Month: November 2021

Video Clip 1: Candy CrushVideo Clip 2: Candy Crush

Group Members: Jenevah Chadband, Ahyana Alexis, Latoya Tidd.

The team collaborated on Candy Crush Saga; the game was picked due to its familiarity among team members, so much so that it became practically addictive at one time in our collective life. After reading this week’s readings and participating in the discussions, we feel better knowing that some learning occurred during what we believed was a waste of time. By reexamining the game through the lens of educators and using Gee’s 16 principles, the Universal Design for Learning method, and Critical Creativity, we think that students may gain and improve skills, knowledge, and techniques while playing Candy Crush Saga. Using the UDL technique, Critical Creativity, and Gee’s 16 principles of a Good Game, we can make the following connections with Candy Crush Saga:

IDENTITY:- Each player is allocated a character (an animal or a human resemblance) that they must rename.

INTERACTION: Players may play alone or link with Facebook and other social media users/friends to compete and see who can rule the leader board. Additionally, players may join groups inside the game and communicate with others to replenish their lives when the game’s regular five lifelines run out.

RISK TAKING:  Limited lifelines and a limited amount of movements to finish each level encourage risk-taking, as players must keep those features in mind while navigating the game. It also allows for the elimination of the fear factor, of being singled out or ridiculed among players/ students with social and emotional developmental delays.

CUSTOMIZATION: The game or level may be customized to the player’s satisfaction. Basic customization options are available in the game’s settings menu, where players may activate tutorials and choose to play with or without sound if the game’s sound and special effects prompts are distracting.

AGENCY: From the start of this game, players are in command. Candy Crush Saga promotes agency since all level goals must be created and strategically completed by the user alone, without cooperation. After all, players strive to master all 8855 Levels throughout 591 Episodes to preserve their leaderboard domination.

WELL-ORDER PROBLEMS: At each level of the game, players are confronted with well-organized obstacles. As the player advances, task and level goals get increasingly difficult, as players must now draw on previously learned talents and knowledge and combine them with newly obtained skillsets to tackle the intricacies of more advanced levels.

CHALLENGE AND CONSOLIDATION: Candy Crush Saga players must adapt and adjust to shifting situations and expectations due to the game’s 8855 levels and 591 episodes. Mastery of previously required abilities may not apply to a more advanced level or episode. As a result, players must draw on earlier knowledge and expertise to complete present goals.

JUST IN TIME AND ON-DEMAND: If a level has difficulties that players find extraordinarily tiresome or demanding to accomplish, they might abandon the level and investigate the obstacles or problems. This option enables players to seek external aid when they need, want, and are prepared to use it effectively.

PLEASANTLY FRUSTRATING: Candy Crush Saga brings pleasurable frustration. Anxiety increases as movements deplete, and levels’ goals remain unachieved. At times, the game may encounter a system problem, causing the whole game to stall for a brief period, sometimes at inconvenient periods, forcing players to replay the level or lose any “boosters” abilities or level modifications the players may have made.

SMART TOOLS:  Candy Crush Saga enables access to a range of valuable tools before, during, and after play. Some examples of intelligent tools include; The Booster Wheel– to acquire various boosters. Activate the wheel by pressing start, and it will come to a stop on a booster, which the player must claim. Fast Race-  becomes available upon the completion of the episode “Fantastic Forest.” Enter the race for a chance to win 25 gold coins, which may be used to purchase more lives if required. Compete against four other international participants, making it a five-person race. Daily Treat Machine- is a homage to the famous “Wheel of Fortune” game. Press start and the wheel will come to a halt on a booster that will aid in either winning or moving through the level. May activate booster(s) before the level to ensure that they are available for usage during that level. Events Games – the events section keeps players informed of the many events in which they may participate. This choice will enable players to earn more boosters, money to purchase more lives, and claims for power boosters, which may offer up to 15 minutes of unique booster play at different levels, among other benefits.

• What are the barriers in the game?

Players with low-incidence impairments may struggle with the game’s physical demands. These individuals may have sensory problems, autism, or a combination of mild, severe, or numerous difficulties. Additionally, visually impaired players, such as those who are colorblind, may be unable to discern between primary and secondary colors. While this may be circumvented by distinguishing the forms of candy, players may still run into issues. Inability to perceive color prevents them from progressing to higher levels. The game has 591 episodes, each of which contains between ten and fifteen stages. Players with color blindness would be unable to go further in the Candy order episode since the notion requires the alignment of colors.

• Who might be excluded?

