„Whom do you want to choose?’’

Then, the members of the opposite team will answer by choosing a child, usually a thinner one so that he / she should become a „prisoner”. They call his / her name. This one must run fast towards the opposite team and try to‚ „break” in force the hand-in-hand „chain” formed by the players of the opposite team. If he succeeds, he gets back to his team but if he doesn’t, he is taken „prisoner” by the opposite team and becomes one of its members.

The winner is the team who managed to „capture” all the „soldiers”. When there is only one player left in a team, the other one becomes automatically the winner.

As we have already said, we adapted this game to use it for a Geography class and we approached a teaching/consolidation lesson.

The subject of our lesson is South America, general characteristics and information about Brazil.

The teacher teaches the lesson using traditional methods and in the second part of the class, he/she divides the students into 2 groups/teams. If the class has many pupils, the teacher may decide not to involve all of them in one of the two teams. Those ones will also play an important part in this activity and will develop and improve their knowledge, not as players but as supporters. For example, when a member of the opposite team must answer one question with the help of the map, the supporters of that team may draw certain „clues” on the board or they may even help the player answer the question, becoming this way a support for the whole team.

So, once we have formed the 2 teams (6 members in each

of them) we can start the game. The first team will be the one who succeeds in giving the correct answer to 2-3 questions from previous lessons, questions asked by the teacher.

This team will start the game by shouting „Country, country send us soldiers!”. The other team will ask „Whom do you want to choose?”

A member of the opposite team will be chosen and if he succeeds in breaking the hand- in-hand „chain” will have the right to take one „prisoner” from that team. If the „prisoner” manages to answer 2 questions correctly, without any help, he may go back to his team. If he can’t, he will stay in the opposite team and became one of its members. If he’s not strong enough to break the „chain” he’ll be taken „prisoner”. However, if he answers correctly 3 questions about the lesson, he’ll be given the chance to return to his team. In answering these questions, he may ask either the team or the supporters’ help, but not both.

The rules of the game may be changed according to the priorities and the aims of the lesson, the students’ or the teacher’s interests. The winner is the team who manages to gather/„capture” most soldiers.

GAME: HOPSCOTCH

NUMBER OF PUPILS: from 2 to several pupils.

AGE: 12-14 years

MATERIALS: chalk, ground, the pavement, or permanently marked on the floor

SPACE: Outdoor, indoor

TIME: No time limitation

Hopscotch is a widely played children’s game that can be played with several players. It is a popular playground game in which players toss a small object into numbered circles or rectangles outlined on the ground (with a piece of chalk) and then hop or jump through the spaces to retrieve the object.

There are various ways of playing this game. A player must hop through the course after tossing a flat stone for example in one of the numbered squares. The player must skip the square with the marker in it, without touching the lines of other squares or outside the lines; otherwise another player will take their place.

This game can be played outdoors as well as indoors. Depending on the available surface, the court can be drawn with chalk on the pavement, or permanently marked on the floor. Designs vary, but the squares are always numbered in the sequence in which they are to be hopped, starting with number 1.

The minimum number of players is two, but it can also have several players. The more players, the longer the game lasts.

 SUBJECT: Mathematics, 6th grade

TYPE OF LESSON: Teaching/Consolidation lesson

PLAYING THE GAME:

Players must successfully complete all squares numbered 1 to 8 and backwards. The first player to complete one course for every numbered square on the court wins the game. The game then continues until all the players complete their course. Players toss the marker onto the court. The marker must land completely within the square without touching the line, otherwise another player will toss. On the way back, the player stops in the square before the marker and reaches down to retrieve the marker, then continues hopping through the course, without touching a line. Then the stone will be tossed within the next square and so on. After completing all the numbers from 1 to 8, a player must do the same from 8 to 1. When players’ hops from one square to another, they must carefully skip the square with their stone, complete the entire course, and on their way back they retrieve their marker from the square.

This game can be used in almost all school subjects in the teaching process. In this description, I will give an example of how to use this game in Maths when revising geometric shapes with 6th graders.

The game can be played in small groups made of 2 to 4 or 5 students. The bigger the number of students involved, the more efficient the method. The classical rules of the game will be explained to the players. Two or three groups of players will be formed, with two or three students each. A die will be rolled to decide the first group to play. A flat stone will be used as a marker, and a flat surface will be provided so that the court can be easily drawn with chalk. The design of the court may vary; it may be longer or shorter, simple or complex, made of squares, rectangles or circles.

Players must successfully complete all squares numbered 1 to 8 and backwards. Each square will have questions connected to the subject of that Maths lesson. For example, rectangle shaped squares will have questions about a square: sides, right angles, diagonals, parallelism,perimeter and area. A round shaped square will have questions referring to the circle, arc, segment, sector, area, semicircle, perpendicular, area, sine, cosine etc.

The group starting the game will choose someone from their team to represent them and do the game. If that person tosses the stone outside the lines of the target square, they will still have the chance of staying in the game if they manage to answer the set of questions from that square (circle, rectangle, square).

For instance, if a player is on number 2, which happens to be a square, the team will be asked questions about the four sides of a square, angles, etc. All the members of the team can contribute to the answers. The first team to complete the entire course wins.

 

GAME: DUCKS AND HUNTERS

Only a few years ago, childhood games mainly meant free outdoor play, no constraints, totally hands-on and highly creative play. Nowadays, it is quite difficult to compete with computers, smart phones and virtual games.

NUMBER OF PLAYERS: 6 and above.

MATERIALS: a ball and plenty of running space (school playground, park, football pitch etc..)

PLAYING THE GAME:

Two of the players will be the hunters and the rest of the players are the ducks. The ducks will stay in a perimeter limited by any objects you find and consider suitable. The hunters stay on each side of this perimeter, facing each other, and they try to hit the duck with the ball. If the ball doesn’t touch the duck, then it will be caught by the other hunter, who will try to hit one.

A duck has 3 lives. If it is hit by the hunters 3 times, the duck is out of the game. But a duck can also catch the ball from a hunter, only if the ball did not touch the ground. By doing this, the duck will get another life.

When only one duck remains in the game, the hunters will do a number of throws that equals the age of the duck. For example, if the duck is 7, the hunters will throw the ball 7 times. At the end of the game, new hunters are assigned.

This game can be used as a teaching method.

Players: a group of minimum 4 students

Description: The game is played as described above. The children can avoid being touched with the ball by making a step forward, backward, left or right, by jumping or by bending. In teaching, the game can be used in the assessment process, in any school subject (History,Geography, Biology, Maths etc). The “duck” touched with the ball must answer the teacher’s question to stay in the game. Otherwise, the duck is out of the game.

Examples of questions based on the Biology and the History curriculum

Biology

Name three actions that students can take to protect the environment.

Imagine you are in a trip in the countryside near your town. Which is the countryside code?

Describe two ways of making seeds sprout.

Which is the right answer?

Ornamental plants are grown for:

-eating and food

-feeding animals

-decorative purposes

-medicine industry

Wild animals in our country are:

-dogs, bears, cats

-foxes, wolves, deer

-cats, wild boars, cows

-sheep, wolves, deer

Herbivores prefer:

-meat

-insects

-any type of food

-plants

  • History

Choose the right answer for the following statements:

The type of state in the Antiquity period was called:

-slave state

-feudal state

-modern state

The Edict of Milan was an agreement to treat Christians benevolently within the Roman Empire during the period of Emperor:

-Trajan

-Aurelian

-Constantine I

Which Byzantine Emperor tried to reconstitute the Roman Empire?

-Charles the Great

-Justinian

-Otto I

The origins of the Romanian language are:

-Slavic

-Greek

-Romanic

Read the following statements. Are they TRUE or FALSE?

-The title of ancient Egyptian monarchs was Pharaon.

-The Persian Empire was established by Alexander Macedon.

-The Adamclisi Monument (Tropaeum Traiani) from Transylvania was built in 109 to commemorate Roman Emperor Trajan’s victory over the Dacians, in the winter of 101-102.

-The Barbarian Invasions (the Migration Period) marked the ending of the Western Roman Empire.

 

P2 – CENTRO PROVINCIALE ISTRUZIONE ADULTI TARANTO – ITALY

Founded in 2014, the Centro Provinciale per l’Istruzione degli Adulti (CPIA) is the largest public provider of adult education in the province of Taranto. It was estabilished by the Italian Ministry of Education and the Apulia region (DDG n. 6154 del 09.06.2014) to meet the educational needs of many young and older adults. With the support of nearly 30 local branches (former Adult Education Providers, schools with courses for adults and the local prison), 51 staff members and local authorities, the CPIA provides student-centred and tutor-led education for young and older learners (about 750) from all walks of life.

Taranto is a big town in the region of Apulia, the third-largest continental city of Southern Italy with a population of more than 200,000 inhabitants. Taranto is an important commercial and military port. It has well-developed steel and iron foundries, oil refineries, chemical works, some shipyards for building warships, and food-processing factories. The province of Taranto has an area of 2,437 sq km and a total population of about 600,000.

The socio-cultural context of the CPIA is characterized by some features common to the rest of the south of Italy: low cultural level, search for the first job with inappropriate professional and cultural competences, search for new competences to improve the personal curriculum, racial integration among different ethnic groups.

The institution works with various target groups from 16 to old age: Italian people at risk of social exclusion (NEET-Not in Employment, in Education, in Training) or simply looking for new competences, migrants (from Europe, Africa, Asia), people with impaired

physical or mental abilities. Being Taranto a short-term destination for migrants, refugees and asylum seekers nowadays tragically escaping from Africa and Asia, those foreign learners are becoming a leading target group.

The objectives of the school include bringing education into the heart of communities, providing learners with pathways to improving competences and knowledge, offering new job or return-to-learning opportunities, providing cultural and educational background for vulnerable social groups, developing innovative teaching practices and helping students broaden their horizons and community engagement programmes that encourage active citizenship.

The CPIA organizes: the general secondary school certification for those who didn’t get the diploma of Secondary Junior school in time, courses of Italian for foreign people (A2), a number of long- and short-term courses to give participants the possibility to gain knowledge and competences in: English, Spanish, New Technologies, Film Storytelling, Acting, Art, Environment, Dance, Music, Handicrafts, etc. The CPIA cooperates with a number of external experts with the support of internal tutors. According to the learners’ feedback, they are satisfied with the knowledge acquired in those courses.

GAMES AS A SCHOOL SUBJECT IN CPIA

Games helps us to lighten the everyday matters. Thus, the goal of our non-formal education is to get the students play and organise game events, through the analysis of games in all their aspects. The students involved are adults attending the Adult Education Provider. We are concerned that many of them are socially excluded people who need another chance in life to get better opportunities with their work aspirations or migrants having various school levels/degrees but no knowledge of Italian and little or no knowledge of other European languages.

There also are people who want to improve their ICT and language skills. Students analyse a wide range of popular games and pastimes:

Toys;

Traditional card games;

Board games;

Pub games;

Computer games;

Intelligence games;

Street games.

The students are given the opportunity to become organizers of events: board games or cards competitions, pub game Quizzes and street games exhibitions.

 

 

 

 

 

 

 

GAME: BATTLESHIP

NUMBER OF PARTICIPANTS: At least 2

AGE: 8 years old and on

SPACE: Indoor (in the classroom)

TIME: about 30 mins

MATERIALS:

Paper, pencils

AIMS:

Destroy the opposing player’s fleet;

Interact with other people;

Communicate in the same language;

Respect the rules;

Develop concentration;

Correctly plot coordinates on the coordinate plane.

TEACHING SUBJECTS: Maths

TYPE OF THE LESSON:

Learning and developing mind capabilities; evaluating knowledge

RULES AND DEVELOPMENT OF THE GAME:

The game is played on four grids, two for each player. The grids are typically square – usually 10×10 – and the individual squares in the grid are identified by letter and number. On one grid the player arranges ships and records the shots by the opponent. On the other grid the player records their own shots.

Before play begins, each player secretly arranges their ships on their primary grid. Each ship occupies a number of consecutive squares on the grid, arranged either horizontally or vertically. The number of squares for each ship is determined by the type of the ship. The ships cannot overlap (i.e., only one ship can occupy any given square in the grid). The types and numbers of ships allowed are the same for each player. These may vary depending on the rules.

The 1990 Milton Bradley version of the rules specify the following ships:

 

  • Class of ship Size

 

1 Carrier 5
2 Battleship 4
3 Cruiser 3

4                              Submarine                                                                                        3

5                              Destroyer                                                                                          2

After the ships have been positioned, the game proceeds in a series of rounds. In each round, each player takes a turn to announce a target square in the opponent’s grid which is to be shot at. The opponent announces whether the square is occupied by a ship, and if it is a „miss”, the opponent player marks their primary grid with a white peg; if a „hit” they mark this on their own primary grid with a red peg. The attacking player notes the hit or miss ontheir own „tracking” grid with the appropriate colour peg (red for „hit”, white for „miss”), to build up a picture of the opponent’s fleet.

When all the squares of a ship have been hit, the ship is sunk, and the ship’s owner announces this (e.g. „You sank my battleship!”). If all player’s ships have been sunk, the game is over and their opponent wins.

POSSIBLE APPLICATION IN EDUCATION (SUBJECT, LEARNING FIELD, …)

Battleship is a classic game of strategy and logic kids of all ages love to play. Best of all,it is a great to play in your maths class as it teaches students how to use a Cartesian plane and understand how to use co-ordinates on a grid.

Students must draw coordinate planes.

After the have played a few times, I can write down ten coordinates on the board and have them graph them. I check their graphs to see if they are correct. I have them turn in their game sheets and give them a 100 for a class-work grade if they completed the games.

There can be more advanced versions suitable for older and more competent students.

GAME: BINGO

NUMBER OF PARTICIPANTS: At least 2

AGE: 5 years old and on

SPACE: Indoor (in the classroom)

TIME: 30-60 mins

MATERIALS:

Game cards. In the learning version we can create our own cards.

AIMS:

Develop essential skills such as concentration and respect of the rules;

Learn different categories and words;

Apply formative assessment;

Interact with others;

Learn new things by playing.

TEACHING SUBJECTS:

All foreign languages (Italian, English, French, Spanish…)

TYPE OF LESSON

This game can be used as a learning activity, since students must recognise the numbers or other categories of words (colours, flowers, …)

 

 

 RULES AND DEVELOPMENT OF THE GAME

There are 2 packs of cards: in one there are the pictures and in another one there are the names of the correspondent pictures. The teacher gives the pictures cards dividing them into the number of the students (e.g. if the cards are 60 and the students are 10, it will be 6 cards per student), then he mixes the name-cards and start picking the first name card reading loudly its name. The student who has got the correspondent picture-card overturns it. The first student that gets all his cards overturned says “Bingo” and he will be the winner only if he is able to read his cards. The game restarts as many time as needed. The final winner will be the one that won more games than all the others.

POSSIBLE APPLICATION IN EDUCATION (SUBJECT, LEARNING FIELD, …)

This game can be used when learning foreign languages and new vocabulary.

Everybody in the game has to listen and understand, look at the cards and understand. The winner, in particular, has to be also able to read in a good way at least all the cards that he has. The teacher can be able to evaluate and correct the mistakes. In a further step, students can create cards by themselves with vocabulary topics (family, body, classroom objects, actions, parts of a house, etc.).

GAME: MULTIPLICATION TABLES

AGE: 8 years old and on

NUMBER OF PARTICIPANTS: Two or more

SPACE: Indoor (in the classroom)

TIME: 30-60 mins

MATERIALS: Cards

AIMS:

Follow instructions;

Encourage learning of difficult topics;

Increase self-esteem;

Promote the acceptance of rules;

Promote the importance of listening one another;

Value the importance of communication;

Develop essential skills such as concentration and interaction;

Promote learning to make decisions.

TEACHING SUBJECTS:

Mathematics

TYPE OF THE LESSON:

Evaluation of calculation and memory

RULES AND DEVELOPMENT OF THE GAME

For every multiplication table we can prepare 11 cardboard cards, one per number (two or three sets of 11 for each number if we have more cards more pupils can play).

The deck to play grows as pupils learn new tables. Eventually we will have a box or a bag full of papers.

