G.A.M.E.S. for the Classoom
I recently attended a professional development session where the presenter intentionally used the word “play” in the presentation. For years this was an unspoken no-no in our district. Yes, students used educational games but we never said that word because students were learning not playing. There has been a sudden shift to encourage student learning through play. This includes online and in person or traditional games. As a stakeholder, you can help foster a love of learning through the use of resources that support gaming. While “playing” may describe what students are doing, educators need to ensure it is an effective use of learning time. Using the acronym G-A-M-E-S will help to reinforce these concepts.
G reat for ALL learnersGames can help teachers to target skills that students need to work on. These include academic and social skills. There are so many online and in person games to fill gaps in learning. Games can be used for assessments as well. Giving a pre or post test in a game-ike format will engage students.
A ccountabilityRemember to provide a time limit for the students to play. As an educator, you instruct students, games should reinforce those content standards. You want students to ask to play so keep them guessing if they get to “play”. This keeps the learning fun and engaging. Students will find ways to be off task if they find the game “boring”.
M ake it MeaningfulSetting a clear objective with the game is important. As with anything that is new, teaching how to play focuses students on the objective and sets the expectations. When introducing the game, you may want to ask if they have played the game before and reinforce that all players must follow the same rules.
E ngagement should be the focusGames should rarely be used as merely a reward. This was an “old school” idea, basically it meant “to play a game” meant you somehow “earned” the right to enjoy learning. Games should not be reserved only times that are rewards. Games need to be intentional with a specific purpose in mind not just to fill time.
Skills achieved in academics and other areas Games definitely teach soft skills, too. These skills are necessary to be a productive member of society. They can be learned in informal settings. Games provide an avenue for students to learn to communicate, follow rules, and cooperate with fellow students. Regardless of the game or activity working together for a common purpose not only meets state standards, it encourages relationships in the classroom.
Other considerations Dealing with “cheating” can be time consuming. Teachers will always have hiccups when introducing a new resource like a game in their classroom. Having a way to deal with behavior before hand will also set the clear expectation for the activity
While students enjoy playing games, it is important to set clear expectations and objectives. Students are able to learn skills and develop in many academic areas as well. Utilizing games in various settings can engage learners. As a stakeholder, you can encourage the use of games in the elementary classroom.
Written by: Teresa Marchant
School Librarian at LOCKWOOD SCHOOL DISTRICT 26
Teresa has been an educator for over 25 years. She holds a Master’s in Educational Technology with an emphasis in Online Instruction from Montana State University as well as a certificate in School Library Media from the University of Washington. Over the years she has served in many capacities at the state and local level. Highlights include being the Vice Chair of the Certification Standards and Practices Advisory Council to the Montana Board of Public Education, a member of the School Leadership Team and Chair of the Professional Development Committee for her school district, and a member of the Montana Library Association board. She loves learning and enjoys helping others!
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