Players without devices or connections are unable to participate in the game. Individuals who are visually or audibly challenged may also be excluded. Candy Crush Saga is also incredibly bright, with candy chunks continually moving, excluding persons prone to specific ailments.

• How do the game foster creativity and critical thinking?

Candy Crush Saga’s levels distribute candy randomly, guaranteeing that no two boards are alike. This allows players to exercise their creativity in concocting the ideal combination of materials to overcome each level. Additionally, the employment of boosters promotes critical thinking. Each booster is equipped with unique powers that, when engaged, enable the player to crush or destroy candies over a greater region of the grid. Understanding the skills of boosters, combining boosters, and executing the correct moves all contribute to the development of creativity and critical thinking in games.

• What content is handled? What skills are being activated in the game?

Candy Crush Saga has vocabulary, reading, and linguistic content. Vocabulary may be discovered in the positive feedback when players make a creative swipe that results in chain reactions of candy pieces disappearing; examples include sweet, extraordinary, and fantastic. For players who require assistance, reading is encouraged to engage in the tutorial mode, which provides brief instructions to explore each level appropriately. Language is available in the game’s settings, allowing players to choose the language they want to play.

The following skills are activated: Planning – creating a comprehensive approach to goal setting and achievement. Without the ability to plan, success in Candy Crush Saga is practically impossible. Each level has a limited amount of movements available to players to complete the level’s goals. As a result, players must choose their movements carefully in order to maximize their chances of success. Candy Crush Saga makes it way too simple for players to fail a level if they do not make measured and intelligent plays. Additionally, players are limited to five lives, which must be replenished every thirty minutes. Inadequate preparation may result in players exhausting their lives prematurely, resulting in less gaming time and enjoyment.

Flexibility– Adapting to changing circumstances and expectations. Five hundred and ninety-one distinct game modes force players to constantly rethink their strategy. For instance, the same strategy used in “Jelly” levels, in which players must destroy jellies, does not work in “Ingredient” levels, in which players must transport a specific amount of ingredients to a delivery point before running out of moves. Alternatively, “Candy Order” levels focus on a certain kind of candy. Even within game modes, levels vary significantly and constantly provide players with new obstacles to conquer. Players must let their thoughts wander by using a variety of techniques to overcome the changing tasks. Otherwise, they risk getting fixated on a single technique or a limited number of tactics that will not work at all levels. This fixation is an issue when players are unable to skip a level. Each level of progression in the game must be mastered before the next can be unlocked, emphasizing the critical nature of flexibility abilities.

• How will you assess if learning is happening?

The amount of time spent by players engaged in/with the game’s goals may be used to determine their level of learning. Prolonged contact with the game demonstrates that abilities are being gained and used to advance to increasingly difficult levels.

Additionally, students/players can demonstrate flexibility in the classroom by transitioning between activities, classes, or subjects. Students must adjust their mindsets, switch materials, and frequently relocate to a different location when transitioning from one activity to the next. To properly adjust to these changes, flexible thinking is essential. They are accepting errors and moving on. To engage effectively in various classroom activities, students must be able to accept errors and move on without getting sidetracked or focusing on the error.
Similarly, when one technique for fixing an issue does not work, students must be adaptable and eager to try something new. Collaborating well with peers: Students must be able to think flexibly in order to comprehend the viewpoints and ideas of others while working in a group. Practical cooperation often requires compromise, and students must be willing to work with others’ ideas rather than insist on their method of doing things. Adapting to new instructors, topics, activities, students, or schedules: Students might encounter a variety of changes in a classroom, such as the addition of a new student, disruption of the everyday schedule owing to a school-wide assembly, or the start of a new reading group. Students must adjust to these new circumstances to stay interested in classroom activities rather than being distracted by them.

Finally, planning abilities may be assessed by player/student displays of the following: Using class time wisely: When students attempt to execute a task in the classroom, they must consider the time and resources necessary to complete the work and devise a strategy to complete the task effectively and on time. Remember to bring key things to and from school: Students must plan to ensure they carry essential items to and from school, such as permission slips, physical education clothes, and notices. If students do not make proactive plans for these events in advance, they will be forgotten. Completing homework: Students must plan throughout the school day to ensure they have the resources necessary to accomplish their assignments. They must first record their homework, then decide the supplies necessary to complete the assignments, and then ensure that those things find their way from their desks or lockers to their bags for the trip home. Adhering to specified assignment directions/guidelines: Utilizing materials and rubrics to organize assignments is a necessary skill for classroom success. Students must prepare ahead to ensure that their assignments adhere to assignment rules, including page layout, length, and content requirements. Asking clarifying inquiries regarding requirements prior to the assignment’s deadline is another effective planning technique. Multiple assignments at the same time: Balancing numerous tasks may be difficult and demands excellent planning abilities. A student who prepares ahead will likely identify when assignments are due, estimate how long each assignment will take, chunk lengthy tasks into manageable portions, and ensure that each work is submitted on time and per the instructions.