Pupils can play individually, in pairs or in groups. Each player gets 25 cards at random and puts one on the table by the side of the multiplication. The next player has to guess the result. You can check by turning the card. If the result is right he continues. The pupils who makes a mistake must take all the cards on the table.The player who runs out of cards, wins.

We may then suggest the game of tables on the contrary (the card must be presented by the part of the result and the opponent must guess the corresponding multiplication).

POSSIBLE APPLICATION IN EDUCATION (SUBJECT, LEARNING FIELD, …)

This game is a very good way to improve mathematical skills. We can prepare the game of multiplication tables as students learn a new multiplication table. It’s a good method to assess a didfficult task. We can play the tournament with the whole class, challenge other classes, or play with pupils with special needs.

 

GAME: I KNOW THE TRASH

NUMBER OF PLAYERS: 4 or more

AGE: 5 years old and on

SPACE: Outdoor (Courtyard, Ground)

TIME: 30 mins

MATERIALS: Various wastes

AIMS:

Search for traditional internet games;

Develop manuality;

Encourage positive competition;

Learn new knowledge by playing;

Apply formative assessment;

Know materials and waste differentiation;

Understand rules of social life;

Memorize and remember the position of an object,

Using a syllabus and accept the challenge.

TEACHING SUBJECTS:

Science

TYPE OF THE LESSON:

Learning specific knowledge of ecology and environmental issues and formative evaluation. To make progressive the learning of the contents related to the topic, we can repeat the game as new knowledge is taught.

RULES AND DEVELOPMENT OF THE GAME

The game consists in giving each competitor a lot of undifferentiated solid urban waste, selecting each of the wastes, associating it correctly with the material (raw material or derivative) (points 1) and placing it in the exact container (points 1), marked by a special colour. The player who scores more points, wins.

It can be played individually or in pairs/groups.

 

GAME: TABOO

NUMBER OF PARTICIPANTS: At least 7

AGE: 5 years old and on

SPACE: Indoor (in the classroom)

TIME: 60 mins

MATERIALS: Blackboard and cards

AIMS:

Learn a foreign language;

Promote the importance of listening one another;

Increase interaction and integration among participants;

Value the importance of communication;

Develop essential skills such as concentration;

Facilitate team dynamics;

Value the importance of each in the joint activity;

Learn lexicon and use of grammar;

Practice memory.

TEACHING SUBJECTS:

Foreign languages

TYPE OF THE LESSON:

Learning new vocabulary and formative evaluation.

RULES AND DEVELOPMENT OF THE GAME:

This game is the opposite of the game of TABOO. In this game students have to use the words written on the cards to explain the meaning of an expression that the teacher asks. Before the game starts, the teacher writes on the blackboard some useful French expressions to help students in the description: “it is a job” (c’est un travail), “it is a place” (c’est un lieu), “it is a verb” (c’est un verb).

The teacher divides students in two groups, TEAM 1 and TEAM 2. The teacher puts on the table all the cards (that contains words) on their back. A student of the team 1 takes a card and in maximum one minute, he must make his teammates guess the request expression, trying to use the other words written on the card.

If his teammates guess, the card becomes a property of their team. If they don’t guess, the card comes out of the play and it’s the round of team 2. In every round each team must present a different student that takes the card and explains. Once all the rounds have finished, they start again from the first student. The team that has collected more cards wins.

POSSIBLE APPLICATION IN EDUCATION (SUBJECT, LEARNING FIELD, …)

Keeping my class engaged with new and interesting classroom resources is vital in helping them reach their potential. Taboo is a fun review game that can serve to improve the language competencies. An important skill I try to develop in my students is the ability to communicate their message even when they don’t have the exact vocabulary for what they’d do. It’s an excellent activity with the whole class or in groups.

At higher levels, taboo cards can refer to a specific category (the body, colours, clothes, animals, jobs, …) and can be made by the students themselves.

GAME: FAZZOLETTO

NUMBER OF /AGE:

SPACE: Gym of the school

TIME: Half an hour

MATERIALS: A piece of cloth

AIMS: To improve dexterity, to be fast, to encourage fair-play,

TEACHING SUBJECTS WHERE IT CAN BE USED: physical abilities

TYPE OF THE LESSON: Sport

RULES OF PLAYING:

It’s a famous game of shrewdness and ability of movement.

There are two teams, opposite each other. Each participant is a number.

There is a boy who doesn’t play that has the piece of cloth in his hand and calls different numbers. The goal of the game is to steal the cloth and to come back to the team without being touched from the other team.

GAME: SCOPONE SCIENTIFICO

NUMBER OF PARTICIPANTS /AGE: 4 participants, age: 18-20

SPACE: classroom

TIME: one hour

MATERIALS: Neapolitan cards

AIMS:

to develop calculation abilities, to reinforce logical-operative abilities,

to increase memory, to learn to collaborate and cooperate (team game) and to encourage fair play

TEACHING SUBJECTS WHERE IT CAN BE USED: mathematical abilities

TYPE OF THE LESSON: evaluation of calculation and memory

RULES OF PLAYING:

It’s a famous Italian game of cards.

We need 40 Neapolitan cards (typical cards from Naples, divided in 4 different symbols that start from one to ten: money, cups, sticks and swords). Only four people, in two pairs, can play: each of them have 10 cards.

The aim of the game is to do the maximum score.

 

GAME: BIGLIE

NUMBER OF PLAYERS/AGE: 2 players

SPACE: Open, Courtyard, Ground

TIME: 15 minutes

MATERIALS: marbles

AIMS:

Search for traditional internet games

Develop manually skills

To encourage positive competition

Use the marbles to introduce geometric reasoning: the sphere

Studying the motion

TEACHING SUBJECTS WHERE IT CAN BE USED: The sphere, The motion

TYPE OF THE LESSON:

A feature to develop and learn through the game is memorizing and remembering (recall, recognize), for example, the position of an object. Use a syllabus and accept the challenge

RULES OF PLAYING:

With the marbles you can do dozens of different games. The best known is that of the „den” (the pit). The game consists of hitting the opponents’ marbles by becoming owner. Before you can hit them, however, you have to put your own bead into a previously prepared pit (the lawn) (you usually choose a land plot where you dig a hole of diameter more or less a span). At the start, in turn, you pull your own bead, hitting it with your thumb or index, and try to get into the hole. When one succeeds in joining, he or she may, by a later shot, aim for the other bats by pulling him from the edge of the den or vertically (the player puts himself at an opponent’s whip and drops his or her beard from the chest height). If he succeeds in striking, he or she earns the opponent’s bet and continues the game, otherwise the game passes to the other players. At every shot he/she is allowed to move forward his/her own blade of a span.

GAME: SALTO DELLA CAVALLINA (ZOMPA CAVALLO)

NUMBER OF PLAYERS/AGE: 2 players or more, age: from 5 to …20

SPACE: open air, courtyard, ground

TIME: until you are tired

MATERIALS: nothing

AIMS:

Resistance and body control also when you are tired.

Respect of the rules.

Knowing your body.

TEACHING SUBJECTS WHERE IT CAN BE USED:

Civic education (following the rules, being good with your friend, accepting the decisions of the group) and science (the body and its muscles).

TYPE OF THE LESSON: evaluating the control of the body even when the player is tired and his/her behaviour during the game.

RULES OF PLAYING:

Jump over your friend without falling or touching your friend with your legs as many times as you can. Doing this, you will need to save energy so that you will be the last in losing control of the body and win the game.

GAME: SACCO PIENO SACCO VUOTO

NUMBER OF PLAYERS: 5 people (no limits of people)

AGE: 16-18

SPACE: Gym of school

TIME: Half an hour

MATERIALS: Large Plastic bags

AIMS:

to increase concentration

to reply quickly to commands,

to encourage fair-play

to increase reflex to be ready

teaching subjects where it can be used, Sport

TYPE OF THE LESSON: learning, evaluation, …

Evaluation of concentration

RULES OF PLAYING:

There is a person that says to a group of people some commands: stand up! or – sit down!

He repeats the commands quickly and if one of the groups makes a mistake he is eliminated.

The winner is the one that doesn’t make mistakes.

P3 – NIHAL AKCURA MESLEKI VE TEKNIK ANADOLU LISESI MANISA – TURKEY

 

 

HISTORY

Our school is called Manisa Tourism and Hotel Management High School was established in 2008 as a part of Trade High School building and managed by the same administer even in the same building. Today it is separated from the trade school and has its own building. The school moved to the new building in the 2012 – 2013 education year. The school was built by a philanthropist and dedicated the name of the school to his wife as “Nihal Akçura” who is still known as the spiritual mother of the school students. Muzaffer ŞAŞMAZ is the first and Mehmet GÖKÇE is the second headmaster who is continuing his management.

MISSION

To give education at the highest quality level modern and flexible professional education according to Atatürk’s principles.

 

SCHOOL DEPARTMENTS

 

 

A BLOCK EDUCATIONAL FIELDS
Administrative 1. ACCOMONDATION AND TRAVEL
B BLOCK – Reception and front desk
Dormotories – House keeping
Restaurant – Travel Agency
C BLOCK 2. FOOD AND BEVERAGE
Classes – Cookery
Labs – Service
D BLOCK
Library
Gym

 

ESTABLISMENT

16 CLASSES

 6 PRACTICE CLASSES

 1 COMPUTING LAB

 1 LANGUAGE CLASS

 LIBRARY

 TEACHERS ROOM ON EVERY FLOOR

 DORMOTORY FOR FEMALE

 DORMOTORY FOR MALE

 3 SINGLE TEACHERS ROOM

TARGETS

Training qualified staff including the newest knowledge, trainee who are aware of knowledge technology that private sector and governmental offices need. Our school would like to be known as a reliable institution that focuses on development with institution culture and staff potential. To give the response to the demands of the sector by increasing the institution capacity.

ERASMUS+ PROJECTS

INNOVATIVE TECHNIQUES IN FOOD AND BEVERAGE IMPLEMENTATIONS (2016-2018)

WE PLAY-WE LEARN-WE TEACH (2016-2018)

CAPTIVATING TEACHING STRATEGIES FOR VULNERABLE LEARNERS. (2013-2015)

SHARİNG INNOVATE LANGUAGE TEACHİNG METHODS AT VOCATİONAL SCHOOLS

 (2013-2015)

 TREASURING NATURE THROUGH LANGUAGE. (2013-2015)

Traditional Turkish Children’s Games

Turkey’s culture includes games which children have played for generations.

Every region of Turkey has a different history of cultural games the children have played.

But, similarities exist between the games in different regions.

Children’s games can involve objects, such as sticks, pebbles, balls or knuckle-bones.

The game may be an active game, with jumping and running, or be a riddle, rhyme or game accompanied by a song.

We believe that we play all the games in each country.

DODGEBALL

NUMBER OF PARTICIPANTS: group game each team has at least 2 or more players

AGE: 10 years old and on

SPACE: Outdoor / Indoor (in the gyms)

TIME: 15- 30 min

MATERIALS:

In the original game, one small size of ball to play dodgeball.

AIMS:

Meeting new friends;

Being careful by;

Develop quickness of thinking and movement;

Learning game rules;

Increase personal interaction;

Develop to give quick decision in classroom;

Warm up before starting a class;

Increase memory and fix contents;

TEACHING SUBJECTS: Especially primary school subjects to secondary school (history, foreign languages, science, maths, etc.)

TYPE OF THE LESSON: Increase and developing quickness protective and developing personal capabilities;

RULES AND DEVELOPMENT OF THE GAME:

1-The game is played with two groups

2-Each group will have a goal keeper. (s/he stays at the opposite side of his/her team)

3-The goalkeeper hits the other team players.

4-If the goalkeeper hits somebody, s/he will go by the side of their goalkeeper. Or one of the players can catch the ball and they can hit the other players.

5-If the goalkeeper throws the ball on the ground then the ball hits somebody s/he will continue to play.

6-If the goalkeeper hits somebody first and another player catch the ball (the ball won’t touch to the ground). Two players will continue to play.

HOW TO PLAY DODGEBALL

Dodgeball is one of the popular game between kids in Turkey. Why is it enjoying such success?

„Dodgeball has many advantages over other sports, but none more than its absolute accessibility. It is played right across the world by people of all ages, sexes and sporting abilities. It is very simple to learn, and ‘everyone’ has the ability get involved as part of a team” UKDBA

Dodgeball is a simple, fast paced game that can be played by anyone. Teams of mixed ability, gender and age are possible, and there are plenty of rule variations to keep your sessions fresh.

The aim of the game is to eliminate the opposing team by either hitting them with a ball or catching one of their throws. You have to keep your wits about you to land hits on opposing players whilst avoiding getting hit yourself. Each game only lasts 2 minutes, but after a couple of high-intensity matches, you will be getting one heck of a cardio workout!

Object of Dodgeball

Eliminate all opposing players by getting them ‘out.’ The easiest way to eliminate a player is to hit them with a dodgeball. You can also eliminate a player by catching one of their throws. This is how to really turn around a game; when you catch a thrown ball, not only do you eliminate the thrower, but you can bring back one of your own eliminated players (FOFI – first out, first in). Players can fumble catches but must retain possession of the ball without it touching any other player, ball, object, or surface. Catches win matches.

Winning a Game

You win a game of dodgeball when either:

All the opposing team have been eliminated

You have more players than the opposing team at the end of a 2minute game

If both teams are equal in number after 2 minutes, 1minute overtime is played. If teams are still equal after this, sudden death begins. The next team to eliminate an opposing player wins.

Opening Rush

Each game begins with the ‘opening rush’ where three players from each team run to gain possession of the three balls in the centre of the court. These balls must be taken or passed to the back of the court before they can be thrown at the opposition.

Getting ‘Out’

You are called out when:

A live ball (i.e. one that has not bounced, hit another player, hit another ball or hit a wall) hits you directly. Clothing counts as part of a player’s body;

An opposing player catches your throw;

When you step into the dead zone (hands/arms are allowed);

When you touch, or step over, a boundary line;

When a referee calls you ‘out’ for any reason. (Arguing with the officials just gets you out anyway)

Dodgeball Strategy

Dodgeball is a team sport, and like any other team sport, requires a certain amount of strategy to win. Yes, you can win by just going all out in a free-for-all scenario, but more experienced teams will soon pick you off. To win against the best you must play like the best. There are several strategies that you need to be aware of to succeed in dodgeball:

  • Throw as a team: Solo throws are often seen in rookie players. You should call out the number of balls your team has at any one time. If you have more than one ball, co-ordinate your team to throw at a single target, at the same time. This is much harder to catch or dodge and makes you look much more professional. Develop your own cues and calls so the opposition cannot guess who you are about to throw at.

 

  • Spread out: If your whole team is bunched in one area it will make it harder to dodge incoming balls and much easier for the opposition to hit someone – they just lob it in your general direction!

 

  • Stay back and away from the side-lines: Too close and you are going to get hit easily, too far back and your own throws will be easier to dodge. You should move forward (as a team, remember) when you throw your balls, and move back to avoid the counter. Stay away from the edges of the court as this limit your dodging space.

Apart from these two general rules, there are specific strategies used by the top dodgeball teams:

Eliminate stronger throwers first.

Aim at players in the corners to force them to step out of bounds.

Hold a ball behind your back for a teammate to grab and throw. If the opposition don’t know who has the balls, they are easier to hit. Even if you don’t have a ball, hold your hands behind your back to fool the opposition into thinking you might.

Don’t celebrate hits. The opposition will be vulnerable immediately after losing someone, so follow up with some low, fast throws.

Practice plays where balls are passed between players, or players cross paths before throwing.

If you are last one standing, crouch down and hold a ball to deflect incoming hits. This makes you harder to hit (you are a smaller target) and may give you a chance at a catch. When all the balls have been deflected onto your side, you can go on the offensive.

POSSIBLE APPLICATION IN EDUCATION (SUBJECT, LEARNING FIELD)

Both ball dodgers and ball throwers must have good hand-eye coordination. To successfully hit other players, throwers need to coordinate their throws not only with the other players’ current location, but also with their anticipated location when the ball lands. Runners must keep abreast of the current location of the ball, adjusting their location accordingly.

