Week 2: Games, Engaging Learners, Vocabulary

I try to use games at times in the classroom, especially for certain concepts. One unit in 8^th Grade Social Studies is European Exploration. I have my students divide into groups and they create a board game on the travels of various explorers. The games must be historically accurate, and they utilize various resources (mainly Internet) to research obstacles that the explorers faced on their journeys. It is amazing to see their creativity in the board games, but even more important is seeing the application of knowledge they have taught themselves and they don’t even realize it!

Another ‘game’ I like to use that is useful for teaching vocabulary is playing a memory game. Usually, I split my class into two groups (desks in a circle around the game on the floor) and have a competition between the two groups. I put words and definitions on pieces of construction paper and turn them facedown in the floor. Students then go around in a circle flipping over cards with either terms or definitions on them. As the game goes on, students must remember the location of the words, but must also know the definition to get the match and earn points. It is simple, takes very little preparation and it is easy to manage. Plus, the competition adds a little more excitement to a basic game.

Engaging students in American history is not always the easiest task due to all the facts to which they should be exposed, but there are a few things I intentionally do in order to increase student engagement. I try to utilize the Quantum Learning principles: Visual, Auditory and Kinesthetic (VAK), in every discussion/lecture I do with my students. For example, when we discuss the Pilgrims crossing the Atlantic on the Mayflower: I utilize a projector to allow students to visualize notes and pictures. Also, we orally discuss as I ‘lecture’ over the story of their crossing the Atlantic. Finally, to conclude the lesson we turn off all the lights and make a rainstorm in the classroom by snapping, then patting their legs, then stomping their feet to simulate the storm that blew the Pilgrims off course. The rainstorm is a little cheesy, but they love it… and usually they go through the rest of the year asking “let’s make it rain like on the Pilgrims.” Success!

The discussion of vocabulary and the ‘trap’ we fall into on Page 71 was very beneficial for me. I have become frustrated with so many teachers around me resorting to the same method week after week to teach vocabulary: flash cards, draw a picture for each word, write definition five times, write a sentence using the word, etc. While these techniques are useful in moderation, they contribute to the feelings of apathy and pointlessness from our students. “Students are very insightful; if you give them busy work, they immediately recognize it for what it is.” (Pg. 31)