By Kyle Joyeau and Nicollette La Chapelle

Introducing games into the classroom can have a very powerful impact on learning. Games can increase student participation and foster social learning. It also motivates students to take risks and increases their decision-making and problem-solving skills. In this blog, we will explore how the game Jenga can be used in the classroom analyzing Gee’s 16 principles of good games. 

What is Jenga?

Jenga is a game that involves a lot of decision-making, focus, patience, and hand-eye coordination. It is one of the most popular games that is played at many family nights and game nights. It was created by Leslie Scott, the co-founder of Oxford Games Ltd, in the 1970s. The name Jenga is derived from Kujenga, a Swahili word that means ‘to build’.

Classic rules for Jenga.

Jenga includes 48-54 wooden blocks and they are all stacked together in a tower. The purpose of the game is to remove the blocks one by one without letting the tower fall. Each player has a chance at removing the block. At each turn, the player will strategically pull out a block and place it on top of the tower without allowing the tower to fall. The game ends when the tower falls and the person who made it fall is deemed the loser. We’ve decided to use this same concept but with a twist to learning multiplication and division skills. 

Multiplication and Division Jenga 

Multiplication and Division are two of the most common operations used in Mathematics. We decided to use different sums to test the quick-thinking skills of students. We both teach Math and Sciences so we thought it was a good idea to use Math in this case. Basic Math skills are needed in everyday life so we thought it would be fun for students to learn it with a twist. This will not only allow the students to engage in some healthy competition but build their mental skills. This game will allow students to develop focus, patience, decision-making, and hand-eye coordination. This can be useful in both Math and Science. Hand-eye coordination can be especially useful while doing lab work. 

Objective

Students will be able to solve problems quickly and develop decision-making skills.

Instructions:

1. There will be a set of cards with sums and answers written on it. 
2. The blocks of Jenga will have numbers coordinating with the answers on it.
3. Once the student gets the correct answer, he/she can look for that block with the answer on it. 
4. They will then have to use their decision- making skills and focus to pull that particular block out without throwing the tower over.
5. If the tower falls, that person loses, if it doesn’t the next player gets a turn. 

Using Gee’s 16 principles

1. Identity

In Jenga, players do not build characters or operate in the virtual space as the game is one that operates in the physical space. However, the nature of the game does allow for players to remain committed due to the skill taught throughout the game. 

2. Interaction

This game does encourage communication and interaction amongst players as it is played in a face-to-face encounter. The game itself does communicate to players. Players learn that actions and decisions made have consequences. Moving one block out of place, or putting a block in a space that causes the tower to become unbalanced can ultimately result in a player losing that game. In this game of Jenga, the cards do all the talking. They tell the player which block is removed in his or her turn. There is definitely an interactive relationship between the player and the game.

3. Production

There are many different versions of Jenga, each version designed with a particular goal in mind. There is the basic game that simply allows the blocks to be removed from one layer and placed elsewhere ensuring that the tower of blocks is perfectly balanced and maintained. For a challenge, the numbers 1-9 can be written on the side of each block and using a deck of cards that tell each player which blocks to remove. 

4. Risk Taking

Jenga is quite a risky game to play. One wrong move and the game is totally over. Players are encouraged to take risks and so this is one of the key lessons of the game. Toppling the entire tower over and losing the game also teaches strategy through failure as bad moves are learned and develop mastery. 

5. Customization 

The fact that there are many ways in which the game can be played as discussed in the production criteria above, means that the game can be customized based on the player’s expectations. For example, players may simply opt into playing the basic Jenga which simply allows for blocks to be removed and put elsewhere. While math and science lovers may opt into using the deck of cards which increases the difficulty and increases risk-taking. 

6. Agency

Players do have a sense of control when playing Jenga. They decided which blocks to move and from where, how to remove the block, and also where and how to place the block at the top after it has been removed in order to ensure continuity of the game. 

7. Well-Order Problems

Jenga is played in the physical space and allows for hands-on interactions between the blocks and the players. The game allows for critical thinking and processing as well as creativity and skills in improving hand-to-eye coordination as the game continues, resulting in the tower becoming increasingly taller and a more unstable structure.