This game can be used in Technology class they can search the objects made of wood, steel, iron, etc. In language lessons students can learn the verbs of “throw, catch, run, win” etc, they can also learn different prepositions, verbs and nouns

In maths subjects they learn to find the solution in a short time.

NINE STONES

 

NUMBER OF PARTICIPANTS: Two team (3-4 players in each team)

AGE: 5 years old and on

SPACE: In the school playground

TIME: 15-20 min

AIMS:

Hitting the stones;

Strategy of reaching the aim;

Develop essential skills such as concentration;

Learn how to be successful;

Learning capacity;

Team work;

Making new friends.

TEACHING SUBJECTS:

This game is very useful for primary school subjects especially social studies or physical education or language classes.

TYPE OF LESSON

This game can be adapted for classroom teaching. For example, at physical education subjects this is very much useful for developing happiness, worries after winning or losing the game. In language classes the verbs or phrases used in the game rules could be taught.

Nine Stones is a traditional Turkish game which was very popular some 30 or 40 years back. It appears to be a simple game but is very complex. It is unfortunate that the new generation kids do not even know about this game.

This game does not need any expensive items. All you need is:

A Ball – Something like a tennis ball or one made of rubber.

9 stones which can be stacked up one above another

Minimum 2 players in each team. But it will be more fun with a more players.

And a playground.

RULES AND DEVELOPMENT OF THE GAME

 The game plays with two team.

 One player puts nine stones over the top.

One team will be chosen for waiting near the stones.

The other team players go back 12 or 13 steps away, draw a line and try to pull down the Stones with a ball.

If one of the first team’s players pull down the Stones, the second team players try to hit the first team’s players with the ball. At this time the first team players run away but they have to put the stones over the top. If they can’t put the stones over the top, they lose the game.

  If the first players achieve to put the stones over the top, they say “stop” and it means they win the game and scored one- zero. If someone is hit with the ball, he leaves the game. If the first team players can’t pull down the Stones, they will wait near the Stones.

HOW TO PLAY

You can make two teams as many players can play it. just equally divide them. A minimum of six players will be good.

Step 1 – Make heap of 9 stones in the centre.

Step 2 – From centre, measure around 8 feet to mark line from where one of the team throw ball to the heap of stones.

Step3 – Now 1 team will bat and other will field, decide it by toss or mutual understanding. Step 4 – 1 player of batting team will throw the ball and one player of fielding team will stand to catch the ball. And others will spread in the ground.

Step 5 – batting team cannot cross the boundaries otherwise they are out.

Step 6 – Now player will throw the ball.

case 1- opponent player catches the ball in one tip and stones are not destructed then player will be out next player will come.

case2 – opponent player cannot catch the ball and stones are also not destructed then he will get another chance up to 3 and after three chances he will out, and next player will come.

case3 – opponent player catches the ball and stones are destructed then player will get chance from one

case4- opponent player cannot catch the ball and stones are destructed now the drama begins.

Step 7- The aim of the batting team is to arrange stones back in the heap then shout and fielding team is to hit the ball to batting player.

Step 8- Fielding team cannot run while having ball in the hand, they can pass the ball to their teammates.

Step 9- If batting team is able to arrange stones back they will get one point and their all players who are out will alive again.

step 10 – If fielding team can hit the ball to any one of batting team member then whole batting team will be out and fielding team will do batting.

Step 11 – The team which scores nine points first will be winner.

Following Skills are required to play the game:

Throwing ball.

Escaping hit from ball if you are in batting team.

Arranging stones quickly if you are in batting team.

Distracting opposite team from the stones.

POSSIBLE APPLICATION IN EDUCATION (SUBJECT, LEARNING FIELD)

This game can be used in many subjects relating categories.

In an English lesson we can create vocabulary topics (friendship, body education, actions,

etc.). But we can also play in a different way if players must create logical sentences.

SUBJECTS: Players names, you, we, they.

VERBS: throw, catch, come, give.

PLACE COMPLEMENTS: in the garden, at school, in the street, at home.

TIME COMPLEMENTS: in the morning, in the afternoon, in the evening, every day.

SKIPPING

AGE: From 7 years old and on

NUMBER OF PARTICIPANTS: individual or more players

SPACE: Outdoor (playground or gym) / Indoor (in the classroom)

TIME: 10- 15 min

MATERIALS: 5 metre rope

AIMS:

Develop control of body movements

Adjust the body balance;

Increase the speed of action;

Exercises;

Concentration and interaction;

Promote learning to make decisions;

TEACHING SUBJECTS: Especially primary school subjects to secondary school (history, foreign languages, science, maths, etc.)

TYPE OF THE LESSON: Increase and developing quickness protective and developing personal capabilities;

RULES AND DEVELOPMENT OF THE GAME

1-First, they choose how they will skip. For example; to skip one, two, three….; to skip first

slowly after than fast…

2-Two players hold a long rope. They turn the rope.

3-The players skip how they choose. When the player couldn’t’t skip, the player will hold the rope.

4-The game follows the same way.

When I was a little, I used to play a very fun game. It was a girls’ game; boys never played with us. We played at school during the break or in my neighbourhood in the afternoons. We spent hours playing it, and we never got tired of it because we had such a good time.

To play the game, you will need three or more people. Two players, one in each corner, hold an elastic band and the rest play. If one of the players loses, she has to change places with one of the girls who is holding the elastic band.

A player starts by jumping the elastic at ankle height. Then it is raised to the middle of the leg, then to the knees, the hips, the waist, the chest, the shoulders, the neck, and head. In the last level called heaven, the elastic band is held up with raised arms.

This is played on the streets mostly by girls. There are three ways to play:

Alone, turning the rope alone.

One girl jumping a rope twirled by two girls

More than one jumping in a rope twirled by two girls.

The rope should be long enough to touch the ground and allow for the heights of the girls jumping. When more than one play, one player must jump as many times as another.

Here’s how we played this special jump rope game

  • Two persons stood opposite each other and extended the rubber band.

One player jumped and stood on one side of the rubber band, carrying the two sides together.

Then she jumped again and made the two sides separate.

Then she jumped again into the middle of the rubber-band and after that she jumped outside it.

If we finished these steps without any mistakes, we started the next level.

As the game continued, the level of jumping got higher and higher. There were four jumping levels: ankle high, knee high, waist high, and under the shoulder. More and more girls tried to jump, and we competed as teams. The game was fun, and I think it taught us competition and cooperation.

To play this jump rope game, players follow these steps:

Jump into the middle of the elastic band. Open and close your legs three times.

Jump to one side of the elastic band and step on it. Jump to the other side and do the same.

Jump out of the elastic band.

Jump from the outside to the inside and try to take the elastic band with you. You must cross the elastic from the right to the left.

Jump to open and close your legs three times.

Make a big hop and try to keep the elastic band between your legs.

Jump out and go to the next level.

There are various ways to jump:

Çat arası: Catching the rope between the legs at the end of the jumping.

Kurbağalama: Catching the rope between the hands and legs at the end of the jumping.

Tek ayak üstünde atlama: Jumping on one foot.

“No break” jumping. Played together, with no break. Whoever fails to jump or to do the right action at the end of the jumping is out, and takes the place of one of the girls turning the rope. Whoever makes it through without a mistake wins the game.

You must play like that until you get to the fifth level, then you can do the same thing but this time you are not going to use your legs, rather you will use your head. In the last level (Heaven), you play with your arms.

Sometimes two or three people played at the same time. Whoever fell or stepped on the elastic band at the wrong time lost her turn.

I had forgotten how much fun it is to play this game, and I realize times are changing. We were so creative and innocent; we had fun in a simple way. You can’t compare our old games in those times with today’s games.

POSSIBLE APPLICATION IN EDUCATION (SUBJECT, LEARNING FIELD,)

This game is a very good way to improve vocabulary in foreign languages, not only to learn action words, but also you can play with your students standing and holding a rope, so you can play “word game” a comparative adjective, or a preposition.

HOPSCOTCH

NUMBER OF PARTICIPANTS:        At least 2 people, but more people make for more fun

AGE: 5 years old and on

SPACE: Outdoor / Indoor (in the gyms)

TIME: 10 min

MATERIALS:

One flat stone, a chalk for drawing playing lines

AIMS:

Strength and speed;

Concentration;

Focus on the game;

Learning game rules;

Increase personal interaction;

Warm up before starting a class;

Increase memory and fix contents;

TEACHING SUBJECTS: Especially primary school subjects to secondary school (Foreign languages, physical Education, etc.)

TYPE OF THE LESSON: Developing personal capabilities and spoken in foreign languages;

 

Hopscotch Game is one of the media in teaching speaking. It is purposed to help the students more.

 

 

 

 

 

 

 

 

 

 

What You Do:

With chalk, draw a hopscotch grid on the driveway or sidewalk (10 squares, number consecutively, with the numbers 1, 2, 5, and 8 in single squares and the numbers 3 and 4, 6 and 7, and 9 and 10 in side-by-side squares)Your child tosses his marker onto the square marked with the number 1.

He then hops over that square (when possible, there should be no touching down on the square with the marker on it) and lands on one foot in the square marked 2.

He jumps in the squares marked 3 and 4 (a two-footed landing with the left foot in the left square and the right foot in the right square), hops (one-footed landing) in the square marked 5, and so on, up the grid.

At the top of the grid, he turns and follows the same pattern back to the beginning, once again hopping over the first square

You can play this game indoors by using numbered carpet squares. Or you can use letters instead of numbers in the square to help your child with the alphabet. Ask her to say the letter aloud as she moves onto each square for added learning!

RULES AND DEVELOPMENT OF THE GAME:

There can be any number of players, and a stone is the only object you need to play it. If you are the first player, you draw a figure on the floor with a piece of chalk.

Then you throw the stone inside square one. After that, you must hop into each square, starting with square 1 and ending in square eight.

If there are two squares together, you jump landing with one foot in each square; but if there is only one square, you must hop on one foot.

When you reach squares 7 and 8, you have to turn back jumping again until square 1. Then you continue playing the next level.

This time you begin by throwing the stone into square number 2. In the next level, you throw it into square number 3. You continue until level 8.

The first player who does all the levels is the winner. The most important thing is that the player must skip the square where the stone is.

POSSIBLE APPLICATION IN EDUCATION (SUBJECT, LEARNING FIELD,)

interested in teaching-learning process. The objectives of this research are to describe:

1) the procedure of using hopscotch game in teaching speaking,

2) the advantages of using hopscotch game in teaching speaking,

3) the disadvantage of using hopscotch game in teaching speaking. The result of the research shows that:

1) there are some procedures of using hopscotch,

2) hopscotch game makes students have fun in speaking class, and it can be a media to motivate students in the teaching-learning process.

3) the disadvantage of hopscotch game is spending much time.

 

LEAP FROG

NUMBER OF PARTICIPANTS: At least 2 people, but the merrier

AGE: 7 years old and on

SPACE: Open space (indoors or out – you just need to be able to fit all people into a line and leave about a meter before the line for the run-up and about 3 metres after the line to land and continue leaping).

TIME: 5 min

MATERIALS:

One flat stone, a chalk for drawing playing lines

AIMS:

This classic game is not only great for agility and fitness; it also encouragesteamwork and trust. Children must be aware of their place in the game, and it’s all about getting the timing right, knowing when to leap, and trusting the person they’re leaping over. It’s a fun, easy game to play in the garden, in the playground, or even indoors if you have space.

  • Playing a simple game with friends is the best way for children to build their confidence and strength

Kid’s games include at least two of the following six features in different proportion: physical skill, strategy, chance, repetition of patterns, creativity, and vertigo.

TEACHING SUBJECTS: Especially primary school subjects to secondary school (Foreign languages, physical Education, etc.)

TYPE OF THE LESSON: Developing personal capabilities and spoken in foreign languages;

RULES AND DEVELOPMENT OF THE GAME:

Grab at least one of your friends and head to an open space. (At least two people are needed to play, but the more the merrier)

Line up

Get into a straight line facing forward. All players kneel and cover their heads with their hands, except for last person.

Put hands on another player’s back

The last person places their hands on the back of the next person in line. Their back becomes a platform to jump over.

Leap

Leap over the person, spreading your legs like a frog. Continue leaping over everyone until you reach the front of the line, kneel, and place your hands over your head.

Wait for the next player

Wait while each player repeats the steps in order. The game can go on forever as each person leaps up the line and into the front position.

POSSIBLE APPLICATION IN EDUCATION (SUBJECT, LEARNING FIELD,)

It is possible to use this game in many subjects relating categories.

In an English lesson we can create vocabulary topics (friendship, body education, actions, etc.). But we can also play in a different way if players must create logical sentences. We can teach Subjects of the sentences, such as WE, I, YOU, THEY.

It is also possible to teach some vocabulary such as; stand still, jump over, bend down, run. After the activity completed in the open area, in the class it can be discussion to speak how the game rules and telling the story what they did outside.

This game is available to play in the morning, in the afternoon, in the evening, every day.

P4 – STOWARZYSZENIE POZYTYWNYCH ZMIAN – POLAND

Positive Changes Association is a group of people interested in the international work in the fields of education and culture. Our activity covers the whole area in Poland.

Our aim is to work with children, youth, adults and seniors with fewer opportunities. Our association supports also the European integration by the cooperation of people from other countries in organizing together social and cultural events.

We cooperate with various specialists (computer scientists, psychologists, therapists, linguists, lawyers and teachers) who help us in common activities.

Carrying out our projects, we prepare accessible versions of guides, handbooks, teaching aids, etc (large print and Braille).

Our group is a social active community, who wants to share and improve experiences by implementing common actions and projects. They are tutors/ teachers/ volunteers who have cooperated in different projects. Our Association has signed a contract of cooperation with the Special School for Blind and Partially Sighted People in Krakow (Tyniecka 6) – Krakow Center for Blind.

Our Association has extensive experience and commitment to the exchange of experiences both with other NGOs and educational institutions, local governments in whole area of Poland.

We are interested in sharing experiences with educational centers /schools teaching people with disabilities. In recent years, it implemented many projects at international level targeting teachers and students from the Krakow Center for Blind specializes in the following topics:

  • Developing adapted training methodologies in vulnerable groups (unskilled, disabled e.g. physically impaired, blind) to increase their motivation to learn and to fight feelings of resignation and apathy.

Supporting students to leave their inner isolation surpass their own barriers and become more open to other human being families in coping with obstacles in life and in society

Strengthening and initiating aspirations of individuals and communities

Implementation of projects of various kinds and workshops and activities to strengthen the involvement disabled students

Encourage the use of training and professional skills enhancement training

Engaging students to cooperate with colleagues from different countries

Engaging students to learn English

Enable participants to self-development through work, often volunteering for their environment

Identify and support participants who are unable to achieve employment

Integration of people with various disabilities; integration throughout music and culture

The Association’s team consists of dedicated professionals who have developed innovative ways of working especially in the topic of the project.

The team is led by professional, who graduated in the subject of education, pedagogue (tyflo), psychologist, revitalization and construction of local communities. The team conducted many innovative projects in various sectors across Europe. Since 2005 team has collaborated with other educational organizations in different EU projects Grundtvig, Leonardo da Vinci, Daphne, Youth in Action, Erasmus Plus. At present we are a coordinator of the Erasmus Plus project “I observe, I react!”.

Basing on our experience, we know that majority of these young people are very sensible, full of new ideas, dreams and desires to have a normal life.

Informal education has been an element of practice within casework, schooling, youth work, for some time. It has been an important part of the activity of our organization.

Trainers and coaches have been involved in seniors, adults and youth education for more than 10 years and have gained experience in European projects by coordinating and participating in several Grundtvig learning partnerships, Leonardo da Vinci, Youth in Action, as well as Daphne – as a staff in Blind Assistance Foundation. They promoted lifelong learning, sharing experiences and development of new teaching methods which would allow adaptation of new technologies.

The association’s key persons include qualified and trained professionals with university degrees and training certifications who have been working in the areas of:

IT teachers,

Music teachers,

Psychologists

Tyflo – pedagogues

English, Spanish, French languages

Tutoring

Course management

Assessment commission

Vocational education

Adult education.

