Instructional Games

Purpose

The goal of each student practice strategy in this program is to provide students who have learning problems multiple opportunities to respond to a particular learning task. This is certainly true for Instructional Games as well. Instructional Games can also make practicing math skills fun due to its game format.

What is it?

• A learning activity that encourages students to perform math skills in a game format.
• It is a student practice strategy.
• Student should have both received prior instruction for the math skill(s) included in the game and demonstrated they can perform the skill with at least moderate success.
• Assists students to master appropriate math skills, to develop automaticity (fluency), and/or to maintain their mastery of skills over a period of time.
• Examples of game procedures that can be adapted include checkers, cards, dice, spinners, and game boards.
• Individualized, small group, and whole class.

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What are the critical elements of this strategy?

• The instructional game must only include math skills which students can perform independently with at least moderate success.
• Teacher models math skill(s) that are to be used in the game before the game is played.
• Teacher provides explicit directions for the game and models how it is played.
• Behavioral expectations are explicitly stated, and, when appropriate, modeled by the teacher.
• Game context and format should be age/interest appropriate.
• To maintain student engagement, a relatively lively pace should be maintained.
• Corrective feedback and positive reinforcement should be continually provided as appropriate.

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How do I implement the strategy?

1. Determine math skill(s) for which target students have received prior instruction and which they can perform with at least moderate success.
2. Select a student age/interest appropriate game context in which the target math skill can be performed.
3. Develop game procedures that allow for many math-skill practice opportunities (complexity of game procedures should not detract from skill practice).
4. Provide students with necessary materials to play the game.
5. Model the math skill(s) to be practiced at least once in isolation and at least once within the game context before the game is played.
6. Provide explicit directions for playing the game and model game procedures.
7. State behavioral expectations and model essential game-playing behaviors (e.g. turn-taking, responding appropriately when I am not the winner, ect.)
8. Invite several students to model playing the game before game begins.
   Provide an opportunity for students to ask questions and to clarify misconceptions.
9. Monitor students as they play the game, providing specific corrective feedback, modeling skills when appropriate, and providing positive reinforcement. Demonstrate enthusiasm for game as students play (e.g. "Way to go Latrissa!"; "Man, I can't believe you were able to figure that out so quickly!"; "I can't stand the excitement, the two teams are so close in total points!")
10. Provide a way for students to show their work so that you can evaluate their performance after the game is completed.

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How Does This Instructional Strategy Positively Impact Students Who Have Learning Problems?

• Provides many response opportunities promoting mastery, automaticity (fluency), &/or skill maintenance.
  Game format motivates students.
• Modeling of skill in isolation and in context provides memory retrieval assistance and skill generalization.
• Teacher support, modeling, & use of positive reinforcement facilitates student's willingness to take "learning risks".
• Data gathered on student performance provides avenue for evaluation and planning for future instruction and future practice.

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Additional Information

Research Support For The Instructional Features Of This Instructional Strategy: Brophy & Good (1987); Klein & Freitag (1991); Mercer & Mercer (2005); Sutherland & Wehby (2001).

Tips for making instructional games (some suggestions come from Mercer & Mercer, 1998)

• Use existing game formats (old/discarded game boards such as "Monopoly" or "Life"; traditional sports such as baseball, football, basketball, etc.; card games; checkers; dominoes)
• Individualize group and whole class instructional games by making packs of cards for individual students that contain math skills/learning tasks appropriate for the particular student.
• Use group response cards ( each student has a stack of cards with potential answers on each, or an individual dry-erase/chalkboard on which to write answers) when playing games where multiple students respond to the same question/problem (provide students who process information at a less rapid pace equal opportunities to respond by teaching all students not to hold up their response card until a signal is given by the teacher)
• Make generic game boards that have a "start" and an "end," which can be used for multiple purposes. Include "chance" factors that make the game even more intriguing (e.g. some spaces say "go ahead 3 spaces").
• Develop decks of cards that have collections of response tasks for specific math skills pertinent to the learning objectives of the students you teach.
• Manila folders make good game boards due to sturdiness, manageable size, tabs for easy reference, and easy storage.
• Laminate game boards so they can be used many times!
• Write rules on the back of the folder for easy reference.
• Put game pieces in zip-lock bags for easy storage/organization.
• Consider initially using cooperative games (games that do not stress a "winner" and a "loser") until students demonstrate maturity to handle competitive games.

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Videos

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