8. Challenge and Consolidation

Playing Jenga with a deck of cards increases the amount of challenge in the game. Players must now remove the blocks from the level given by the number on the card being drawn from the deck. In so doing, some blocks that are more difficult to remove can coincide with the number on the card is drawn and so increases the difficulty for the player whose turn it is. Much more skill is involved in removing more complicated blocks as there is for simply having a choice to remove a block that is easier and more stable in removing. 

9. “Just in Time” or “On Demand”

Luckily, this game does not make use of words that can be taken out of context and create chaos or any readings. The game is quite efficient and fun in that regard so that it is universal. Anyone can play. The rules are also pretty simple to understand. 

10. Situated Meanings 

Students understand the game of Jenga and the purpose of the game. The players of the gameplay and enable the game. Students learn the vocabulary of the game and how to win by knowing the specific rules

11. Pleasantly frustrating 

This game is in fact pleasantly frustrating. The frustration of not being able to remove the block without making the tower fall or when the student actually makes the tower fall, they become frustrated with the game and sometimes themselves. 

12. System thinking

Students must think strategically and systematically in order to keep the tower standing. A lot of time will be spent choosing the right angle and the player will choose the right stance or position to properly take out the block without allowing the tower to fall. A systematic approach is needed in this game. 

13. Explore, think laterally and rethink

Before the student makes the play, they will explore every angle of the game before making a move. Because in this specific game the block is chosen based on the answer from the card chosen, so students will have to rethink every move in order to take out the blocks successfully. 

14. Smart tools and distributed knowledge

The students are given all the information, rules, and tools to play the game effectively. 

15. Cross functional teams 

Students can choose to work in teams or individually. 

16. Performance before competence 

Every student would have been exposed to Jenga before. They would play the game several times before developing the necessary ability, knowledge, and skill to be successful at the game. 

Universal Design for Learning (UDL) Assessment 

When analyzing the 3 principles of UDL, this game has all three. It has engagement, representation and action, and expression. In Engagement, this game stimulates motivation, fosters collaboration with other students and students are able to self-assess their moves and facilitate the skills and strategies for the game. In Representation, there are alternate ways to tell students the rules whether it is audio or visual. The symbols of the games will clarify which block needs to be removed. In Action and Expression, this game will support planning and strategizing the next move and the main goal is established which is to remove the blocks without the tower falling. 

Reflection:

What are the barriers to the game? 

• The academic level of the questions 
• The classroom setting- is it big enough, does it have room to maneuver. 

Who may be excluded?

• People with disabilities may be excluded because the game involves a lot of moving around so it may not be feasible for them. They can get assistants to help them to be inclusive. 

How does the game foster creative and critical thinking?

• It fosters critical thinking when students have to remove the block that was chosen. They have to strategize in how they take the block out 
• It allows students to be creative in the way they take the block out and the angle and movement they use. 

What skills are being activated?

• Develops focus 
• Patience
• Decision making Skills 
• Hand-eye coordination.
• Strategic thinking 

How will I know if learning is taking place?

• If students are getting the questions on the cards correct, then learning is taking place while they are having fun.

Two different ways of including Jenga in the classroom.

Hang Man

How to play:

A game played between two or more persons. Each player takes an alternate turn. The first player mentally constructs a word and must provide a verbal or written clue to that word. That player will indicate the number of letters in the word indicated by a corresponding series of dashes to represent that word or phrase. The other player is given an opportunity to guess letters to determine the word. The gallows are then drawn, and the guesser has the opportunity to guess one letter at a time. When the guesser calls a letter in the word, it would be indicated accordingly. If the letter selected is not part of the word, it would be recorded, and a body part will be drawn. The body parts include the head, two hands, torso and two legs. Each player has 6 opportunities for errors. The object of the game is to guess the word before the man is hung. If the hangman is fully drawn, then the other player/team reveals the word.  It then becomes the next player/team turn and the role is reversed. Categories should be identified such as place, season, thing, phrase etc depending on the age and cultural setting of the players. Music will be played in the background to set the tone for the learning environment.

Potential Barriers to the game:

• The game may not be fair for every type of learner, especially those from different cultural backgrounds and languages.
• There could be some degree of difficulty of vocabulary dependent on the literacy level of the players.
• Cultural phrases and idioms could be niche culturally and generationally.
• Issues with the historical genesis of the game, as the origins of the game, could be a culturally sensitive issue.