Social skills: intermediating conflicts and taking action in order to mitigate them;

Communication and interpersonal relationship skills;

Mediating skills;

Coordinating work of visually impaired volunteers.

GAME: HOPSCOTCH

NUMBER OF PLAYERS: intended for two or more children. The more people, the more fun.

But generally, the game can be played in small groups: 2 – 6 students.

AGE: children and youth: 8-12 years old

SPACE: Outdoor, indoor

TIME: max one hour

MATERIALS: we use chalk and stone. On the pavement we draw 6 identical squares and semicircle at the end. Then we number every square from 1 to 7.

AIMS: play together, integration, introduce geometric shapes

TEACHING SUBJECTS WHERE IT CAN BE USED: Mathematics- when revising geometric shapes

TYPE OF THE LESSON: Teaching/Consolidation lesson, physical abilities, geometry

RULES OF PLAYING:

The game begins when one of the players tosses the stone into the square number 1. When tossing, we are back to the hopscotch. The person who tosses the stone into the first square starts the game. She/he hops through all the squares on one foot (or on both feet) and straddles on the side-by-side square. We cannot hop unsteadily – otherwise we have a trip and the game must be restarted. After the first round we try to reach the square number 2, etc. The game ends when everyone finishes it, or it gets boring.

HOPSCOTCH – Facilities for the blind

Hopscotch layout is made of plates with light and sound effects or musical mat.

The game is assisted by a guide (a person who is not visually impaired) who informs where the cube is (also the musical one) and helps the blind person hop, for example by holding his/her hand.

Rather than hopping, younger children should walk through the plates.

 

GAME: COLOUR GAME

NUMBER OF PARTICIPANTS: at least two people. Any number of people may participate in the game

AGE: children and youth, from 6 -11 years old

SPACE: indoor, outdoor

TIME: max 45 minutes

MATERIALS: a ball

AIMS: improving teamwork skills, supports motor development, reflex, social values

TEACHING SUBJECTS WHERE IT CAN BE USED: physical abilities, Science, Sports etc.

TYPE OF THE LESSON: sport, personal development

RULES OF PLAYING:

Players sit in a circle. One person tosses a ball up and says any colour. If she/he says ‘black’ (sometimes also ‘white’), you cannot catch it. If you do, you pay a forfeit. You have to catch a ball when all other colours are mentioned. If you do not, you pay a forfeit. A person who was to receive a ball, throw it to another person. And so on…

Forfeits are not always used. Sometimes you may have to do something or simply quit. It depends on you.

COLOUR GAME Facilities for the blind

A musical ball is used in the game.

When a given colour (most often black) is mentioned, a player does not catch the ball that heads towards him.

GAME: PIG IN THE MIDDLE

NUMBER OF PARTICIPANTS: minimum two persons standing face to face throw a ball to each other and the third person in standing in the middle

AGE: children and youth – from 5 to 14

SPACE: open air, courtyard, ground

TIME: max 30 minutes

MATERIALS: ball

AIMS: game develops motor coordination, reflex and perceptivity, developing general motricity and attention

TEACHING SUBJECTS WHERE IT CAN BE USED: physical abilities, Math, Sports etc.

TYPE OF THE LESSON: sport, personal development, pupils’ development, adapt and refine catching techniques and tactics for catching the ball

RULES OF PLAYING: the third person turns to the one who throws the ball and tries to catch it. She/he can do it either when the ball is thrown in a wrong way and falls down or by jumping high to reach it before a person behind him/her does it. When ‘pig in the middle’ catches the ball, she/he switches places with the person who threw a ball.

PIG IN THE MIDDLE – Facilities for the blind

In the game a musical ball is used.

GAME: PICK-UP STICKS

NUMBER OF PARTICIPANTS: more than two persons

AGE: from 4 years old

SPACE: indoor

TIME: max 45 minuteshttps:

MATERIALS: the set of pick-up sticks includes: 3 tridents (3 x 25 points), 3 spears (3 x 15 points), 3 paddles (3 x 10 points), 3 boathooks (3 x 5 points), 24 javelins (24 x 1 point),

AIMS: it develops the power of will, concentration and manual dexterity, developing interpersonal skills, reflex and perceptivity

TEACHING SUBJECTS WHERE IT CAN BE USED: From primary school subjects to secondary school – Personal Development

TYPE OF THE LESSON: learning mathematic

RULES OF PLAYING: a party game which consists in picking up sticks one by one out of a tangled pile, without moving others. The winner is the person with the highest number of points, depending on the kind and number of sticks picked up.

 

The set of pick-up sticks includes:

  • 3 tridents (3 x 25 points), 3 spears (3 x 15 points), 3 paddles (3 x 10 points), 3 boathooks (3 x 5 points), 24 javelins (24 x 1 point).PICK UP STICKS – Facilities for the blindPick-up sticks cannot be adjusted to the needs of the blind people because they are not ableto see distribution of the sticks

 

 

 

 

 

GAME: DOMINO

NUMBER OF PARTICIPANTS: two

AGE: it depends on the version – it can be up to 2 years old

SPACE: indoor

TIME: max 30 minutes

MATERIALS: plastic, wooden block with a number of meshes between 0 and 6 (sometimes are pictures)

AIMS: it develops concentration, memory and manual dexterity, perceptivity, arithmetic exercises

TEACHING SUBJECTS WHERE IT CAN BE USED: Personal Development, mathematical abilities

TYPE OF THE LESSON: maths

RULES OF PLAYING:

The game uses dominoes that are rectangular in shape, with a number of meshes between 0 and 6. There are blocks in each set with each mesh combination, and each combination occurs exactly once.

In the beginning each player receives 7 blocks and one participant is drawn as the starting player. He lays out any of his blocks, starting the so called. The chain to which the players ended up in succession, is in such a way that the number of meshes at the ends of the contact

pads must be the same. If a player does not have a pad that could fit into one of the ends of the chain, he must take the dominoes out of the unused and add them; If the collected domino cannot be added, it takes another until it reaches or expires unused tiles (if it runs out and cannot do anything, it loses the queue).

Score and finish. Players earn points if, after the tile is laid, the sum of the meshes at the ends of the chain is divisible by five; It then gets the number of points equal to that sum. In the case of doubles to sum, the eyes of both ends of the domino count.

VARIETIES

It is possible to play a domino with a chain with four ends. After the first loft is laid, the chain arrangement is modified so that it is in the center, and when the blocks are inserted into its sides, it is also possible to apply the top and bottom.

DOMINO – Facilities for the blind Domino – can be touchable – with the different convex shape.

TYPICAL GAMES for BLIND

GAME: GOAL-BALL

Goal-ball (sound ball) – is played in Poland by the blind and visually impaired people. Goalball was invented in 1946 by Austrian Hans Lorenz and German Sepp Reindl to improve rehabilitation for blind veterans of The Second World War.

Goal-ball is the only Olympic team game for the blind and visually impaired people. For the first time Goalball was presented as demonstrational discipline on the Paralympic Games in Toronto, in 1976. Four years later Goalball was concluded into a program of the Paralympic Games. The first Championship was played in Austria in 1978. Goal-ball is currently becoming very popular sports discipline, which is played in more than 100 countries all over the world. For the first time it was played in Poland, Lublin in 1982. Firstly, the game was played as inter-voyage unofficial tournament of the Polish Championship. The competitors in the game Goal-ball may be the visually impaired or blind, who based on carried out medical classification got the appropriate sports group, who states minimum disability, that will allow to compete in the game for disabled people (with visual impairment).

NUMBER OF PLAYERS: it is a team game. Each team consists of six players, three-point guards and three scrubs. There are six players altogether in both teams during the game. To level up chances all players have their eyes glued with the special patches and wear big opacity ‘’ski’ ’goggles. The point is in having confidence, that all players don’t see at the same scale. As it has already been mentioned at the beginning, there are other players who can’t see completely. The visually impaired can also take part, who have limited field of vision or compromised visual acuity. In Goal-ball can play only those people, who have one of the under mentioned category of disability

AGE: from 8 years old

SPACE: outdoor/ gym. The court can be e.g. a standard gymnasium volleyball court.

TIME: The match is divided into two parts, the each of them continues 12 minutes.

MATERIALS: The game Goal-ball is held on a playground of the size of 9 X 18 meters and the gates are 9 cm in width and 1,3 cm of height.

ATYPICAL BALL:

A ball in this game plays a key role. The ball weighs 1,25 kg, has around 76cm of waistline and drilled holes. There are from 4 to 8 holes. What are they made for? There are special bells in the middle of the ball, which allow players to locate exactly a track for movement of the ball. The holes help to hear the sound better. When the players hear the sound of the ball, which is thrown by an opponent, the players lash out with a whole body to defence the ball, catch it and after they stand up, make a throw and after they return to their place, get a foot in the door and defence their field again. Player’s hands touch the parquet almost all the time, in order to recognize its own position and bounds.

The ball needs to touch the kick zone of the throwing team and defending team as well. Otherwise, the possible gate, which was reached during such kick is considered to be irrelevant. So, the throwing team will be punished by penalty. It means, that the thrown ball must touch the floor at least in a strip of 6 meters the goal crease of attacking team and 3 meters for the goal crease of the opponent’s team. The player, who is intending to roll in a ball may pass from the own gate away only for the 3 meters’ distance. However, not everyone uses such opportunity. It turns out, that comeback to the own place may take too much time and a player may even lose a goal. The caught ball the team is allowed to hold on for barely 10 seconds. So that a team must turn the ball down to the rival as fast as it is possible.

During the defence, the player must touch the defence zone at least of one part of its body. Players defence the shot, lying on one side with outstretched hands in order to occlude maximum gate’s territory. The gate is admitted only when it was thrown a significant kick and came goal line round with a full perimeter.

Players have their eyes glued with a special patch and wear big glued ski glasses. There are affixed ribbons in order to help players with orientation on the field under which thin line is situated. Player’s hands touch the parquet almost all the time, in order to recognize its own position and bounds.

AIMS:

to inform students and encourage to fair-play

developing general motricity and attention

to increase concentration

to increase reflex to be ready

to reply quickly to commands

to improve relationships;

TEACHING SUBJECTS WHERE IT CAN BE USED: physical abilities, Sports, Personal Development, developing interpersonal skills, reflex and perceptivity

TYPE OF THE LESSON: sport, learning and general knowledge of different issues on several subjects

RULES OF PLAYING:

Goalball is an extremely simple game to learn but can take years to master. It allows you to use senses that you don’t normally rely on such as hand/eye coordination.

The aim of Goal-ball is similar to football or handball. The most important is to score as many goals as possible. However, with the only difference, that balls are not kicked, but bowled (the same as a ball for bowling). Simply saying the aim is in rolling a ball to the opponent’s gates.

That team wins, which will be able to roll in the biggest quantity of balls than its opponent.

The game is held on the field with the size of 9 X 18 meters. The field has two halves and each of them is a zone of:

Defence – 3 meters from the gate

Echelon- 3 meters from the defence zone

Neutral- occupying the middle of the field.

The gates are stretched all over the width of the field, which has 9 meters. All the more, they are only 1,3 meters long. External lines of the field, borders of the zones and additional lines in the line of defence are glued with a patch. There is a binder under the patch, which simplifies the competitors’ movements and orienting in the situations in the field. Viewers must keep silence during the game. The interesting thing is that coaches can’t communicate with their players and enter the field during the game. They can do that just during the break. Each team may use three breaks, which continue 45 seconds during the game. Competitors may get penalties for unfair kick or unfair defence, holding on a ball more than 10 seconds. Also, for the third kick, which is done by the same player and ordinal punishment for behaving incompatible with the principal of ‘’fair play’’. Penalty is also threatened for touching the goggle.

Match is divided into two parts. A team may hold on a ball for 8 seconds, defend it and roll a ball from only 3 meters’ defence zone. Players’ T-shirts can’t be off more than 10 minutes from a body, so that they don’t amortize balls too much. Breaking at least one rule causes penalty. During the game viewers have to keep complete silence, because players identify position of the ball on the basis of sounds, which they produce in the ball, which has three bells. There are 8 small holes, that are drilled in a ball for better hearing. Players have their eyes glued with a special patch and wear big glued ski glasses. There are affixed ribbons in order to help players with orientation on the field, under which thin line is situated. Player’s hands touch the parquet almost all the time, in order to recognize its own position and bounds.

At first glance, it is seemed that Goal-ball is an easy and simple game. The point is in scoring a goal, and precisely saying in rolling 9 meters long gate (similar to rolling a ball to a bowling).

The team, who will roll in balls faster is a winner. The player, who is intending to roll in a ball may pass from the own gate away only for the 3 meters’ distance. However, not everyone uses such opportunity. It turns out, that comeback to the own place may take too much time and a player may even lose a goal. Such players must be really agile, to have exceptional reflex, hearing and perfect spacial imagination.

Requirement and tactics

Goal-ball is such game, that requires a lot of efficiency and physical condition from a player. Especially besides from three 45 seconds breaks, that every coach can take three times and sometimes, when the ball is situated for a few seconds aside from the field, players are continually on the move. The players lash out with a whole body in order to defence the ball, catch it and after they stand up, make a throw and after they return to their place, get a foot in the door and defence their field again. They repeat it again and again at a fast pace during 20 minutes’ game.

Tactics and recognition of opponent’s weakest points are remained. The strategy mainly relies on misleading. A player who takes over a ball sometimes transports it to a colleague silently so that the colleague rolls it mightily by surprise. It may happen oppositely. The player may roll a boll very slightly in order not to hear the bells. In such case, there is a complete silence so that players from the opposite team may ‘’fix the position of it’’. Preferably is when is able to ‘’spoon’’ it in such way, so that it changes the direction of a track, while the bells trail away in it. It is the supreme art. Only the best players have such ability, which is trained for many years.

During the game viewers have to keep complete silence, because players identify position of the ball on the basis of sounds, which they produce in the ball, which has three bells. There are 8 small holes, that are drilled in a ball for better hearing.

GAME: SHOWDOWN

The game appeared in 1960. It was invented by unknown Canadian Joe Lewis. Patrick York (unknown Canadian athlete) helped him with developing rules. This game became public and got an international success while the Olympiad in Arnhem in 1980, where it was played recreationally. Later it was presented on many Olympiads and international competitions. The game is currently known in many continents. From 1922 ‘’showdown ‘’ has been aspiring to be the Paralympic discipline. It was played out first Paralympic demonstrational tournament on 2012 Olympics in London.

Big merits in popularization ‘’showdown’’ in the world has Jaroslav Pata from Czech Republic, great player and longstanding leader of the showdown committee in an International Blind Sports Federation.

NUMBER OF PLAYERS: Showdown is an individual and team game as well. There are 3 players in the team and minimally one woman.

AGE: from 10-year-old

SPACE: indoor

TIME: till 15 minutes

MATERIALS – EQUIPMENT

Bats

Bats must be made of smooth material and to be 34 cm long. They may be covered with a rubber layer. A paddle may be rounded or cut down.

Balls

Balls must be heard during the game. In the middle they may be consisted of small metal pieces (for example, balls of non-wood steel). Balls must be 6 cm in the diameter. Also they must have stiff and smooth surface.

Table

Measurements: a length -364-366 cm, width- 121-122 cm, height- 78 cm, side walls -14 cm, corners (inner radius) -23 cm, pocket gate (gate semicircle-30cm in the diameter, borderline in touching within the ambit of the gate -40 cm in the diameter, blackboard in the middle of the table (rectangular screen based on the side walls above the game area and divisive it into two parts)- 46 cm from the table’s surface.

AIMS: Develop essential skills such as concentration and discipline

TEACHING SUBJECTS WHERE IT CAN BE USED: physical education class, Sports, Personal Development, developing interpersonal skills, reflex and perceptivity

TYPE OF THE LESSON: Teaching/consolidation lesson

RULES OF PLAYING: The game ‘’showdown’’ (mistakenly sometimes named as table tennis for the blind) is designed for two players. It is rolled around rectangular table and in his opposite extremes are situated gates. There is a vertical board in the middle of the table. This game is played with using a bat and a ball, in the middle of which small balls are situated. For example, they may be made of non-wood steel), with the help of which the ball is heard during the game. The aim of this game is rebounding the ball under the board, which is situated in the middle of the table directly to the opponent’s gate, while when the other attempts to prevent the goal’s failure.

