Link to Manaiakalani Class OnAir to see the whole team.
The students are given very minimal instructions about how to play a game and no questions are answered. They are not told what we are doing or why we are doing it. They have to slowly evolve the rules of the game over time by either adding a rule or changing one that is there. Each run of the game is 2 minutes before a change is made.
These are the brief instructions given at the start of the activity. You may want to turn your sound down as the rain on the shelter we were under is really loud. I have put subtitles on the video.
This shows a couple of examples of when the rules were added to or changed during the progress of the game.
This shows how the game evolved over time with the rule changes and additions.
This video shows the teacher instruction at the start of the second lesson of this activity where we were reflecting on what happened during the game the previous day.
Class Site Content
This is the rules and game play that the students came up with during the process.
Learner Generated Content
This padlet is the feedback that I received from the questions :-
- How did you feel when I wouldn't tell you why we were doing the activity?
- How did it make you feel when you did not know all the rules before you started?
- What did you think when I would not answer any of your questions?
- How did you feel when you did not agree with the rules that others were making?
- How did you feel when you had a great idea for a rule but your name did not come out of the bag?
- How do you feel when we do Design development? Is there anything that is the same as how you felt yesterday?
Lesson Topic :- Switch or Adapt Game / The Game with no Rules
Year Group :- Year 11
To make the students think about their feelings while playing this game with no rules and compare that to how they feel when they do design developments.
Links with the New Zealand Curriculum
NCEA Level 1 - Curriculum Level 6
Outcome development and evaluation
Critically analyse their own and others’ outcomes to inform the development of ideas for feasible outcomes. Undertake ongoing experimentation and functional modelling, taking account of stakeholder feedback and trialling in the physical and social environments. Use the information gained to select, justify, and develop a final outcome. Evaluate this outcome’s fitness for purpose against the brief and justify the evaluation, using feedback from stakeholders.
The students have started the design development process for their chair design project. They have also done a little design development in the previous poster project.
Small wipe on / off boards.
Dry wipe pens
Timing device (stop watch, mobile phone ...)
Continue with the design development that they are on with and reflect back on what they were feeling while playing the game.
Further in this project
Design development is a big part of any project, so I want them to think about how they are feeling during the process to see why they are getting upset and frustrated with it when they have to come up with more ideas and change the ideas they already have.
Reflection and Analysis
What went well.
Lesson Content :- There was definitely enough for the students to do as it took nearly the whole double period. The double period gave them enough time to discuss things as a team and together and work things out without being rushed.
Student Understanding :- The best question came at the end of the game session. “Miss, what was the point of playing a game with no rules?”. They made a good start on understanding why we did this in the second session where we were analysing their feelings and linking it to design development.
Student Outcomes :- The answers on the padlet were great. I wanted them to be frustrated with the process and most of them were. It was a really interesting insight into how they approach things. It ranged from :-
What still needs work.
Lesson Delivery :- I need to book / sort out the venue in a more organised way before the lesson and check the weather!
Student Understanding :- Should have thought about groupings myself and not let the students do it? I noticed that students who thought in similar ways put themselves together. Could a more inclusive outcome have happened if I had placed stronger and weaker students together in teams ? How would I work this out?
What came out of this activity was a really interesting insight in how the students think away from the subject. I need to think about how I can use this information in more ways in the lesson as well as design development,