Can you solve the anagrams? Why play games in history lessons? – Nuf – Socuf – Beer Me Mr –...
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Transcript of Can you solve the anagrams? Why play games in history lessons? – Nuf – Socuf – Beer Me Mr –...
![Page 1: Can you solve the anagrams? Why play games in history lessons? – Nuf – Socuf – Beer Me Mr – Ration Connect – Angel Lech Why play games in history lessons?](https://reader030.fdocuments.in/reader030/viewer/2022032708/56649e625503460f94b5e3a6/html5/thumbnails/1.jpg)
Can you solve the anagrams?
• Why play games in history lessons?– Nuf– Socuf– Beer Me Mr– Ration Connect– Angel Lech
• Why play games in history lessons?– Fun– Focus– Remember– Concentration– ??
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Playing Games in History
Ed Podestawww.onedamnthing.org.uk
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This session
• Very little theory• Why play word
games• Examples
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Examples
• Common Sense Cloze• The pub quiz• Hotspot taboo• Auntie Marjorie’s tea-tray memory game• Recap-dominoes• Random pickers - Spin the wheel / Whiteboard Raffle• Who am I / charades / • Source Auctions• Saucy Sources
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Why play games
• Games can make your brain work harder, and create emotional connections to content which help students retain it.
• It’s alright to play games, sometimes, as long as you know why you’re doing it.
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Cloze
• “Common Sense” cloze, because students can use their common sense to play.
• Remove common words, not those relating to substantive concepts.
• Individually, or in pairs, students work to make sense of the text.
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Cloze – take it further or in different directions
• TOP TIP - scan the text in and then use ‘paint’ or other app to blank out the words.
• Revision of technical words - Use a crossword generator to force them to marry up the answers and get spelling correct (https://crosswordlabs.com).
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Pub Quiz
• There is some science here – Making it Stick• Different Rounds – to help you split up
material, but also to give them concepts around which to organise their knowledge.
• Can do in groups or as individuals.
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Check others’ quizzes!
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Hotspot Taboo
• Another focused reading tactic. • Read the sheet and on another piece of paper
note down any words that might be helpful or useful in explaining your topic to others.
• Collate a list of words on the board• Volunteer has to stand in the hotspot and
explain the topic, without using any of the words in the ‘taboo’ list.
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Hotspot Taboo – take it further
• Add some challenge – they can add words that are not on the worksheet.
• Hotspot bingo– Draw up a list of words and phrases that you think
they’ll have to use to explain.– How many of your useful phrases and words does
the speaker use?
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Auntie Marjorie’s tea-tray memory game.
• I completely stole this idea from www.historyresourcecupboard.co.uk
• Images / memory effort and repetition help students retain and to start to see links between factors.
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You have 10 seconds to look at the pictures on the next page and memorise them.
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What have these got to do with Elizabethan
England?
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What might link these two factors?
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Can you find links between the rest?
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Auntie Marjorie’s tea-tray memory game.
• Take it further – leave one out at the end of the lesson, play the game again and see if anyone spots it.
• Set it for homework – they have to bring in their own ‘tea-tray’
• Use real objects.
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Random pickers / Raffles
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Who am I?
• Get a volunteer at the front. • If you want to tweak the
level of challenge then give them a clue card like this one.
• No peaking at the board, ask yes or no questions and guess within a minute.
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William the Conqueror
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Who am I / When am I
• Take it further – play charades with opposing teams.
• Great for revision of key players / key events.
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Sour
ce A
uctio
ns
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Source Auctions
• Great for considering ‘utility’ and for helping students think about planning a research strategy.
• Applications at KS3-5.• Give them a set of ‘sources’, a key question that
they are to investigate and a budget to spend on sources.
• They then have time to discuss and think about relative value of each source for the inquiry that they’re making.
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Source Auctions – take it further
• Bidding – sealed bids or adrenaline fuelled gavel action!?
• Feedback is crucial here– why did they make those choices?– Which sources did the group agree on as being
valuable for this research? Any outliers?– What if the question changed?
• Saucy Source Speed Dating – split the class into questions and sources – which are best matched?
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Devising board games
• What are board games?• What are the key things that we want to
learn?• Being clear about expectations:– No war or explosions!– Historical Accuracy– Teach us things.
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Quiz
• Straightforward, but lots of detail, and focused on key issues
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Conclusion