There are two responsible people next to each table. They are: judge, who completely see the game; a person, who measures time of the game and its brakes also a person, who is responsible for counting points and serve.

The game is started and ended with the judge’s whistle. One whistle to start or to pause the game, double whistle means that a player got the goal, and long whistle means the end of the set or the game.

That player wins, who will faster gain 11 points, having 2 points of advantage over the opponent. If there is a lack of 2 points advantage over the opponent, the game rolls around until someone gets 16 points. After the player wins, who gets the next point even if he doesn’t still have points advantage.

During the contest, the time allocated for each set is limited in general to 15 minutes. If the time limit, allocated for the set ends, a player with more points wins. In the case of remission, a coin is thrown with the aim to decide which player is the first to do the serve. That player wins, which is the first to get a point.

Contestants change table sides after each set. In the last set of the game, players change their sides after one of them achieves 6 points of if the half of the game passed. If it is played only one set, players change their sides after achieving by one of the player six points or if the half of the game’s time passed. With changing sides players move to the right side. During the game the viewers must keep silence.

Counting points

If a player put a small ball to the opponent’s gate, he gets 2 points, (the judge tells the

achievement of the gate by double whistle). A player may get a point independently from

which of the players currently serves. If a player strikes a ball into the board, which is situated

in the middle of the table and pausing the moves of the ball, the opponent forward gets the

point. The opponent gets a point also for:

-sending a small ball above the table,

-touching a small ball at the game zone by something else than paddle

knocking out a ball outside the game zone

holding on a small ball and not continuing a game within 2 seconds.

Before the game starts, the judge throws a coin to decide who of the players starts the set and after rolls the ball in the direction of the player who is serving and asks both players if they are ready to start a contest. After getting agreement, the judge gives the sign to start the game whistling once.

Tricks

After sounded signal, which starts off the game, a player must serve a ball within two seconds. If he doesn’t manage to do it, he losses one serve and one point in favor of the opponent. During serving, each attack in the direction of the ball is counted as one serve. Each of the players serves 5 times in a row and after that he passes down the serve to his opponent. The served small ball before transition under the board in the middle of the table can rebound from one side wall. If it doesn’t happen, the judge must stop the game so that a player, who is serving, loses a serve and the point is awarded to the opponent.

Game

The game should be played from the end of the table. The ball in the game must be transferred under the central board. The paddle is always needed to be hold in one hand. The contravention of this rule results in getting one penalty point. In the case when a player holds a hand without paddle infield (except for the moment when the player currently is changing the hand, holding the paddle), is awarded one point to the favor of the opponent. If a small ball is hit out by a player and touches the upper surface of the walls side or upper piece of contact panel or goes down once more on the infield, one point is immediately awarded to the opponent.

A ball in the impasse: The judge can appoint repeat serve, if in his opinion a small ball moves slowly enough, that it slowdowns that game or if a player loses a small ball.

Penalties

It is forbidden to get in touch with a ball outside of the gate. In case if one of the players breaks this rule, one point is awarded to the another. In the case when a ball touches a paddle in the field of gate and after flies directly to the gate, the goal is classed, and two points are awarded for the opponent. If a ball touches a paddle or its handle and after whichever part of the opponent’s body, it is classed as a false move and the opponent is awarded with one point. If the ball touches a paddle or its handle and after is bowled in an optional direction on the table or aside from it, it is classed as an incorrect advocacy. So, the point is awarded to the opponent. The player also loses a point when: drops the paddle, talks during the game or somebody will call him.

P5 – EKPEDEFTIRIA VASSILIADI THESSALONIKI – GREECE

The primary goal of Ekpaideftiria Vassiliadis is education and the proper preparation of its students for knowledge, seen as the best asset to promote culture and value of the students. Vassiliadis Vassiliadis School of Education has been promoting the educational and intellectual activities of our city two decades ago as the educational organization that came from the transformation of the city’s largest training organization.

They exploited the many years of experience and knowledge of the educational processes of the teaching space, aspiring to translate them into practices aimed at wider teaching objectives. In the course of these years the Vassiliadis Schools envisioned, designed and implemented a modern, free and creative school environment that listens to the cognitive and psycho-emotional needs of the children. Our students live and work in the warm and friendly environment of our school, ensuring them a smooth transition from adolescence to adulthood and guaranteed preparation for their access to the University Institutions of our country.

We continue with the conviction that we are contributing to the advancement of Thessaloniki’s educational activities.

We communicate: We seek effective communication between management, teaching staff, parents and students. Collaboration and understanding acquire substantive content in the class outside of it, but also through regular scheduled meetings.

We teach: An excellent staff of teachers is our teaching staff. People who have been educated for years and consistently have both teaching experience and the necessary pedagogical training to support every student’s need.

We support: We provide our students with the auxiliary material needed to better approach the curriculum: Notes on paper and electronic lessons, advanced smartboard, e-learning platform (moodle) and access to the lending library of the school. Our school has stepped up the program with extra hours of teaching all-Hellenic classrooms for the Lyceum classes, providing more preparation time for students and relieving parents of additional financial expenses.

Innovating: We have been leading the introduction of new technology in the educational process, equipping all rooms and workshops with interactive boards (smart board). We continue to take the lead by making use of their potential to activate the attention and assimilation ability of our students. The continuous training of all our teachers in the use of computers and corresponding educational programs guarantees the effective contribution of the new supervisory instruments to the effectiveness of teaching.

We encourage: We stimulate and mobilize the creativity of children from the level of class to the specialized engagement in clubs. We actively participate in the established competitions with both cognitive and cultural-sporting content. We encourage the participation of our students in programs with social, ecological and artistic orientation.

Inspiring: We are targeting a school open to society. We strive to keep in constant contact with people living in social realities in local, national and international contexts.

P5 – EKPEDEFTIRIA VASSILIADI

ANCIENT GREEK STRATEGY BOARD GAMES

The Ancient Greek class focuses on aspects of everyday life in ancient Greece, as well as on the language and the ancient Greek literature. This year the second grade of Junior High School (age 13-14) and their teachers of Homer’s Iliad decided to focus their research on ancient Greek strategy board games, via which young people used to sharpen their minds and gain critical thought, something necessary to have in both their everyday life and in war.

Ancient Greek inventiveness, which went together with thirst for knowledge and life, drove Greeks to create a great variety of games, to such an extent that only a very small number of games were later added by the Romans and the Byzantines and, in effect, whatever game is still played in the geographical area covered by the Greeks has its origins in ancient Greece.

The games we chose are four strategy board games, Petteia, Enneadai, Trias, and Kikliki Trias, which are all in the market redesigned by the SEIKILO team in Thessaloniki (http://seikilo.com/).

For the purposes of the Ancient Greek Literature class we first collected historical information on each of the games.

Apart from collecting information on these ancient Greek games, some of the games (Trias, Kikliki Trias, and Enneadai) were used in class to teach Ancient Greek grammar. We adjusted the games for the purposes of our class, which was split in teams. Ancient Greek grammar exercises were used instead of a draw, e.g. the team which supplies the correct forms of the requested Past subjunctive starts the game. In this way, learning grammar is achieved through a fun way.

A description of these four strategy board games is following.

GAME: PETTEIA – LANTRUCULI

Historical information

‘Petteia’ or ‘Pesseia’ was one of the games invented by ancient Greeks to sharpen the minds of children and adults. ‘Petteia’, being the oldest form of Greek board games, it is rightly considered by many to be the forerunner of chess.

‘Petteia’ was called by ancient Greeks every game that was played with pawns (pessoi).

A multitude of references to ‘petteia’ appear in ancient sources, e.g. in Homer’s Odyssey, where there is mention of Penelope’s suitors playing ‘petteia’. Plato ranked the knowledge offered by the game as of equal value to that of arithmetic and geometry. In addition, apart from being a game of strategy it was a game of soothsaying, as mentioned in the description of Achilles and Aias who were trying to guess the outcome of the Trojan war by playing ‘petteia’. According to ancient sources, the inventor of the game was Palamides. He invented it when the ancient Greek fleet was gathered in Avlida, waiting for the wind to blow, in order for them to sail to Troy. Other sources mention that he invented it during the siege of Troy by the Greeks. In Euripides plays also Palamides is mentioned playing this game with Protesilaos.

A scene of ‘petteia’ is found in a terracotta figure which was found in the royal palace of Athens. Two players are seated facing each other and so close to each other that their knees touch, while a third is observing the game and showing a strong interest. The player who is leaning his chair to the back has a beard and looks like a man, while the other player has long hair and is wearing a woman’s dress. A heavy board rests on the two players’ knees and its upper surface is divided into squares. 12 big pawns are scattered on the board. The woman must have made an unexpected move and won the game. The man appears to be challenging the validity of the game’s outcome, this is why the woman is has her hands over the game while the discussion is taking place. The observer is listening attentively to the conversation or taking the woman’s side.

Such were the dynamics of this ancient Greek board game that it didn’t take long to make the ancient Romans passionate about it: they enriched it with an extra piece (pesos), the leader, and named it ‘lactus latruncularum’ or simply ‘lantruculi’. The Roman version of this game has pawns and bishops instead of checkers. The moves they make are in a straight line or by jumping. The purpose of the game is to win the game by losing as few pawns as possible. Roman era pawns have been found, colored yellow, red, and black. The Byzantines took the game from the Romans and evolved it to ‘skakos’ or ‘zatrikio’ (chess).

Description of the game

The rules of the game have not survived, but the Seikilo team has adjusted their one rules, according to which we played the game in the Ancient Greek Literature class.

The game is designed for 9 to 109 years old players. We applied the game to the second grade of Junior High School (age 13-14), and we divided our class into two groups.

The materials we need are a leather board with 12×8 crosslines, 12 pawns (pessoi) for each team, and a pawn (pesos) to be used in the manner of head or tail in order to decide which team will make the first move.

The purpose of the game is for one player to block the other player’s pawns, so that s/he cannot make a move.

The game begins with the 12 pawns in front of each player.

The movements are the same for everyone and each one of the pawns.

Every single pawn moves the same way.

Two pawns cannot take the same position.

Every player moves a pawn in every round.

A pawn is not allowed to jump over another or to change its direction during its movement.

A pawn is out of the game when the opponent puts two of his pawns on the left and the right or up and down of the first pawn.

A pawn can move between two of his opponent pawns without be captured, as long as it doesn’t stop between them.

If the first player has a pawn in the corner, the opponent can capture it with two of his pawns.

The game is over if one of the players is left with no pawn to move.

A variation of the game

In order to turn the ‘petteia’ to a fortune or gambling game we can use a die.

Fortune game:

Before every movement each player throws the die in order for him to move his pawn according to the number of the die, e.g. if the die shows 3, then the pawn can move only from 1 to 3 positions.

Gambling game:

For every capture of a pawn, the player which loses a pawn will pay his opponent the number of the coins defined by the die.

Educational aim

The educational aim of the game is for the children of the Ancient Greek Literature class to learn an aspect of the everyday life in Ancient Greece, through a strategy board game which is considered to be the forerunner of chess, in an entertaining way.

GAME: ENNEADAI

Historical information

One of the ancient Greek strategy board games was ‘Enneadai’, in which two ‘pesseftes’ (players) went to battle. Holding nine pawns (‘pessoi’) as their army and following a ‘lachnisma’ (draw) to determine who will make the first move, each developed their strategy in a cross-line.

The name ‘enneada’ comes from the present-day names of the game, known as ‘enniada’ or ‘enniara’ or ‘enniapetro’ and appears to be a variation of the ancient Greek ‘triodin’ (tic-tac-toe).

Many carved games were discovered in the Greater Propylaea of Eleusis and fewer in Epidaurus, these were most probably carved by people who visited these areas during the classical and pre-classical eras.

The dynamics of the ancient Greek board game ‘Enneadai’ were such that it survived up until the Middle Ages, during which time it was one of the most popular games together with backgammon and chess.

Through ancient Greek findings we know its exact format and how it was played.

Description of the game

The game is designed for 9 to 109 years old players. We applied the game to the second grade of Junior High School (age 13-14), and we divided our class into three groups.

The materials we need are a leather board of tic-tac-toe enniara with three squares, one small, one bigger which encloses the small and a bigger one which encloses the other two, nine pawns for each player of different color or kind to those of their opponent, and a pawn.(pesos) to be used it in the manner of head or tail in order to decide which team will make the first move (‘lachnisma’, i.e. the draw to determine who will go first).

At this point we adjusted this game for the purposes of our Ancient Greek Language class, which was split in three teams. Ancient Greek grammar exercises were used instead of a draw, e.g. the team which supplies the correct forms of the requested Past subjunctive starts the game.

We start playing.

The player who makes the first movement has the right to choose a “vital” spot for his first pawn.

The one who managed, either from the beginning or during the game, to form a ‘triodin’ by placing three pawns in a straight line removed one, any one s/he wanted, ‘pessos’ (pawn) of their opponent’s.

The player who ends up with only two pawns loses the game.

Educational aim

The educational aim of the game is for the children of the Ancient Greek Language class to learn Ancient Greek grammar in an entertaining way.

GAME: TRIAS (TIC-TAC-TOE)

Historical information

‘Trias’ is the simplest Ancient Greek strategy board game. The Romans called it ‘ternilapilli’, i.e. today’s tic-tac-toe (also known as noughts and crosses).

Despite the fact this is the simplest of mind games, many people think that the secret of the true strategic thought of the ancient Greeks lies in the simplicity of its pawn moves. Cross-lines of ancient ‘trias’ have been found in multiple archaeological findings, for example in the Greater Propylaea of Eleusis, on a tombstone in a cemetery of Saint-Irénée in Lyon, etc., while original samples came to light in Trajan’s school in Ostia, as well as in the Basilica Julia of the Roman Forum.

Description of the game

The game is designed for 9 to 109 years old players. We applied the game to the second grade of Junior High School (age 13-14), and we divided our class into three groups.

The materials we need are a leather board of tic-tac-toe, three pawns for each player of different color to those of their opponent, and a pawn (pesos) to be used it in the manner of head or tail in order to decide which team will make the first move (‘lachnisma’, i.e. the draw to determine who will go first).

We start playing.

Like the tic-tac-toe, it is played by two players, each of whom uses three pawns of different color.

A draw takes place to decide who will go first.

Each player tries to form a straight line by placing their pawns in the right spot.

Following this, each player is only allowed one move.

Each player can move any one of their pawns in an attempt to prevent their opponent from forming a straight line with their own pawns.

When this happens, they win and the game is repeated.

At this point we adjusted this game for the purposes of our Ancient Greek Language class. In case of a draw, Ancient Greek grammar exercises were used, e.g. the team which supplies the correct forms of the requested Past subjunctive starts over again the game.

Educational aim

The educational aim of the game is for the children of the Ancient Greek Language class to learn Ancient Greek grammar in an entertaining way.

 

GAME: KIKLIKI TRIAS – TABULA LUSORIA

Historical information

The ‘kikliki trias’ is one of the everyday mind games of cross-lines which the Greeks practiced. It is a descendant of ‘triada’ (tic-tac-toe), which changed into something a lot more complicated, demanding greater effort and strategic thinking. It is not incidental that many soldiers and officers practiced this game, while it also survived in ancient Rome where it was particularly popular, known there as ‘tabula lusoria’. It is a very simple and entertaining Roman game, in which the players have three marbles each, of the same colour, and try to put all three in a single lie or in the circle’s periphery. The exact translation of the Latin term ‘tabula lusoria’ is still used even today: ‘pinakas koroidias’ or ‘pinakas gia…plaka’ Cross-lines of ‘kikliki trias’ were found carved on many ancient findings, such as a stone of the road in ancient Nikopolis, a city built on the peninsula separating the Amvrakikos Gulf from the Ionian Sea. In addition, many carvings of this particular board game were found on stones in the historic city of Filippoi.