Who might be excluded:

• The game is visual, so auditory learners could potentially be excluded. They can participate but may require additional assistance.
• May lend itself to persons linguistically-inclined as they may be more inclined to participate.
• The difficulty of vocabulary and certain phrases could exclude learners such as ELL as well as the local dialect speakers which can potentially compete with Standard English.
• People from different cultures could be excluded from different cultural, historical motifs and religious backgrounds due to a lack of familiarity with some words and or phrases.
• Second language learners could be challenged by vocabulary depending on how niche it is to academic or everyday language. 
• Depending on the age of students (or the age gaps between people in the group), there may be some words or phrases that are behind or in front of their time.
• Parent prohibition of playing online games because they may see gaming as a distraction from academic work.

How do the game foster creativity and critical thinking?

• Particularly if played as a team sport, this would foster collaboration
• Provides immediate feedback and offers opportunities for scaffolding.
• Supports intrinsic motivation.
• Constant adaptation and self-correcting of words/phrases.
• Allows for errors in a relaxed playful environment which is a key ingredient for creativity.
• Opportunity for F.A.I.L.
• Student autonomy as players decide the length of the word, categories of words, and students make adaptations to the game such as the hangman can even be substituted for other figures such as snowman etc
• Helps develop problem-solving and communication skills in a natural environment

What content is handled?

And categories can be used can include but is not limited to

• “Everything and anything
• “Tech/Inventions” – Anything that has been invented through the ages, from ancient history to modern times
• “History Buff” – History, politics, wars, civics, and things in the present that will become history
• “Entertainment” – Movies, music, books, actors, singers, authors, as well as fun activities
• “Sports/Games” – Sports and games of all sorts, leisure activities
• “Geography” – Places, both geographically and answers to the question “where?”; Also, things that are usually found in a particular place or region
• “Transportation” – Methods of transport, as well as things are seen while travelling
• “Around the House” – Household items
• “Global Food/Drink” – Foods and drinks, cooking terms, ingredients, restaurants, other food items
• “Plants/Animals” – Plants, animals, items made from plants or animals
• “Family” – A subset of the words appropriate for children, no adult themes, or terms
• “Caribbean foods” – Local dishes and fruits indigenous to Trinidad and Tobago and the wider Caribbean

What skills are being activated?

• Problem-solving and critical thinking skills
• Creativity and communication skill are being developed
• Content: descriptive language, history, cultural motif knowledge, specialization in different topics
• Psychological: strategize with teammates, how to describe different scenarios
• Social: team play – how you work with others, communicate with teammates personality traits, motivation
• Emotional: how you deal with pressure,
• failure, success
• If played online promoted hand-eye coordination. and familiarity with the platform: zoom whiteboard etc
• Memory and sequencing skills, orthography, and reasoning

Sensory skills

Multitasking skills, listening, and speaking, listening and writing, listening and thinking

How will you assess learning is happening?

• Students’ willingness to participate and ongoing focus and engagement
• Application of knowledge
• Informal observation of words selected
• Formal and informal opportunities to use new vocabulary words in daily conversations and writings
• Improved vocabulary mastery
• Having students share real-world applications of knowledge they would have gained.
• Transferring from one discipline to another.
• The speed at which words are completed

How can you use this in class?

• Teach and review vocabulary words from a lesson
• Variation to a spelling test
• Increase student vocabulary and interest in writing and reading.
• Can be used as an effective form of peer evaluation
• Integration of subjects – Mathematics (Addition and Subtraction) where students calculate how many correct letters and calculate how many blanks remain to be filled. Law of probability – what is the probability of guessing a correct letter at each stage of the game
• Students identify real word opportunities where they can apply info

How do we adapt the game?

• Can be played where the teacher is the chooser, and the student is the guesser.
• Simulations where students take the role of the teacher, adopt leadership skills
• Begin with easier words/phrases and increase too more complex,
• To increase opportunities to F.A.I.L, more features can be added to the hangman example eyes, nose mouth
• Use neutral colours and appropriate font size.
• Visual prompts can be used to support the theme
• Children having a voice – student-centred vs teacher dictated, students, determine the pace/tempo of the game.

Have students design the word lists themselves

Informal observations of students demonstrating understanding of vocabulary.

Reflection questions:

How did the game help you learn?

What words did you learn that you didn’t know before?

Categorize words that were challenging or still need help

Draw posters with vocab words from the game afterwards (pictures, definitions)

What did you enjoy most?

What needed improvement?

