Practice Sheet for the Educator
Aim: Creating and adapting workshops by using games while referring to relative e-books from BIBLIODOS.
Key Words: Art, enriching, e-books, games, games with art, workshop games.
Prior Knowledge: Not needed.
Artwork from the European heritage is the corner stone of BIBLIODOS project. Along with the creations of the e-books we can create interesting and motivating games within workshops. When using games in workshops people are motivated to participate and the learning procedure is even more fun, inclusive and interactive. With this practice sheet we will give some points and guidelines on how one can plan and create such workshops.
Using all the material provided by the platform.
All the material in the project is created with a single and only goal in mind. To assist people to learn languages by using the European heritage. That is why the partners have gathered resources from various sources and created the first e-books and the assorted material. All these are to provide learners and educators alike the means to “tap” into the great pool of knowledge that is provided by the European art heritage. To create an even better adapted way of learning we should bear in mind that in our workshops we could provide some more interactivity. Hence the use of games.
Game-like materials are also far more interactive than many traditional forms of training, like tests and quizzes, allowing users to learn through active practice and to review the content to increase their knowledge, skills and confidence through repeated practice. Games can thus boost understanding and retention, giving the learner a much better chance of getting it right in real life.
A technique often used is to divide the learners into small teams. By dividing participants into teams and getting them to work as a unit, as a team, in order to try and achieve a given goal, can be a great hands-on way to give then a way to hone their skills. Games can be especially effective in their use in topic areas that otherwise might be considered quite boring by the attendees. Games are effective in spicing up the learning process.
These games can also be a wonderful tool as an ice breaker, meaning that they can be used to help participants to get to know each other, particularly when these people will not have known each other before the training day. Games also help to offset the possibility of boredom that can otherwise set up when learners have no real opportunity to be active and to have a voice in the training, while helping them to internalize information as this form of learning helps to re-enforce learning through a kinesthetic approach.
Try to select games in which everyone can participate and be sensitive to the needs and circumstances of the group. For example, some of these games may exclude people with disabilities, such as difficulty walking or hearing, or people with different levels of comfort with literacy.
Match the art: Choose an e-book from the platform. Produce material for this e-book. Produce more art from other e-books. Talk about the chosen e-book with the learners. Separate them in smaller groups (2-3 persons) and give them copies of the artwork. Ask from the new, smaller groups to choose the art that better describes the story from the chosen e-book. After the groups have finalized with the selection and order of the art, ask each group to present their storyboard. At the end compare the storyboards given. The most crucial thing is to have fun!
Resources: Multiple prints of associated art with the chosen e-book along with a few more from other e-books. A large piece of paper to stick the created storyboard, glue or scotch tape, markers.
Match the words: Choose an e-book from the platform. Produce material for this e-book. Print in paper (or write down) words or sentences (depends on the level), which are pivotal for the chosen e-book. Fold them and place them inside a jar. Ask the participants to pick one or more folded papers (depends on the number of participants and the words/sentences you provided). Show them a list of the art used in the chosen e-book. Ask the participants to put the word/sentences along with the art in the correct order by using note stickers with a number on it, starting from “1”. When they have finished and finalized the order show them the correct order along with the chosen e-book.
Resources: The words/sentences should be printed or written on paper (A4 or A5). Prepare the prints of the art used in the chosen e-book. Place the printed art on the wall/board. Markers, note stickers, scotch tape, pairs of scissors.
Preparing the workshops and the material
Make sure that any game you decide to include as a part of the training, does have clear objectives from your point of view, as the trainer.
Decide on a time frame that you will allocate for the game and ensure that you provide exact and clear rules and guidelines for the participants so that there is no confusion as to what the game entails.
All physical material needed should be prepared well before the workshop/game takes place. Thus giving time to the educator to find and overcome any technical issues (for example, no internet connection, printer out of paper and so on). Keep in mind that using the material provided from the platform, the educator should be well prepared for the workshop. Meaning that he/she should be prepared for any questions regarding the author of the book, some of the painters/artists whose art is used in the workshop. This is of paramount importance so the learner will participate even more by finding out more details for the art presented.
Produce more copies that you might need to be certain that everybody has access to the materials needed. The same applies for any consumables like paper, glue etc.
At the end of this practice sheet, you will be able:
- To plan and prepare workshops
- To use all the materials and features of the BIBLIODOS’ platform