The huge ‘kikliki trias’ found carved, skilfully crafted on via Maximus, under Thessaloniki, on Egnatia street, is impressive and reveals that in the middle of this very busy street roman soldiers and centurions used to play ‘triada’.

Description of the game

The game is designed for 9 to 109 years old players. We applied the game to the second grade of Junior High School (age 13-14), and we divided our class into three groups.

The materials we need are a leather board of tic-tac-toe (this time on the board there is a circular line cross), three pawns for each player of different colour to those of their opponent, and a pawn (pesos) to be used it in the manner of head or tail in order to decide which team will make the first move (‘lachnisma’, i.e. the draw to determine who will go first).

We start playing.

Like the tic-tac-toe, it is played by two players, each of whom uses three pawns of different color.

A draw takes place to decide who will go first.

Each player tries to form a straight line by placing their pawns in the right spot.

Following this, each player is only allowed one move.

Each player can move any one of their pawns in an attempt to prevent their opponent from forming a straight line with their own pawns.

When this happens, they win and the game is repeated.

At this point we adjusted this game for the purposes of our Ancient Greek Language class. In case of a draw, Ancient Greek grammar exercises were used, e.g. the team which supplies the correct forms of the requested Past subjunctive starts over again the game.

Educational aim

The educational aim of the game is for the children of the Ancient Greek Language class to learn Ancient Greek grammar in an entertaining way.

GAME: LICE GAME

It is an outdoor team game played with a ball and, in most cases, more than 10 children (even 20 children) from 6 to 76 (!) years old can take part.

In order to play it, we need just a ball, the players and the school yard.

Then we can start playing.

All the players form a circle and each of them picks the name of a country (and its capital) that he/she will represent.

One player stands in the center of the circle and holds the ball.

He throws it into the air and calls out the name of one of the chosen countries (or the capital). When the players listen to the name of the country, they run away from the circle, except the player who heard the name of the country/capital he represents.

This person should run quickly so as to catch the ball before it hits the ground.

If he catches the ball, he throws it again calling out the name of another country/capital. Otherwise, if the player fails to catch the ball, when he gets it, he shouts “1, 2, 3 – stop”, so that the other players stop running and stand still.

The person holding the ball picks one player, usually one close to him, moves 3 steps forward in order to reach him and tries to hit him with the ball.

If he succeeds, the player who was hit is given one “louse” and the game starts again, with the ball being in the center of the circle.

If he fails to hit someone, then he is the one who gets the “louse”.

The player that gets 5 “lice” is given a nickname and the rest of the players start calling him using the chosen nickname.

After 8-10 rounds, children get to pick completely different countries/capitals. In this way, players should try to remember new countries/capitals each time.

The winner of the game is the player who has got the minimum number of “lice” in the end.

This game can be used as a cross-curricular project (this means a project involving different subjects). In combination with the P.E. (Physical Education) subject, the “lice” game could be used in the learning procedure of Geography, trying to remember names of countries and their capitals during movement and under pressure. Furthermore, History subject could also be involved in this enjoying game, by learning and remembering important people in ancient or modern history, of different time periods and places in the world.

Finally, we could say that the “lice” game not only aims in having fun and improving knowledge, but also enhances memory, reaction skills, speed and targeting abilities (with the ball).

GAME: SNAKE AND LADDERS GEOGRAPHY GAME (EUROPE)

It is the traditional snakes and ladders game that we adjusted for the Geography class in order to teach children geography of Europe in an enjoying way.

We applied the game to the second grade of Junior High School (age 13-14), and we divided our class into groups.

For this game the materials we need are a board of the game, a die, and cards with questions and answers.

The cards in our game have four different kind of colours:

Blue: for islands, seas and oceans and peninsulas

Yellow: for mountains, plains, rivers and lakes

Green: for climate and vegetation

Red: capitals and European Union

Each card should have on one side the colour of the category (blue, green, yellow or red) and on the other side the question and three suggested answers with the right one underlined. The object of the game is to be the first team to reach the end by moving across the board from square one to the final square.

Follow the numbers on the board to see how to move forward.

For example, if you rolled a five and you were on space number 4, then you would move your game piece to space number 9.

And now we play.

We divide our class in groups of 4 -6 students.

Each group is a team that must have a leader who will represent the team and will answer the questions after discussing it with the whole team. They roll the die to see which team will play first.

Each team should roll one die to see who gets the highest number.

Whoever rolls the highest number gets to take the first turn.

Each team has a game piece.

If two or more people roll the same number, and it is the highest number rolled, each of those people roll the die an additional time to see who gets to go first.

To take your turn, roll the die again and read the number that you rolled.

Pick up your game piece and move forward that number of spaces.

If the game piece moves to a post without a ladder or a snake, the team has to answer the question of the category.

If the answer is correct, the team rolls the dice again and plays again.

If a team answers correctly, they can play two times in a row but not more.

If the game piece moves to a post with a ladder, the team must first answer correctly the question of the post and then they can use the ladder.

If the team’s answer is wrong, they lose their turn.

When it is their turn again, they can choose to roll the dice again and move on or if they want to use the ladder, they have to answer the next question of the same category.

If the game piece moves to a post with a snake, the team can answer the question and avoid being eaten by the snake if the answer is correct.

If the team’s answer is wrong, the snake “eats” the game piece of the team and they lose their turn.

When it is their turn again, they roll the die again and move on.

The first team to reach the highest square on the board wins.

But there’s a twist! If you roll too high, your piece „bounces” off the last square and moves back.

You can only win by rolling the exact number needed to land on the last square and answer

correctly the question!

Have fun!

GAME: GAME OF ANKLES AND PICTIONARY FOR ART CLASS

“Astragalizein” (άστραγαλίζειν) and custom “Pictionary” game was used as tools for creativity awakening and liberation from the “I do not know how to draw this” fear in the class of Arts. We applied the game to the second grade of Junior High School (age 13-14), and we divided our class into groups.

HISTORICAL INFORMATION:

‘Astragalizein’, also known as the game of ankles (‘kotsi’), was one of the favorites ancient Greek games, both for boys and girls. The children gathered their ‘kotsi’ from the rear legs of goats and lambs. Sometimes they would use stones or walnuts and almonds instead that they would eat in the end!

Children were playing and ‘artiazein ankles’. One would hide one’s ankles in his hand and the other would try to guess if the number of the ankles was odd or even.

EDUCATIONAL AIM:

This is a game that uses both an ancient Greek game called “Astragalizein” as well as a drawing game in order to help students work as a team, liberate their creativity and liberate themselves from the obligation of a naturalistic look alike drawing.

NUMBER OF PLAYERS:

As many as we want

MATERIALS:

‘Kotsia’ (the special ancient Greek games pawns, made out of clay), a marker board and a marker, little pieces of paper and pencils, small recipients (for example little boxes).

RULES:

We divide the players in two teams.

We present them first the “Astragalizein” rules.

Then according to them, we correspond each side of the “kotsi” (4 sides) with noun, adjective, verb, adverb etc.

We give each player 4 little pieces of paper and we ask them to write accordingly on each paper one word from the previous categories (for instance one noun, one verb etc.). Each team has 4 little recipients (one for the verbs, one for the adjectives etc.) and puts their words inside them.

Attention: The players from each team should not know the other team’s words!

AND NOW WE PLAY!

One player from the first team gets up in front of the marker board, throws the “kotsi” and finds out (depending on its side up) which word category he or she will play with. He or she then picks one up from the corresponding box and reads it.

The player has 2 minutes in order to draw on the board and for its team members to find out the word.

No writing is allowed, only drawings! The team that arrives in 5 wins first is the winner.

P6 – INSPECTORATUL SCOLAR JUDETEAN HUNEDOARA – ROMANIA

Brief history of the institution

Hunedoara County School Inspectorate was founded in 1968, March 1st.

It is a decentralized institution subordinated to the Ministry of National Education.

Its main objective is to monitor the proper functioning and organising of the subordinated schools, according to the national education policy.

The management of the institution: one general school inspector, two deputy general school inspectors, 22 speciality school inspectors.

Since 1970 the School Inspectorate Statute has been observed and the Teacher Training Center was founded as a subordinated institution.

Mission

The mission of Hunedoara County School Inspectorate is to develop the young generations through education and the development of an educational system built on values, skills and responsibilities.

The institution coordinates the way in which the material resources, as well as the methodological ones are used.

Romanian Education System, Priorities of the Education

Equal and improved access to education;

High educational standards and training for a knowledge-based society;

Decentralizing of the education system;

Turning education into a basic tool in the modernisation process of Romania;

Envisaging the investment in human resources as the most profitable long-term investment;

Reconstruction of rural education;

Combining excellence and general education in an efficient way;

IT contribution to education;

Enhancing the European dimension of education;

Institutional development of permanent education.

The Romanian System of Education

The main objectives of the Hunedoara County School Inspectorate

To ensure coherence between the national strategy and local education process;

To develop the implementation of local and regional programs;

To set up public education units – kindergartens, primary schools, gymnasiums, art and trades schools;

Together with the local public administration, to ensure high educational standards, as well as the development of the material resources in all schools, according to the present national standards;

To supervise, monitor, support and evaluate the activity of teachers of all subjects at pre-university level.

GAME: I LOST MY HANDKERCHIEF

NUMBER OF PARTICIPANTS: from 10 to 30

AGE: from 4 years old to 9

SPACE: outdoor/ gym

TIME: 10-15 min.

MATERIALS: a handkerchief or a piece of paper

AIMS: developing general motricity and attention

TEACHING SUBJECTS WHERE IT CAN BE USED: Math, Science, Literature, Sports etc.

TYPE OF THE LESSON: This game can be used to fixing knowledge or to revise the unit we are teaching.

RULES OF PLAYING: Students stand in a circle holding their hands. They are interpreting the following song:

When I lost a handkerchief

My mommy is asking me:

Where I lost it, where I lost it?

If you find it, please give me!

The handkerchief is charmed,

A beautiful girl found it,

A beautiful princess,

The only that I love.

One student is out of the circle.

The student which is out of the circle lets fall the handkerchief, the piece of paper behind someone’s.

The child who has the handkerchief at the bag, pick up it and start to run around the circle. He tries to catch the child who left down the handkerchief behind him, trying to prevent him from sitting in his place. If he manages to sit in his place, the one who remained outside the circle resumes the game, following the same rules.

POSSIBLE APPLICATION IN EDUCATION:

This game can be applied to different subjects, for example when we want our students to fixing knowledge or to revise the unit we are teaching.

For example, to learn vocabulary in English you write a word on a piece of paper. The one behind the piece of paper has to say what that word means or put it in a proposition.

In a Literature, History, Music or Math etc. there are various questions specific to those subjects on the piece of paper in can be use.

If the student does not answer the question correctly, he / she gets a challenge: he / she jumps 10 times in one leg.

This game could be easily used almost in any subject only with changing some aspects of the original game.

GAME: THE FARMER’S ON THE FIELD

NUMBER OF PARTICIPANTS: from 10 to 15

AGE: from 4 years old to 9

SPACE: outdoor/ gym

TIME: 10-15 min.

MATERIALS: nothing special

AIMS: developing general mobility and group collaboration

TEACHING SUBJECTS WHERE IT CAN BE USED: Sports, Personal Development, Natural Science

TYPE OF THE LESSON: This game can be used to fixing or to revise the unit

RULES OF PLAYING: Students stand in a circle holding their hands. They are interpreting the following song:

The farmer is on the field,

The farmer is on the field,

Hey, hey my lovely girl,

The farmer is on the field.

He has a lovely wife,

He has a lovely wife,

Hey, hey my lovely girl,

He has a lovely wife.

His wife has a kid

His wife has a kid

Hey, hey my lovely girl,

His wife has a kid.

The kid has a nanny

The kid has a nanny,

Hey, hey my lovely girl,

The kid has a nanny

The nanny has a cat,

The nanny has a cat,

Hey, hey my lovely girl,

The nanny has a cat.

Each character speaks, at the end of the song, of the role it plays in life on the farm.

The cat is catching mice,

The cat is catching mice,

Hey, hey my lovely girl,

The cat is catching mice.

The mice are eating cheese,

The mice are eating cheese,

Hey, hey my lovely girl,

The mice are eating cheese.

The shepherd makes the cheese,

The shepherd makes the cheese,

Hey, hey, my lovely girl,

The shepherd makes the cheese.

The shepherds have gone,

The shepherds have gone,

Hey, hey, my lovely girl,

The donkeys are left.

At the beginning of the song, one student is inside the circle. He is the farmer and he must choose a wife. Then, the wife chooses a kid, the kid a nanny, the nanny a cat, the cat a mouse, the mouse a cheese, the cheese a shepherd, corresponding to each strophe.

When the last verse of the song is played, all children must sit as fast as possible in their initial places. The last one will receive a task: he / she jumps 10 times in one leg.

POSSIBLE APPLICATION IN EDUCATION: This game can be used to fixing or to revise the unit about domestic animals and farm life.

GAME: MUSICAL CHAIRS

NUMBER OF PARTICIPANTS: from 8 to 20

AGE: up to 6 years old

SPACE: classroom, outdoor

TIME: 10-15 min.

MATERIALS: Chairs with one less than the number of participants

AIMS: Development of attention and speed of reaction

TEACHING SUBJECTS WHERE IT CAN BE USED: Sports, Personal Development, Math, Language

TYPE OF THE LESSON: This game can be used to fixing or to revise the unit

RULES OF PLAYING: As with the favourite party game – the ring of chairs for the children to dance around; sit down at the signal. The teacher will take one chair away each round so that there is one person out each time and an eventual winner.

POSSIBLE APPLICATION IN EDUCATION: To use it as a learning/drilling game, we must choose one teaching point and have the children sit down when we say it.

Some examples:

English: The teacher says random letters; children sit down when you say a vowel.

Maths: The teacher says numbers; children sit down when you she says an odd number / a multiple of 3/4/7, etc.

Other subjects: say random words; children sit down when you say one from a selected topic.

GAME: JOKER (PACALICI)

NUMBER OF PARTICIPANTS: groups of 4

AGE: up to 6 years old

SPACE: classroom

TIME: 10-15 min.

MATERIALS: Playing cards that have printed either different images or questions and answers, from which the children will make correspondence

AIMS: making connections between concepts

TEACHING SUBJECTS WHERE IT CAN BE USED: Math, Language, History, Science, Geography

TYPE OF THE LESSON: This game can be used to fixing knowledge or to revise the unit.

RULES OF PLAYING: Students are divided into groups of 4. They have playing cards with different images / questions and answers and among them a Joker. Each player receives 4 cards, which are placed face down. The rest of the cards are placed on the table, face down.

The game is started with the child from the right hand of the card divider. If he finds one or more pairs in his cards, he puts them on the table, face up and says: Go ahead! If he has no pair, take a card over the package. If now he can make a pair, he put it on the table. Now, he says: Go ahead! Even if he does not have a pair and the game moves to the next one.

When the package ends, they will draw one card from one to the other until one of them remains with one card: Joker.

He will mix and divide the cards for the next game and he will receive a fun punishment: to sing, to jump in one leg.

POSSIBLE APPLICATION IN EDUCATION: To use it as a learning/drilling game, we must choose one teaching point and have pairs of books related to that subject. Some examples:

English: Playing cards contain different pairs of synonyms / antonyms

Maths: Playing cards contain problems and solve them.

Geography: playing cards contain Countries and their neighbours.

Biology: playing cards with animals.

GAME: COUNTRIES, CITIES, MOUNTAINS, WATERS, PLANTS, ANIMALS AND

NAMES (TOMAPAN)

NUMBER OF PARTICIPANTS: groups of 10

AGE: up to 10 years old

SPACE: classroom

TIME: 10-15 min.

MATERIALS: Paper, pencil/pen, ruler

AIMS: fixing, revise knowledge

TEACHING SUBJECTS WHERE IT CAN BE USED: Natural Science, Geography

TYPE OF THE LESSON: This game can be used to fixing knowledge or to revise the unit.

RULES OF PLAYING: Students are divided into groups of 10. They draw a table with 8 columns, the last one is for score. A student says the alphabet in thought and another says STOP. The student who said the alphabet says the letter he arrived at.

