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Teachers can foster collaboration, empathy, creativity, and problem-solving during the “So What?” game by intentionally planning reflective and interactive moments.

Before the game begins, they can guide a brief discussion to set expectations for teamwork and respectful communication.

During the game, pausing at key moments to ask questions like “How is your team solving this challenge?” or “How are different ideas being considered?” encourages students to think critically and empathize with others.

Teachers can also prompt students to consider different perspectives when making decisions, helping them reflect on the consequences of their choices.

After the game, a short group reflection allows students to recognize successful strategies and acknowledge moments of empathy or creativity.

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Games: powerful tools for learning and connection

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Games: powerful tools for learning and connection

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As a teacher, I believe intentional planning is key to making games more than just fun, they become powerful tools for learning and connection. Educators can plan moments of mediation by designing group tasks that encourage students to share roles and solve problems together. They can include time for reflection to build empathy, allow space for creativity by letting students create parts of the game, and guide discussions with open-ended questions. With intentional planning, games become powerful tools to develop collaboration, empathy, creativity, and problem-solving.

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First of all, getting to know your students and understanding that each group has its particularities. It's necessary to keep adapting your lesson plan to make it work in different classes.

Those moments can be done by promoting different interaction patterns, applying role-play activities and challenges, TPR, and studying the potential of turning a paper-based activity into a game.

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I think it’s all about being present. Teachers can pause the game at the right moment, ask simple questions that make kids think together, or invite them to see from someone else’s point of view. It doesn’t have to be big, just intentional. That’s where the magic happens.

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Teachers can set clear learning goals, assign group roles and guide the reflections during the game, allowing stds to process their decisions and interactions. They can also have open-ended prompts for stds to think critically and creatively. After the game, there could be a moment when stds could connect the experience of the game with real-life situatios.

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Teachers can intentionally plan the class by using scaffolding interactions, offering guided questions, and modeling collaboration with care. Using the language of/for/through learning, they support students in expressing ideas and solving problems, adapting to their needs and personalities. It’s also important to hold space with empathy, especially when students’ creations may bring up personal stories or emotions. These moments can promote deep connection, creativity, and trust within the group.

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Since So What? is based on role-playing, and for many students this is not something that feels natural or part of their routine, some might struggle with creativity, especially if they’re not used to imagining scenarios or stepping into a character. Others might feel too shy to participate fully or might not immediately see the purpose of the activity... That’s why it’s so important for teachers to intentionally create safe and engaging moments of mediation. Teachers can model how role-playing works, show how much fun it can be and guide students through the process in a way that feels supportive and non-judgmental! Giving students a framework or structure to follow, like clear roles, guiding questions or simple examples, helps them build confidence. In my opinion, when students feel that the classroom is a space where they can express themselves freely, they’re more likely to collaborate with others through the game.

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The teachers can walk around as the game goes on, listening in and stepping in with simple, open-ended questions that will lead to deeper thinking or new perspectives. After the game, teachers can lead informal group discussions or ask for quick written reflections, helping students connect their decisions to real-life situations or classroom content. It’s about creating a space where students feel encouraged to think critically, collaborate, and reflect in a meaningful way.

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To intentionally foster collaboration, empathy, creativity, and problem-solving during the game So What?, teachers can plan mediation moments by setting clear expectations for respectful dialogue, encouraging students to listen actively to each other's ideas, and guiding them to consider multiple perspectives. Before the game, teachers can model how to ask open-ended questions and build on peers’ responses, promoting a more collaborative and inclusive environment. During the activity, they can pause the game strategically to highlight creative solutions or empathetic insights, and pose reflective questions that prompt deeper thinking.

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In this context, the questions are key. Plan when the mediation moments will take place. Teachers can foster reflection with open-ended questions that encourage these qualities. For example, “How do you think that person felt when you made that decision?” (empathy), or “How can we come up with a new approach to this situation?” (creativity).