Sixteen (16) learning principles of good games

Identity

There are two identities in this game – the Clue giver (the person who selects the word) and the guesser (the person guessing the word). The guesser is obligated to brainstorm and overcome the threat of being hanged. In the case of a pizza that substitutes the hangman, the pizzas start as an entire pizza cut up into many slices. One slice is removed with each incorrect letter offered so that in the end the guesser is motivated to take home as many slices as possible.

Interaction

Ongoing interaction. The clue giver can assist the guesser by giving additional prompts such category or suggestions of vowels or consonants. As the guesser makes calculated guesses, there is constant interaction between the clue giver and the guesser. As roles are alternating the game provides ample opportunity to both challenge and be a challenge.

Production

Students are the producers of the game. The game can be student centred. The person who assumes the role of clue giver decides on the category and word count of the word/phrase.

Risk-taking

Failing is part of winning because it helps eliminate the incorrect letter. Trial and error is the name of the game. Progress is achieved by the process of elimination. The game allows for risk and failure with immediate feedback.

Customization

There can be many variations to the game. For instance, the word/phrase selection can be limited to specific topics or new vocabulary specific to a lesson.  The difficulty level can be tweaked to the appropriate level of the players. There can be any number of players. The aesthetic of the game can be modified instead of a hangman we can use a snowman, or the mouse and cheese concept can be used. (Six stairs/steps lead the mouse to the cheese and with each incorrect letter selection the mouse can move one step closer to the cheese. Additionally, limits can be set on the number of letters per word/phrase (not less than four, no more than 10) and the syllabification of a word (must have 4 syllables)

Agency

The players take ownership over the selection and difficulty of the words. The guesser has to make choices to get the correct answer, while the clue-giver has full control over the words selected and the clue given.

Well-ordered problems

Hangman can be structured in such a way from easier to more challenging words. Additionally, the game can be levelled according to the extent of the clues. Both words and clues can be levelled from simple to difficult.

Challenge and Consolidation

Keep trying until you have exhausted all options. The guesser must make multiple attempts. It is very rare that the guesser correctly identifies the word simply based on the clue. The more repeated fails help players to guess the correct word.

Just in time/On-demand

Guesser can be provided with additional clues on request, to avoid operating at frustration level and give greater opportunity to correctly solve the word.

Situated Meanings

There are categories that are chosen such as phrase/ word/ thing, place etc. Words/phrases give a situation /context that the word can follow.

Pleasantly frustrating

It is a challenge, a guessing element. Doable yet fun. Players keep making attempts to guess the word in a relaxed fun environment. When played in groups, students need to collaborate and brainstorm to decide on letter selection. This game definitely meets the pleasantly frustrating criteria perfectly as it is fun yet challenging.

System Thinking

The game can take a systematic approach as the roles are switched the clue giver and the guess tend to match the level (easy vs difficult) of the previous player. Also, the clue guesser can decide not to give additional clues to intensify the difficulty of the game.

Explore, Think Laterally, Rethink Goals

The clue giver need to give appropriate clues, the guesser has to “play around with letter combinations to try to spell the word correctly. Additionally, the clue-giver can give more clues if so inclined. The game is less about speed but more about strategy. Players must constantly adjust their thinking as to what the word might be

Smart tools and distributed knowledge.

Players who are more skilful in identifying words based on the placement of vowels can be used to call vowel letters, while others who may identify words easily using specific letter placement will be identified to so do, to give their team added advantage.

Cross-Functional Teams

This can be applied as one class may play with another class. One school may play with another school that shares this common interest.

Performance Before Competence

Keep trying until you have exhausted all options. The guesser must make multiple attempts. It is very rare that they guess correctly identifies the word simply based on the clue. The more repeated fails help players to guess the correct word.

Ten pin bowling is a common form of bowling in which the players roll a ball down a “lane” with the objective of knocking over ten pins (a strike). Each player will have two chances per turn to get a strike. If a strike is not obtained on the first try, the player still has an opportunity to get one on the second attempt (a spare).

Potential barriers in the game

Who might be excluded

How does the game foster creativity and critical thinking?

What content is being handled

Main objective of the game was to have a “brain break” to promote physical and social interaction through movement as a part of classes.

What skills are being activated

How will you assess if learning is happening?

The main objective of this game was to encourage physical and social interaction amongst students. However, upon observation we noticed the following progressions:

Universal Design for Learning (UDL)

10 Pin Bowling Video Demonstration

Group Members : Danette Paynter Shemille John Cleopatra Jones