POSSIBLE APPLICATION IN EDUCATION: To use it as a learning/drilling game.

P7 – AGRUPAMENTO DE ESCOLAS DE PENACOVA – PORTUGAL

E-mail: direcao.aepenacova@gmail.com

Website: www.aepenacova.pt

Adrress : Rua Dr. Homero Pimentel, 1, 3360 – 344 Penacova, Coimbra Portugal

Size (number of students): around 1400

Size (number of staff): 51 to 250

The grouping has: 1 Secondary School, 2 Basic Schools, 8 Primary Schools, 10 Nursery Schools

Our school offers a basic and secondary education including regular and vocational courses such as: Geriatrics technician, Computer Technician, Socio cultural animation technician, Sports technician.

What we want for our school:

A more humanized and socializing approach that educates, integrates and forms for citizenship;

  • Inclusive education that provides quality educational responses to all students;

A strong contribution to the progressive transformation of society;

The promotion of autonomy, responsibility and qualification of the whole school community

To develop cooperation projects in its educational territory, highlighting the participation, negotiation and establishment of partnerships;

Try to manage change processes;

To reflect, to learn interactively with their mistakes and successes, generating meaningful learning for all;

Promote the development of European projects.

P7 – AGRUPAMENTO DE ESCOLAS DE PENACOVA

GAME: SNAIL GAME

NUMBER OF PARTICIPANTS: Multiplayer (individual or team)

AGE: Up 7

SPACE: Outdoor/ Indoor (in the classroom)

TIME: 45-90 min

MATERIALS: Pebbles (little stones), chalk or ink, cards with questions.

AIMS:

Reach the center of snail without losing the stone.

Answer the questions correctly in each move;

Promote general knowledge on different subjects and different levels;

Adapt the questions to the different levels in order to test knowledge and become aware of difficulties;

Apply formative assessment;

Facilitate the construction of knowledge and reinforce the contents already learned;

Develop essential skills such as concentration, memory and discipline.

Promote learning how to deal with results regardless of outcome;

Make your own discoveries by playing;

Increase interaction and integration among participants

TEACHING SUBJECTS:

From primary school subjects (mother tongue, social and science studies, maths) to middle school (mother tongue, second languages, history, geography, science, maths, physics and chemistry).

TYPE OF THE LESSON: Learning and general knowledge of different issues on several subjects and formative evaluation;

RULES OF PLAYING: A large snail is drawn on the ground. At the beginning of the snail (starting point) the first player throws a stone;

Then with his foot he will push this stone until he can reach the center of the snail, without leaving it outside the drawn area.

If the stone leaves the inside of the snail, it is the turn to play another player, and so on.

In this game we use cards of different colours (a colour for each subject) with questions on the several subjects.

Each player answers a question every time he moves the stone with his foot to the next square.

If the player fails, the correct answer he/she will have to be replaced by another player.

GAME: LORD BOATMAN GAME

NUMBER OF PARTICIPANTS: This game should be played by more than 6 players (always use a uniform number of players)

AGE: from 6- 12;

SPACE: Large open space outdoor

TIME: Around 45 min

MATERIALS: None

AIMS:

Each player must answer the questions correctly;

Each team must try to secure the highest number of players;

Each team must provoke the opposing team to cross the mark on the ground;

Facilitate the construction of knowledge;

Promote knowledge on different subjects;

Use formative assessment;

Help to develop concentration, memory and discipline;

Promote the acceptance of rules;

Increase integration and interaction among the participants; Improve the relationship

between students;

Help to build self-confidence and self-awareness.

TEACHING SUBJECTS:

History, Geography, Science, etc…

Different levels of questions (Depends on the age and level of education)

TYPE OF THE LESSON:

Learn general knowledge of different issues on several subjects

Make your own discoveries by playing

Test knowledges and overcome difficulties

Includes formative evaluation

RULES OF PLAYING:

To start the game, two players pick a theme each. The themes can be countries, monuments, plants, world capitals, animals, and so on. These players are called the boatmen, and they stand together, facing one another, holding each other’s hands over their heads so their arms form an arch. The rest of the players form a line, with every player putting their hands on the shoulders of the player directly in front of them. Once the train of people is formed, they move around freely, following the first in line, while singing a song: “What a beautiful sailboat that’s coming this way, it’s a little sailboat that comes from Belém. I ask of the Boatmen to let me pass through, I have little children that I need to raise”.

The two boatmen respond with: “You’ll pass through, you’ll pass through, but someone will stay behind. If it’s not the mother at the front it’ll be the children in the back”. As the players pass under the arch formed by the boatmen’s arms, the boatmen lower their arms in order to randomly trap one of the players in the line. Once trapped, the player can only be released if he or she answers a question. The Boatmen ask the player which of the themes they want to be questioned about, and after the player pick one, the respective boatman will ask a question. If the player is being held captive answers correctly, he or she will move to stand behind the boatman who asked the question. If they fail, they move back to the line.

The game continues like this until all the players are behind both boatmen. Then, a line is drawn on the ground between both boatmen, and they grab each other by the wrists while the other players grab the player directly in front of them by the waist. After this, a game of human tug-of-war begins, where each team has to pull the other until one of the teams crosses the drawn line and loses the game.

GAME: SECRET MESSAGE

NUMBER OF PARTICIPANTS: Multiplayer (minimum 6 people, preferably 10 or more)

AGE: Up 7 (even adults)

SPACE: Outdoor/ Indoor (in the classroom)

TIME: Depends on the number of players and number of messages to be sent.

MATERIALS: No material is needed

AIMS:

Compare the original and final message;

Bring awareness to the misunderstandings through retelling;

Show how easily information can become corrupted by indirect communication

Practice vocabulary/phrases/short sentences in different languages;

Promote ability to listen attentively, understand and transmit a message orally – comprehensibly speaking;

Adapt the message to the different levels/age group in order to become aware of difficulties in understanding a whispered message and ability to pass it on correctly;

Reinforce importance of good pronunciation/spelling in communication/verbalization;

Facilitate team dynamics;

Develop essential skills such as hearing, concentration, memory, creativity and orality;

Increase the integration and interaction among participants;

Improve relationships;

Apply formative assessment;

 

TEACHING SUBJECTS:

Mother tongue, second/foreign languages.

Other subjects: history, geography, science, citizenship, etc.

TYPE OF THE LESSON:

Apply vocabulary knowledge and sentence building;

Improve pronunciation;

Learn to moderate the volume of one’s voice;

Practice listening attentively;

Test knowledges;

Citizenship (rumour/gossip).

RULES OF PLAYING:

A player thinks of a word/phrase/sentence to transmit (whisper) – the message! Each player must listen attentively to the message he hears and then be able to transmit it correctly. Pass around the message without it becoming misheard and altered along the way. The message should arrive to the last player the same as the one that the first player created and transmitted

Have everyone stand or sit in either a line or a circle. Players should be spaced far enough apart that they won’t overhear the message when it isn’t their turn.

Choose a person to start the game. This person will think of a word/phrase/sentence and whisper it to the ear of the person on his/her right.

Players continue listening to the message and repeating what they think they heard to the person next to them. This is done until the last person in the line or circle is told the message.

Once the last person hears the word, phrase or sentence, he/she announces the message to the entire group out-loud. This is compared to the original message that the game started with. This is the awaited moment when all the players get to learn just how much the word, phrase or sentence changed through their “telephone line”.

An important rule for this game is that you can only whisper the message once on your turn. Always whisper. Whispering helps in two ways: keeping the word a secret and making it hard to interpret correctly. Keeping the message quiet can make it more likely that it will end up being misheard and wildly different from the starting phrase.

 

GAME: NOUGHTS AND CROSSES

NUMBER OF PARTICIPANTS: Two teams (4-6 players)

AGE: from 7- 15

SPACE: Outdoor/ Indoor (in the classroom)

TIME: 45-90 min

MATERIALS: Bows, vests

AIMS:

Develop essential physical and motor skills/abilities;

Introduce geometric shapes;

Stimulate;

Develop various muscle groups;

Value the importance of each in the joint activity;

Developing the group’s overall vision.

TEACHING SUBJECTS:

Physical Education / Sports / Maths /Geometry

TYPE OF THE LESSON:

Monitoring physical and motor skills;

Learning and developing logical reasoning and attention, mind capabilities.

RULES OF PLAYING:

Two teams against each other where they are separated by a distance and in the middle of that distance will be game of the cock made with large bows and going one at a time of each team have to run and put the vest in the place that they want.

As soon as possible to be the first of the other team to make a line of three jackets (horizontal, vertical, oblique).

 

GAME: GAME OF THE PEBBLES (LITTLE STONES)

NUMBER OF PARTICIPANTS: 2 players

AGE: from 7- 15;

SPACE: Outdoor/ Indoor (in the classroom)

TIME: Uncertain; championships can be organized;

MATERIALS: Drawing on the floor or on a paper and 6 stones or coins;

AIMS:

To arrive with the 3 stones to the opposing field;

Develop essential physical and motor skills/ abilities;

Develop mind capabilities;

Develop strategy capacity;

Increase spatial perception;

Develop essential skills such as concentration, memory and discipline.

Promote learning how to deal with results regardless of outcome;

Make your own discoveries by playing;

Increase interaction and integration among participants;

TEACHING SUBJECTS:

From primary school subjects to secondary school (maths; geometry; arts)

TYPE OF THE LESSON: Learning and developing mind capabilities; Learning by doing;

RULES OF PLAYING:

Pictures of the game (jpg format)

The pebbles or coins must be aligned in the back line, 3 on each side and each player;

Each player makes one move at a time, until reach the back line of his opponent;

You cannot go back in the houses, you can only walk sideways and forward;

Cannot eat / skip pieces;

The game may be locked and must be restarted;

The one who finishes with all the 3 pebbles or coins in the opponents line wins the game.

GAME: SKIPPING ROPE

NUMBER OF PARTICIPANTS: Individual or group game

AGE: Up 4 (even adults)

SPACE: Outdoor/ Indoor (in the classroom)

TIME: 45-90min (depending on the number of participants)

MATERIALS: A rope with at least 1,50m

AIMS:

Develop balance;

Develop control of body movements;

Develop laterality;

Develop the concept of number;

Develop phonological awareness;

Develop temporal concepts;

Develop attention, memory and concentration skills;

Develop social skills.

TEACHING SUBJECTS:

Pre-school education until adulthood. It is also applied to students with disabilities in the several areas of development: motor, cognitive and language.

TYPE OF THE LESSON: learning and general knowledge of different issues on several subjects and formative evaluation;

RULES OF PLAYING:

Individual game: The player tries to jump as long as possible without stepping, tripping or failing the spinning rope in the air.

Group games:

Two elements spin the rope and the third jumps. The players play each one in turn and win the one that remains longer to jump, just like in the individual game.

Litany of the months of the year: two elements spin the rope and sing the lenga lenga and the other, or other elements jump to the rope. The players who are on the rope say the various months of the year, each month corresponding as many laps as their ordination: January – 1 lap, February – 2 laps … Each player who jumps must complete the full sequence of the 12 months of the year. If you step on the rope, you will switch to the next element.

Litany with orders: two elements make turn the rope and each player when jumping must comply with the given order:

„Witch, little witch, get in the game Witch, witch, lift up the skirt Witch, witch, jumps on the floor Witch, witch, turn around Witch, witch, get out of the game. „Note: other litanies may be used and, depending on their content, other areas of development will be worked on.

 

GAME: SEVEN GAME

NUMBER OF PARTICIPANTS: 2 players (minimum)

AGE: from 5 – 13;

SPACE: Outdoor/ Indoor (in the classroom)

TIME: 45-90m (depending on the number of participants)

MATERIALS: A ball (larger -type volleyball or smaller -type tennis, depending on the age and difficulties of the players)

AIMS:

Complete all steps according to the variants;

Develop balance;

Develop control of body movements;

Develop spatial perception;

Develop laterality;

Develop the concept of number;

Develop attention, memory and concentration skills;

Develop social skills.

TEACHING SUBJECTS:

Pre-school education until middle school.

It is also applied to students with disabilities in the several areas of development: motor, cognitive and language.

TYPE OF THE LESSON: learning and general knowledge of different issues on several subjects and formative evaluation.

RULES OF PLAYING:

Players have to perform the seven steps of the game, trying not to lose any of them. The one who can finish all the stages first, in the different variants, wins;

The player places himself in front of a wall (about 3 meters) while the others wait their turn.

The player only gives his /her turn in if one of the releases fails.

The player throws the ball to the wall, differently over seven stages:

1st – Throw the ball to the wall and catch it in the air (seven times);

2nd – Throw the ball at the wall and pick it up after hitting the floor (six times);

3rd – Beat the ball on the floor with the palm of the hand (five times);

4th – Throw the ball to the wall by throwing it under the leg (four times);

5th – Drop the ball on the ground and after the rebound hits it under the palm of the hand so that the ball hits the wall and returns (three times);

6th – Throw the ball to the ground so that it hits the wall and returns (twice);

7th – Throw the ball to the wall and in the meantime, he hits his hands on his shoulders, crossing his elbows with his elbows (once).

After completing all these steps, the variants are carried out, always making the same series of launches. In the first variant, the player claps between each pitch, eventually completing three series by increasing the number of hits to three.

In the second variant the player performs two more series in which in the first picks the ball with only the right hand and then only with the left.

In the third variant the player performs three more series in which the first one has to throw the ball without leaving the place, in the second one it does it to the right foot-pin and then with the left one.

P8 – IES HIPONOVA MONTEFRÍO – SPAIN

The years have passed and in all of Spain there is an air of social change. The economy of the country is developed by European stability, the beginnings of tourism, the commercial opening of borders and migration. These are the first years of a very significant advance in sectors such as ours. People like Montefrío citizens struggle to have an educational infrastructure that did not exist until then. People want to learn and see education as a good possibility of progress. In September of 1969 the high school is inaugurated in Montefrío. A year later, the „La Paz” school was inaugurated.

The first audiovisual methods looked timidly at the classes, although it did more the will than the very scarce means available. The centre opens up as a delegated section of the Padre Suárez high school in Granada and is maintained for several years.

At the end of the decade, and after a short time as delegated section of Íllora’s „Diego de Siloé”, the high school becomes autonomous and takes the current name „Hiponova”.

There are memories of the dictatorship but the atmosphere of freedom and, at the same time, of tranquillity and illusion begins to become general, to soak the air. First rallies, first elections, constitution in 1978, coup attempt in 1981. Everything changes rapidly, and the centre is just another appendage of reality.

Since then the high enters into a fruitful period of stability, and its life is projected on the population through its curricula and its activities.

Generations of young people leave the centre year after year in search of higher education or a working life. Many of them will only return to Montefrío to visit. This is part of the price to pay.

The pages of the book „Hiponova” and „Abén Ismail” from Montefrío are repeated until, in 1992 and after many discussions, the educational authorities decided to unify the two centres and to advance the implementation of the L.O.G.S.E.

We are already in the future. The 21st century has arrived and the „Hiponova” High School of Montefrío continues its history course after course. Since 1992 the I.E.S. „Hiponova” of Montefrío advances the implementation of the L.O.G.S.E. New terms begin to become familiar for the entire educational community: diversification, curricular adaptations, educational purposes, social guarantee programs, counselor, baccalaureate modalities, itineraries, reinforcements, curricular projects, …

Later, while other centres begin to meet this reality, ours already had some projects rolled and was working to the full.

As a consequence of the reform, students from 12 to 14 years old were once again considered as secondary school students.

The generalization of compulsory education up to the age of sixteen and social development itself means that this fact is diluted and does not decisively influence the centre.

At the gates of a new educational structure with the entry into force of the Quality of Education Law, Montefrío has a high school that is prepared to face these new challenges. The planning of the centre will have to be touched up in the face of this new law. Also, in the face of the new reality that comes out of the „globalization”. New law, new building, … It’s the future!

During the courses 2008-2009 and 2009-2010 the activity of the centre moves to the block of the school complex and the residence. Let’s hope the sacrifice is worth it. The new situation has had some changes compared to what was foreseen.

