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How to run the games without students going wild :)

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Yes..how to include games..esp on a chapter basis?

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How can students see the link between games and historical understanding

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Would like to explore using e-ped in making games aside from using quizziz. Haven’t had the chance to try out the gamification features in SLS.

Would love to learn about combining role play with gamification strategies as well.

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How would you check on students learning and understanding (according to the lesson objectives) after playing the games?

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How can we move games online and make use of students PLD to facilitate the process?

How can we make the political side of the syllabus (eg. Rendall constitution) more interesting through games?

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Board games or kahoot/ blooket? I tend to use the latter to save time and also don't have the resources to create decent looking board game that will appeal to students.

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1. How to play a full run of the game under time constraints

2. Alternative forms of games: flashcards, decktoys, kahoot, blooket

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1. Ask questions on why is it that some people lose life or lose money?

2. Ensure that the students ask “why questions”. Can have that as an extra question at the bottom.

3. Ask reflection questions: “which group got more advantages?” etc.

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1. Different events will affect different groups - can get students to think why and how each group is affected

2. Not easy to set up a colony at the start (so people lose lives and money frequently), but life improves as the British do more

3. Consolidation can be timeline activity - students can choose 5-8 positive or negative events (can also get students to pick events they think are more significant)

4. "Go big or go home" for the Chinese workers/traders VS Malays lose money and lives more (different treatment for different groups of people)

5. Students can have a worksheet to track which event impacted them the most - then they can research more on the event

6. Students can also research more on their own role cards

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1. ask students regarding how they feel about living in that timeline as the character that they took up (on padlet)

2. get students to do roleplay (video from students)

3. journal/diary entry based on the character that they took up (experiences are based on who you are)

4. source work/inference

5. impact of colonialism/external events (negative/positive)

6. provide page numbers on cards for the questions, students would be provided 30 secs etc to flip and find the answers

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Hold a conversation about Diversity - players can choose their reactions to events based on their characters. Can weave the events into a narration about the family/ groups involve.

Students can write reflection to tease out historical empathy eg If you are one of the character, what will you say to people of the later generations?

Content revision before test/ exam.

The game can be used as an overview of Sec 1 history.

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1. To help consolidate the content and encourage perspective-thinking, we can prepare a worksheet/padlet assignment for students to reflect on the events that positively & negatively affected their character roles. The same worksheet/Padlet can also include a timeline of events and get students to discuss the winners & losers of that particular event.

2. Can link to HI on how life was like for migrants in colonial Sg.

3. When we start the game, different characters start with different amounts of cash. Eg: Indian labourers get less than British traders

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1. Teaching about historical causation, significance, change and contionuity and chronology.
2. Helps to effectively teach the students about how external developments has an impact on internal developments (e.g. other countries gaining independence having an impact on the locals in Singapore to year for independence) [Causation]
3. Bite-sized information on the cards

How to tap on this game?
1. “How do external developments have an impact on the internal developments in Singapore” OR you can also ask the students to create a question based on what they have played. Main focus could be on essay writing skills
5. Teaching the concept of significance when teaching riots.
6. Solo taxonomy on extended abstract: Make the students ask questions beyond describe/explain. “Was/did” questions
7. Make the students generate questions that will help them for SBQ as well.

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1. Cause and effect - can stack cards

2. One timeline for international events, one for local events

3. Can have a limit (e.g. until before outbreak of WW2)

4. Can get students to research (e.g. how did war in Germany affect Singapore?)

5. Students to take a character role and write a narrative (e.g. a letter back to your hometown as a Chinese worker) - pick one or a few cards (e.g. I joined the MPAJA because...)

6. Imagine you are an Indian/Chinese/Malay citizen living during the JO. How are you impacted by ______?

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1. Can pick an event, write about it Historical Significance and Change and Continuity.

2. Students write Reflection about their experiences of playing the game.

3. Useful for just-in-time content mastery exercise.

4. The impact of international events on Singapore. Concept of Causation.

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1. choose top 3 external events that have impacted Singapore, observe the relationship between external events and Singapore- writing exercise/verbal

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1. Effective game for content revision. Can split it up into different classes. Eg: pre-independence and post-independence

2. As a consolidation activity, can consider getting teams to compete against one another. If it is a trigger activity to teach content, it can be an open book research kind of activity.

3. Incorporate a mechanism for sharing information among teams, such as a trading system where teams can exchange events or clues.

4. Maybe can include discussion prompts or questions for each event to stimulate dialogue and deepen understanding.

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1. Consequences are more random - more to spark interest

2. If students take cards, what happens if someone else lands on the same tile?

3. Use of power card?

4. Can ask students what is the purpose of the Yellow International cards and how it relates to Singapore

5. Students might not understand what Merdeka is, but just shout because it is the task

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1. Some task might not connect with students e.g. some will not be able to sing some of the songs.

2. Generates interests and excitement esp with the competitive elements.

3. Some students will not want to read all of the text or carry out the activities.

4. Useful to activate students' energy/ lesson hook.

5. Simple rules and movement will interest lower sec students. Competitive element engages younger learner.

6. Might lose 'weaker' participants.

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Objective: Content retention/mastery, application of historical concepts (significance, change and continuity, causation, historical empathy)

Observation:

Yellow cards signals external events where Singapore has little control --> Move ON

Memorize events through kinesthetics learning (involving different senses)

Improvement: Preparing HR students (power cards can be open ended)

How would we use this game?

Using Change & Continuity : ask students choose a few events that showed change or continuity and explain it

Asking students why were the cards colour coded? What were the similarities/difference between the colour coded cards

What is the significance of events? E.g. Students standing up saying those "dialogues" can be used by teachers to lead it back to the content

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1. What have you tried out? 2. What did you observe? 3. What worked? What didn't? 4. What next?

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1. What have you tried out? 2. What did you observe? 3. What worked? What didn't? 4. What next?

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1. What have you tried out? 2. What did you observe? 3. What worked? What didn't? 4. What next?

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1. What have you tried out? 2. What did you observe? 3. What worked? What didn't? 4. What next?

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1. What have you tried out? 2. What did you observe? 3. What worked? What didn't? 4. What next?

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1. Tried out Timeline game for sec 3N History elective class. Topic: Nazi Germany

2. Observations: Students were unsure of the events as there were simply too many events for students to understand and be familiar with.

3. What worked: Re-introduced a historical concept: importance of Chronology with students.

4. What didn't work: It was difficult to sustain students' interest in the game. Probably because the topic was too difficult and too layered to tackle in a chronological manner for 3N students: political & economic circumstances of Weimar, Hitler himself etc. There is no "end point" for students to reach in this timeline.

5. What next? Perhaps try this timeline game while teaching Outbreak of WWII in Europe instead, where there is a clear point to reach: WWII. Plus, the events leading to WWII in Europe are linear and easier to follow. Depending on the readiness of students, we can also add/remove certain events in the timeline game to better suit our lesson objectives. For example, for lesson with 3E or even Pure History students, we can add choose to add events related to militarist Japan in the timeline as well. This will help to provide a more understanding of historical events.