The building that was projected has been built, with some remodelling. It is already working and welcomes the courses of baccalaureate, the training cycle and the P.C.P.I. It is a modern building with great spaciousness and magnificent facilities.

In recent years our centre, like almost everyone else, has been greatly affected by the economy crisis. The dream of the unified enclosure has vanished, and we continue to develop our task in two different buildings with the inconveniences that this entails.

In addition, the budget cuts in education have led to a decrease of approximately 30% in the number of teachers when the number of students has dropped by only about 10%.

There have also been lost the teachings of the Medium-level Formative Cycle although the Basic Vocational Education (former PCPI, former PGS) in the branches of Administration and Electricity are maintained. The centre begins to notice the loss of population and in some levels of ESO we lost line three (depending on the year).

Some changes during the current course: Basic Vocational Education (FPB) of the branch of Electricity is being replaced by another one of Agricultural Activities. The change in 1st of said FPB has already occurred and next year will be completed with the 2nd course.

We continue to lose units. The ESO has two groups at each of the levels (from 1st course to 4th course). The 1º of Bachillerato is with a single group (mixed) in which the two modalities are integrated (Sciences and HCS).

P8 – IES HIPONOVA

GAME: ARANCHA

NUMBER OF PARTICIPANTS: At least 3

AGE: 4 years old and on

SPACE: Outdoor / Indoor (in the classroom)

TIME: 15- 30 min

MATERIALS:

In the original game, no material is needed, but in some variations, we can create different cards or posters to play.

AIMS:

Find the selected item;

Avoid being caught by “Arancha”;

Develop quickness of thinking and movement;

Reinforce the knowledge we have on a subject;

Learn new content by playing;

Increase interaction within the classroom;

Apply formative assessment;

Promote the ability to find and discard elements;

Warm up when starting a class;

Increase memory and fix contents;

Work under pressure.

TEACHING SUBJECTS: From primary school subjects to secondary school (history, foreign languages, science, maths, etc.)

TYPE OF THE LESSON: Learning and developing mind capabilities; evaluating knowledge

RULES AND DEVELOPMENT OF THE GAME:

Original game: One player will be “Arancha” and will stand near a wall looking to it while the rest are more or less 2 metres from him / her. Then the rest of players sing a song:

“Arancha, what colour, what colour do you want it to be?”

Then “Arancha” will choose any colour and the rest of participants must run trying to find something with the colour that has been chosen and stay touching it. If “Arancha” catches someone before he or she has found something of that colour he or she will be the new “Arancha”.

Adapted version (for example in history): The teacher will stick words relating to different periods of history (Prehistory, Mesopotamia, Egypt, Rome, etc.). One player will be “Arancha” and will stand near a wall looking to it while the rest are more or less 2 metres from him / her. Then the teacher will choose one period and the students must run trying to find a word related to the period that has been chosen and stay touching it. If “Arancha” catches someone before he or she has found a good word he or she will be the new “Arancha”.

Example words: pyramid, Homo Erectus, ziggurat, coliseum, Achilles, stone axe, Akhenaton, Tigris, Nile…

POSSIBLE APPLICATION IN EDUCATION (SUBJECT, LEARNING FIELD, …)

The game can be changed so that the players will search for information instead of searching for something of a colour and adapted to different subject. For example, in a Science or Technology class they can search for objects made of wood, steel, iron, etc. In language lessons students can learn the colours, but they can also learn different kinds of words as for example prepositions, verbs, nouns, etc.

In geography we can stick on the walls names of countries and the teacher can choose a continent or stick names of different geographical features and students must find its category (rivers, mountains, etc).

In maths the teacher can stick different numbers and the teacher can say an operation so that students have to find the solution.

In science the teacher can stick different organs and the students should find the proper system (digestive, respiratory, circulatory, etc).

Every teacher could apply this game to his or her subject, and almost to every content and age.

GAME: DONKEY

NUMBER OF PARTICIPANTS: At least 3

AGE: 5 years old and on

SPACE: In the classroom

TIME: 20-30 min

MATERIALS: In the original game some cards from a deck. In the learning version we can create our own cards.

AIMS:

Collect 4 cards with something in common;

Think the cards you pass and which you search;

Develop essential skills such as concentration and memory;

Learn different categories;

Develop strategy capacity;

Apply formative assessment;

Interact with others;

Learn new things by playing.

TEACHING SUBJECTS:

From primary school subjects (mother tongue, social and science studies, maths) to middle school (mother tongue, second languages, history, geography, science, maths, physics and chemistry, etc.).

TYPE OF LESSON

This game can be used as a learning activity, since students must be thinking of the category they are collecting and also, they must recognise the categories they don’t need.

RULES AND DEVELOPMENT OF THE GAME

We select some cards from a deck. We select all the cards with the same number, and we select as many numbers as players there are.

For example, if there are 4 players we select from the deck the four cards with number 1, the four cards with number 2, the four cards with number 3 and the four cards with number 4. The cards are shuffled and then we deal 4 cards to each player.

The aim of the game is to collect 4 cards with the same number. It is very difficult to get 4 cards with the same number when we deal them, and the more players in the game, the more difficult it will be. So, when all players have their 4 cards they decide which number of cards they are going to collect. The decision is usually taken according to the cards they have and logically they will try to collect those numbers they have repeated. For example, if a player

gets two numbers 1, one number 2 and one number 4, he or she will surely try to collect numbers 1.

Then, all players select one card and on the count of three they pass it away to the player on his/her right and take the card the player on his/her left is passing away. This process is repeated until one of the players has collected all the cards with the same number.

When a player gets the four cards with the same number, he or she shouts “donkey” and puts one hand on the centre of the table. The rest of players must do the same, putting their hands on the other players’ hands. The last player doing so is the loser.

So, the winner gets one point and the loser loses one point.

If two or more players get the four cards with the same number at the same time, the winner will be the first saying “donkey” and obviously his/her palm will be touching the table and not another player hand.

Adapted version (for example in language): 5 players, so we must create 5 categories. For example we can create: nouns, verbs, adjectives, pronouns and adverbs. We create then 4 words for every category:

NOUNS: cat, ball, pencil, window.

VERBS: sing, run, talk, eat.

ADJECTIVES: happy, long, big, funny.

PRONOUNS: they, she, we, you

ADVERBS: well, quickly, often, now

We shuffle the 20 cards and deal 4 to every student. They have a look and select one to pass it. They say “1, 2, 3” and pass it to the right, and taking the one coming from the left. The first student getting 4 cards of the same category will say “donkey” and put a hand in the middle of the table, getting 1 point. The last student putting a hand will lose one point.

We can create many cards for every category, and after 2 or 3 games we can change the cards so they will be constantly learning new words and relating them to their categories.

POSSIBLE APPLICATION IN EDUCATION (SUBJECT, LEARNING FIELD, …) This game can be used in many subjects relating categories.

In a geography lesson we can use geographical features (rivers, countries, mountains, lakes, seas, etc.).

In a science lesson we can use different kinds of animals (mammals, fish, reptiles, insects, etc.).

In a chemistry lesson we can use different kinds of elements from the periodic table (actinoids, noble gases, lanthanoids, poor metals, etc.).

In a music lesson we can use different kinds of instruments (strings, percussion, woodwind, brass, etc.).

In an English lesson we can create vocabulary topics (family, body, classroom objects, actions, parts of a house, etc.). But we can also play in a different way if players must create logical sentences. For example, we make 4 cards with a subject, 4 cards with a verb, 4 cards with a direct object, 4 cards with a place complement and 4 with a time complement.

SUBJECTS: I, you, we, they.

VERBS: like, eat, throw, give.

DIRECT OBJECTS: chocolate, rice, bread, pasta.

PLACE COMPLEMENTS: in the garden, at school, in the street, at home.

TIME COMPLEMENTS: in the morning, in the afternoon, in the evening, every day.

In fact, changing the categories, this game can be used in almost every subject.

GAME: SIMON SAYS

AGE: From 3 years old and on

NUMBER OF PARTICIPANTS: At least 3

SPACE: Outdoor (playground or gym) / Indoor (in the classroom)

MATERIALS: No special materials needed.

AIMS:

Follow instructions when necessary;

Not to do things without thinking;

Increase the speed of action;

Promote the acceptance of rules;

Promote the importance of listening one another;

Value the importance of communication;

Develop essential skills such as concentration and interaction;

Promote learning to make decisions;

Learn about duality;

Develop control of body movements.

TEACHING SUBJECTS: From primary school subjects (mother tongue, foreign language) to middle school (mother tongue, second languages, history, geography, science, maths, physics and chemistry, etc.).

TYPE OF THE LESSON: Learning and general knowledge of different issues on several subjects. This game can be used as a warm up activity at the beginning of a week to make students remember what the previous week has been taught.

RULES AND DEVELOPMENT OF THE GAME

One of the players is “Simon”, and he or she is the one who directs the game.

“Simon” must command the others to do different things, but they must obey only if “Simon” starts the command with the words “Simon says…”.

For example:

SIMON: “Simon says: jump”.

Then the other players must jump.

But:

SIMON: “Jump”.

Then, the players must stay without moving. Those who make the action when “Simon” doesn’t begin with “Simon says…” will be eliminated, and also those who are too slow to obey when “Simon” says “Simon says…”.

Obviously “Simon” cannot command impossible things, and if somebody can not perform the action, but he or she is trying to do it or acting to do it, he or she won’t be eliminated.

The winner will be the one who remains when the rest have been eliminated, and he or she can be “Simon” or will choose a new “Simon”.

POSSIBLE APPLICATION IN EDUCATION (SUBJECT, LEARNING FIELD, …)

This game is a very good way to improve vocabulary in foreign languages, not only to learn action words, but also you can play with your students sitting on their chairs and with a pen and paper, so you can play “Simon says: write down an irregular verb” or a comparative adjective, or a preposition.

It can also be used in this way in any other subject, for example “Simon says: write down 3 + 3” and the students must write down the result, or “Simon says: write down the capital of France”, etc.

GAME: THE GOOSE GAME

NUMBER OF PLAYERS: At least 2

AGE: 4 years old and on

SPACE: In the classroom

TIME: 40-60 min

MATERIALS: In the original game we only need the board, 2 dice and counters. In the variation for learning we need to create some question cards.

AIMS:

Be the first arriving the goal;

Answer correctly the questions;

Promote general knowledge on different subjects and different levels;

Adapt the questions to different levels;

Learn new knowledge by playing;

Apply formative assessment;

Evaluate the knowledge at a certain point of the learning process;

Facilitate the construction of knowledge.

TEACHING SUBJECTS: From primary school subjects (mother tongue, second language, social and science studies, maths) to middle school (mother tongue, second languages, history, geography, science, maths, physics and chemistry, etc.).

TYPE OF THE LESSON: Learning and general knowledge of different issues on several subjects and formative evaluation. To make progressive the learning of the contents established for each level, we can mark our cards at the back with the number of the unit we are learning. So, if we are in unit 1, we can make questions only with the cards marked with 1. And as we move forward with our book and our units, we can add more and more cards, so that at the end of the course we can have all the cards in the game.

RULES AND DEVELOPMENT OF THE GAME

The object of the game is to be the first person to get to the end of the journey set on the board. This game is very popular in many countries and the board of the game has plenty of variations and we can use any of them.

Players roll the dice and the one with the higher number will be the one to start the game.

He or she will roll the dice and move his/her counter one square for each spot on the dice.

If the counter lands on a Goose square, he or she will move the counter to the next Goose square and then roll the dice again.

If you land on the Bridge you will miss a turn while you pay the toll.

If you land on the Inn, you will miss a turn while you stop for some tasty dinner.

If you land on the Well you will miss 3 turns. But if another player passes you before your three turns are up, you can start moving again on your next go.

If you land on the Labyrinth, square 42, you will get lost in the maze and have to move back to square 37.

If you land on the Prison, square 52, you will have to miss three turns while you are behind bars. If another player passes you before your three turns are up, you can start moving again on your next go.

If you land on Dead, square 58, you have to go back to square 1 and start all over again! Players may not share squares, so if your dice roll would land you on an occupied square you will have to stay where you are until it is your turn again (in other versions you change positions and the player who was in this `place will go to the place where you were before rolling the dice)

Original boards:

To win you must reach square 63 exactly. If your dice roll is more than you need then you move in to square 63 and then bounce back out again, each spot on the dice is still one square in this move. If you land on any of the special squares while you are doing this then you must follow the normal instructions.

When you land on square 63 exactly you are the winner!

 

POSSIBLE APPLICATION IN EDUCATION (SUBJECT, LEARNING FIELD, …) This game can be turned into a question and answer game.

The Goose squares can be changed into a new picture showing something related to the subject we are going to apply the game to. For example, in English class it can be changed into the typical red phone boxes from England.

The rest of squares will be coloured with 4 different colours (they can be more, or they can be less). Each colour will stand for a different category of questions. For example, green, blue, yellow and pink.

Green squares will be for Vocabulary questions.

Blue squares will be for Irregular verbs questions.

Yellow squares will be for grammar questions.

Pink squares will be for other kind of questions (culture, spelling, telling the time, etc.)

The important issue is that all questions will be adapted to the level of the players. This will be easily done since our students are the one who will create the cards with the questions. They will do it using the textbook and with the help of the teacher.

If you create a set of questions for every level of your school, you can use it in following years, but the making of the cards is also an important way of learning, since students will be aware of different aspects of the language.

Obviously, this can be done exactly the same way in other subjects or even as a multidisciplinary game with more colours and where every colour can relate to a different subject.

Cards to play in English class made by 13 years old students:

 

Cards to play in English class made by a teacher:

Boards to play in English class made by 12 year old students:

GAME: THE HANDKERCHIEF

NUMBER OF PARTICIPANTS: At least 7

AGE: 3 years old and on

SPACE: An open space (playground, gym).

TIME: 20-30 min

MATERIALS: A handkerchief or any piece of clothing

AIMS:

Take the handkerchief and go back to your team;

Try to catch the student before getting to the opposite team;

Increase the speed of action;

Promote the importance of listening one another;

Increase interaction and integration among participants

Value the importance of communication;

Develop essential skills such as concentration;

Develop control of body movements.

Facilitate team dynamics;

Value the importance of each in the joint activity;

Develop essential physical and motor abilities;

Develop balance.

TEACHING SUBJECTS:

From primary school subjects (mother tongue, maths, physical education) to middle school (mother tongue, second languages, history, geography, science, maths, physics and chemistry, etc.).

TYPE OF THE LESSON: Learning and general knowledge of different issues on several subjects and formative evaluation.

RULES AND DEVELOPMENT OF THE GAME:

Original game: There are two teams and a “referee”. The two teams are placed at different sides and separated at the same distance from the referee. Every member of the team must have one number (if they are teams of 3, the numbers will be 1, 2,3, etc.). The referee holds in the air the handkerchief and shouts a number. Then the person from every team with that number must run towards the referee and take the handkerchief and go back to his/her team with it.

You win if you pick the handkerchief and take it to your team.

But if you pick the handkerchief and the person from the other team catches you before reaching your team, you lose.

If you lose you are eliminated and you must pass your number to another member of your team. Then that person will have two numbers and will have to run for the handkerchief when it is named.

The game ends when all the members of a team are eliminated.

Adapted version: in English class every student will be given a vocabulary field instead of a number. So instead of 1, 2, 3, 4, etc, they will be: food, means of transport, family, clothes, etc. When the referee shouts for instance “T-SHIRT”, each team will have a member who was assigned with clothes and he or she will be the one to run for the handkerchief.

VARIATIONS AND REMARKS

This game can be used with different races versions. For example, running on only one leg, running in pairs (holding hands, tied back to back, one carrying the other, etc).

POSSIBLE APPLICATION IN EDUCATION (SUBJECT, LEARNING FIELD, …)

This game can be applied to different subjects, for example when we want our students to make connections.

In a Literature, History, Music or Art lessons it could be used assigning to each student a period and the referee can shout names of important characters or important events (or works such as books, compositions, monuments, etc) of such periods. Obviously in this case it would be important that the referee know well the periods and its features.

So, this is another game that could be easily used almost in any subject just changing some aspects of the original game.